The article describes an effort to systematically collect data and different leadership styles used by chairmen and staff persons and to relate these styles to the effective functioning of task oriented committees. (Author)

Two-way communication was, as predicted, more accurate, more satisfying, and more time consuming than was one-way communication, but significant transfer occurred in the reversed condition. (Author)

The results of the study indicate that sensitivity training does produce positive behavioral changes. (Author)

This study attempts to articulate the internal normative structure of sensitivity training groups by identifying the normative patterns that govern member behavior and by examining the relative influence exercised by trainer and member over the establishment and maintenance of group norms. (Author)

A theoretical framework is here proposed in an attempt to explain the apparent discrepancy between the actual behavior of participants and what they say they experienced and learned in personal growth programs. (Author)

Developmental trends in two 10-man training groups were studied by checklist and rating scale techniques throughout a four-day laboratory. Differences in the developmental patterns of the two T Groups are interpreted as consequences of the contrasting approaches of the trainers. (Author)

Executives who were given a program designed to strengthen their need for achievement were matched with comparable executives chosen to attend the corporation's executive development course during approximately the same period. In a followup study, participants in the motivation training course had performed significantly better than their matched…

The present study extends the understanding of the level of emotional arousal produced by T Groups by providing a comparison with the college examination. (Author)

Among the effects of trainers on their T Groups was that trainer empathy and security were related to liking for the trainer and perceived member learning. Trainer affection, tendencies to reward and punish, and openess showed no or little relationship to participant learning. (Author)

In the present study, members of two trainer groups did not form relationships which were both mutually therapeutic and confronting so frequently as did members of one trainer groups. (Author)

Results of this study indicated that from prelaboratory to post laboratory, subjects' ratings showed a decrement in self disclosure toward both male and female friends. Thus the communications laboratory seems to have had a significant effect on the participants, the change being in the opposite direction from that expected. (Author)

A laboratory learning intervention in a new high school had a durable effect upon both faculty and students; (a) teachers exhibited greater interpersonal openness and acceptance of conflict, and (b) students saw the faculty as more receptive and themselves as more responsible and coactive, both in and out of the classroom. (Author)

The authors foresee a fifth achievement by which men will ultimately be able to work out their differences. Here presented is the Conflict Grid for use in evaluating good or bad ways of ending disputes as a vehicle for creative problem solving in the future. (Author)

A comparison between a T-Group course and a more traditional human relations course indicated the following findings: the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived transfer of learning, and more percieved comfort with feelings. (Author/BY)