Looks at the use of icebreakers in training and offers a checklist of questions for making sure an icebreaker is appropriate for the group and situation. (JOW)

Tips include (1) don't confuse replication with simulation; (2) choose the right subject; (3) develop a design plan; (4) make trainees responsible for actions; (5) use symbols for emotionally charged ideas; (6) don't play games; (7) use nontrainees for realism; (8) assess performance appropriately; (9) alpha test in low-risk situations; and (10)…

Examines assumptions about groups from three perspectives: restructured nondirected interaction, exploration of reasons for group membership, and discussion of group roles. Compares facilitation and leadership and illustrates ways to be a good facilitator. (SK)

Attempted to replicate and extend research on work of Kelly and Duran in assessing relationship of group member perceptions of group interaction to group effectiveness. Concludes perceived similarity may not always align with perceptions of cohesiveness. (Author/ABL)

Critiques the linear model that some managers use for appointing work groups, committees, and task forces; and discusses constructivist-based approaches as more effective ways to promote positive consensus, cohesion, and cooperation among nursing work groups. (Author)

Suggests that training professionals should nurture conflict among team members because disagreement is a healthy part of the collaborative process. Offers ways to encourage good disputes through respect for individuals and their differences, rewards for good behavior, well-equipped employees, and individualized training as necessary. (JOW)

Conversations with three nursing teachers facilitating reflective groups were analyzed using a phenomenological approach. Characteristics of facilitators and groups, facilitators' preparation for the role, and difficulties with the process were identified. (SK)

Reports and discusses special challenges and problems experienced by small group facilitators in organizational settings. Results indicate five primary categories of challenges and problems: internal conflict, lack of interest or enthusiasm, differing status levels among group members, lack of management support, and dysfunctional or disruptive…

Analysis of critical incidents recalled by 10 practitioner inquiry group facilitators reveals how they encounter issues of power that require them to negotiate social and organizational identity, the identity and boundaries of the group, and the public identity of teacher inquiry. Negotiating tensions and contradictions is part of the effect of…

The purpose of this study was to find out: (a) pupils' attitudes towards open-ended science investigations, and (b) the problems that pupils encounter when carrying out such investigations in groups. The study was conducted in a class of 39 primary 6 pupils of mixed ability who carried out four investigations. Data were based on pupils' responses…

Co-leadership is a ubiquitous practice that is largely not understood. The professional literature agrees that the relationship between the co-leaders is a vital element of the group process. Although much has been written about the development of the co-leadership relationship, a unifying stage model that bridges group co-leader development does…

This article approaches educational partnerships from two perspectives not dominant in the current literature. First, it adopts an organizational perspective, analyzing the participants in a school, corporate foundation, university, and college partnership from the institutional dynamics of each agency. Focusing on preexistent organizational…

Properly conceived and conducted, organizational mentoring can bestow benefits on the suppliant, the mentor and the firm. If prospective protégés assess the context of a mentoring relationship before they enter into one, they can enjoy a bonding experience that facilitates psychological satisfaction and furthers professional advancement. The movie…

This article discusses the effects of imperialism on British (or chiefly English) social life and education in the nineteenth century rather than examining the effects on the colonised as is usually done. It is shown that the nineteenth century was infused with different visual and written images which helped develop attitudes and ideas which…

Parent-professional partnership literature continues to emphasize the importance of including the parent voice. Spanish-speaking families are often excluded from such studies because of the language barrier. This article presents a qualitative interview study of eight Latina mothers of children with severe disabilities. All participants were…