Describes five games (two for preschool children, three for all ages) used in adventure-, challenge-, and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, instructions, and variations. The games act as icebreakers; build group trust and cooperation; or nurture positive,…

Peer-mentored collaborative-research groups promote collegial partnerships, maximize members' expertise, and enhance skill development. Such a work group needs a common philosophy and group goals; it should evolve as a group entity and monitor group processes. (SK)

The red-blue exercise (a variation of "prisoner's dilemma") is poorly suited for its intended goal of developing skills in conflict management, negotiation, and group dynamics. However, it may be used as an educational tool that illustrates complex systems in action. (SK)

Describes how the emotional climate in organizations arises and evolves and how it affects organizational dynamics, idea generation, creativity, adaptability, and facilitation or inhibition of learning. (SK)

Research has found that individual emotional intelligence has a group analog and it is critical to groups' effectiveness. Teams can develop greater emotional intelligence and boost their overall performance. (JOW)

Beginning group leaders are frequently called on to process significant events in a group, although little information exists in the literature that directly discusses how to perform this important group function. Offers a conceptual map for leaders to follow in processing group events. Provides examples of specific interventions that can be used…

Discusses possible leveling of status differentials within organizations, examining differential address forms (using first name or title/last name). Explores the pivotal role of naming in elaborating/leveling status differences, shifts in norms regarding naming within corporations, and how the social dynamics of naming illuminate inherent…

The emotional life of community organizations and their members has been neglected in community development, although it can have an impact at individual, societal, and micro-social levels. Both the instrumental tasks and the emotions of organizations must be addressed. Understanding group dynamics can create awareness of this dimension. (Contains…

Introduces interactive journal writing in which group members write not only for themselves or their leaders but also to communicate with other group members. Experience with this new format suggests that this adjunctive methodology complements the live group process, enhances a greater sense of community, and accelerates group cohesion. (Contains…

Asserting that cognitive maps can serve as a technique to review course readings in a small group format and allow students to both become familiar with course content and learn group processes. A sample map and evaluation sheet are also provided. (EV)

The process-observer method of group training was evaluated. Disruption of group content and process was found to be less with the use of a process observer than with an observer. Process observers found the experience useful for their development as group leaders. Results and future directions are discussed. (Author/EMK)

Discusses group projects in distance learning, describes factors affecting the successful completion of group projects, and considers whether agent technology (self-contained, concurrently executing software processes that encapsulate the current state in terms of knowledge) is able to support students doing group projects. (LRW)

Summarizes ideas gathered from classroom experiences and from colleagues encountered in cooperative learning workshops and presents them as answers to questions from workshop participants who have been exposed to the basic principles and methods of cooperative learning. Information for college instructors covers forming teams, dealing with…

Studies how an aerosol technology research group constructed a research agenda for itself and how its activity was changed in the process. Analyzes the development of the production of ultrafine particles and employs the concept of mediated activity. (Contains 29 references.) (DDR)

Explains how facilitation skills can be developed in management classes using simulation exercises followed by reflective self-assessment. Appendices outline role behaviors, personality types, interventions, and suggestions for simulations. (Contains 26 references.) (SK)