This study examined the relationship between the achieved status of the leader and productivity in group problem solving. (Author)

Results indicate that the effects of videotape feedback are not necessarily predictable, and may cause either beneficial or detrimental group behavior change. Videotape feedback also seems to have markedly different effects on different groups. Conclusions are presented regarding the appropriateness of time-series research designs with T groups.…

Describes the development of sensitivity training and discusses the various aspects of this method of learning by acquaintance. (AN)

Describes and analyzes an action research" method for identifying and solving intergroup social problems. (Editor)

Portions of these studies were presented at the 47th Annual Convention of the Western Psychological Association, San Francisco, May 4, 1967.

Presents a theoretical model to account for the transformation of socioemotional group cohesiveness into instrumental group cohesiveness and vice versa, as a result of external or internal stimuli operating on the group, suggesting that instrumental versus socioemotional types are a result of the static nonlongitudinal approach to group research.…

To make meetings more productive, administrators should define each meeting's purpose, use meetings for what groups do best (such as clarifying issues), rewrite agendas to emphasize meetings' goals, avoid regular meetings and meetings for the wrong purposes (like shifting blame), and eliminate unproductive or nonessential groups. (Author/RW)

A synopsis of a Planning Assistance Kit designed by the Council of Educational Facility Planners (CEFP) and Educational Facilities Laboratories (EFL) to assist local communities in participatory planning. (MLF)

Reviews current literature and theories regarding the legitimacy and influence of interest groups on legislation and public policy. Also considers processes in the formation of interest groups, problems within interest groups, services and disservices of interest groups, and strategies used by interest groups to obtain influence. (GC)

The experience of action learning groups in nursing education may cause distress and anxiety from self-analysis and the emotions of working with patients. Attention to the nursing context, group processes, and the theoretical basis of group work may be necessary. (SK)

Addresses aspects of group process that affect learning in groups: maintenance and task functions, group cohesion, the facilitator's role, group formation, and power and conflict issues. Suggests that the relationship between group process theory and learning theory needs further exploration. (SK)