Interviewed members of semester-long, unstructured small group processes course to identify trainer interventions contributing most to learning. Based on information obtained in interviews, a model was developed which divided trainers' teaching acts into three sequential levels: articulation, legitimation, and connections. (Author/NB)

Tested validity of a model of the experiential learning process, based on personal construct theory using college student subjects (N=22). Unpredicted results seemed to indicate that subjects who felt accepted became more open in their experience and perhaps more propositional in the way in which they construed others. (Author/ABL)

Outlines a research framework for examining changes as a result of sensitivity training in an experimental learning workshop. Hypotheses include expected changes in empathy, self-awareness, perception and behavior. Emphasis is on positive effects of personal construct theory. (JAC)

Analyzed all interventions made by trainers in two unstructured small groups (N=19) and examined their contributions to members' learning. Results indicated that participants in small groups with an experiential focus tend to learn most when they are taught directly. (LLL)

Examined relationships between attraction to group and individual outcome in groups and between group cohesiveness and individual outcome in groups in four groups of 27 graduate students participating in a group psychotherapy experiential training program. Results revealed that attraction to group and group cohesiveness were both related to…

In general, "hurt" individuals emerged from programs involving here-and-now social interaction, confrontation, rejection, low structure but with some support, and anxious trainers. Positive outcome was related to programs involving low dynamism, low confrontation, little interpersonal feedback, and high structure with nonanxious…

Formulated hypotheses about relationship between two major dimensions of defensiveness: hostility and constriction. Examined defensive and elaborative responses reported by participants in sensitivity training groups. Results showed that individuals reporting defensive responses during human relations training laboratory were experiencing some…

Presents a conceptual model that relates the range of types of experiential groups to their potential learning outcome. Attempts to relate group process and likely skill acquisition through participation in the group process. Tested model by considering applicability to a range of group learning processes. (RC)

Examined changes in individual construing processes for students in British institutes of higher learning, with reference to T-group or experiential learning group outcomes. Found little support for hypotheses that predict consistent positive change in participants' construct systems. Suggests that some participants developed greater interpersonal…

Discusses the social education derived from a group living community service program. Outlines the format and philosophy of the program, discusses the house meeting process, highlights the stages of intensifying tension and release, and defines the role of staff in assuring the group progression. (Author/LLL)

Participants in experiential groups initially use constructs which are different for referring to other members of the T groups than those they use with people making up their "real life groups." Experiential groups are seen by the participants as a "privileged social space" which permits different ways of relating. (Author)

Describes Discussion Development Group (DDG) resource center and its experiential learning program designed to assist teachers in leading discussion. Describes imagery as important methodological program feature and its use as indicator of communication at its deepest level. (Author/CM)

Members of two unstructured small groups, participants in one and observers in the other, rated all interventions by the trainer for contribution to their learning. Participants and observers had a similar learning profile. Differences between the learning of participants and observers were found for clusters of interventions emphasizing trainer's…

Outlines model of experiential learning process based on personal construct theory. Suggests that, through sensitivity training, participants' construct systems become modified, either by defining constructs to understand self and others, or by incorporating new themes into the construct system to provide broader understanding of interpersonal…

The URTSA emcompasses group-dynamic as well as other relations training. The first two steps of relations training--"external and internal courses"--do not produce observable effects at group and organizational levels, but are necessary preliminaries. Group dynamics can be a force for positive change in the Swedish job world. (Author)