Example: air traffic controller

Jaget och laget - Gestaltakademin

Master of Science gestalt in Organisations Jaget och laget Lagets betydelse f r individens prestation En f ltstudie av Svenska Friidrottslandslaget Peter Alterling, O17 Dissertation, januari 2007 Gunilla Guv ? 2 ABSTRACT I was curious if team leaders leading individualistic knowledge workers, could learn something from individual sport where explicit teams are built around high performing athletes. The question was: What does the team mean to the individual performance? The objectives where 1) describe the individual s subjective view on what the team means for her performance, and 2) in a hypothetical model describe how the team and the individual interact.

Master of Science Gestalt in Organisations Jaget och laget Lagets betydelse för individens prestation En fältstudie av Svenska Friidrottslandslaget

Tags:

  Gestalt, Galets, Jaget och laget, Jaget

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of Jaget och laget - Gestaltakademin

1 Master of Science gestalt in Organisations Jaget och laget Lagets betydelse f r individens prestation En f ltstudie av Svenska Friidrottslandslaget Peter Alterling, O17 Dissertation, januari 2007 Gunilla Guv ? 2 ABSTRACT I was curious if team leaders leading individualistic knowledge workers, could learn something from individual sport where explicit teams are built around high performing athletes. The question was: What does the team mean to the individual performance? The objectives where 1) describe the individual s subjective view on what the team means for her performance, and 2) in a hypothetical model describe how the team and the individual interact.

2 The study was empirical and theory served as background. In building my model I was inspired by three theoretical perspectives: gestalt theory, sport psychology (mainly cognitive) and Human Resources. I made a field study on The Swedish Athletic Team (Track and Field) using Grounded Theory as method. The main technique for collecting data was field observations, which I conducted during 15 days. I followed the team during practise, competition and social life. I supported the data collection with eight qualitative, open and semi structured field interviews, including eleven athletes. The result is a hypothetical model, which describes the team as a performance system.

3 The individual works in her process to get in shape and perform, integrate I AM and I DO to a functioning I. She is supported by the team s performance enhancing social processes to satisfy her needs. The security process supports psychosocial shape (social security net, having each other, being yourself, being alike, confirmation and just being). The building process supports technical, physical and mental shape (courage, concentration, creating energy). The balancing process supports integrated shape (find feeling, optimal nervous, stand on two legs). The flowing process supports spiritual shape (performance and the ultimate feeling).

4 The capture process supports existential shape and processing success or failure. A good outcome gives a belief in me, a bad one a split in half. These outcomes influence the processes and other parts of the performance system, mainly: performance climate, cohesive performance drive and belief in the team. In discussing the model I show how The gestalt Cycle of Experience turns into a Performance Cycle, how this interacts with the gestalt Group Cycle, how climate can be viewed as the group personality and how cohesion can be viewed as the group ego. I also discuss the group as an existential performance system leading to an existential cohesion.

5 To conclude I apply my model on a fictive knowledge organisation and coin the term Nourishment Team. 3 F RORD I tv r har jag gjort en fantastisk resa med Svenska Friidrottslandslaget! Tr ningsl ger i Italien, Europacup i G vle, l ger p land inf r VM i Helsingfors, Finnkampen i G teborg, lagsamlingar och inte minst EM i G teborg (efter studien). Jag har kommit s n ra, l rt mig s mycket och haft of rsk mt roligt! Ett stort tack till Yngve Andersson (ordf rande i friidrottsf rbundet) som ppnade d rren. Ett kast i vattengraven till Thomas Engdahl (f rbundskapten) som st llt upp p ett helt otroligt s tt. Och guldmedaljer till alla ledare, tr nare och aktiva som tog emot mig som ni gjorde.

6 Jag sk nker en varm tanke t min kurskamrat Elisabeth som hade de r tta kontakterna samt min kusin Anna Cedergren som hj lpte mig med bearbetning av intervjuerna. Jag riktar en h lsning till de chefer i arbetslivet som st llt upp som bollplank under arbetet. En del av er kommer jag arbeta vidare med f r att testa mitt resultat och det k nns v ldigt sp nnande. Gunilla Guv , k ra h rliga engagerade handledare som st tt ut med min r ra och omst ndliga process. Du har lotsat mig fr n kaos till kosmos. En stor bamsekram till min utbildningsterapeut Charlotte Wers ll som r ett enormt k nslom ssigt st d i stunder av f rvirring.

7 Kramar, pussar och stora hj rtan till min lilla familj! Tack Jenni f r att du st tt ut med min fr nvaro under l nga dagar och n tter. Isak, min son, n sta g ng du kommer och knackar p d rren och s ger Kom pappa! , d ska vi g ut hoppa, springa och kasta. Och tack Peter! Du har k mpat h rt i perioder, men hela tiden med en enorm energi. Du har lskat varje sekund med friidrottarna och inspirerad av dem har du varit osedvanligt motiverad, disciplinerad, laddad och koncentrerad. Du har presterat! V rmd januari 2007 4 INNEH LLSF RTECKNING ABSTRACT 2 F RORD 3 1.

8 BAKGRUND 10 2. SYFTE OCH FR GEST LLNING 14 3. FORSKNING 15 4. TEORI 16 Inledning 16 Individen 17 Individen och sj lvet 17 Behov och individens process 18 H mningar i individens process 18 Individens existens 19

9 Prestation 19 M l och motivation 20 Sj lvk nsla och sj lvf rtroende 22 ka psykisk energi 23 Koncentration 23 Arousal, stress, nervositet 23 Flow 24 Mental tr ningsprocess 25 Gruppen 26 Grupp som helhet och system 27 Grupp som process 28 Gruppens kontaktstilar 29 Gruppens betydelse f r individen 29 5 Gruppens inverkan p individens prestation 29 Klimat

10 30 Sammanh llning 31 5. METOD 35 Perspektiv och forskningsstrategi 35 Urval 36 Datainsamling 37 F ltobservation


Related search queries