Grandparents (n=152) and their adult children (n=76) described their families, and 38 kindergarten-age children were evaluated. The generational transfer of family dynamics was confirmed. Parents from both sides influenced emotional ties, but only the paternal side influenced the way families established structure, roles, and discipline. (SK)

A competency-based degree program in human resource management was co-generated by six groups of stakeholders who synthesized competency models using group decision support software. The program focuses on core human resource processes, general business management, strategic decision making and problem solving, change management, and personal…

Examines Simulated Group Counseling (SGC), a training model for graduate-level group workers. During a four-year period, 98 graduate students participated in 12 role-played SGC groups. SGC followed a model of group development and was highly consistent with expected changes in non-role-played groups. Discusses SGC advantages, especially related to…

Investigates out-of-class academic collaboration among students at a polytechnic in Singapore as they worked on collaborative assignments. Data were collected via a questionnaire completed by 232 students, interviews were conducted with 10 lecturers, observations were made of eight student groups as they collaborated on teacher-required work…

Discusses the role of an organization's leadership to create an environment where employees can develop a sense of control. Topics include keeping employees informed; clear organizational direction; motivation, that is driven by goals and effort; dealing with success and failure; consistency; group influence; values, incentives, and rewards; and…

In interviews, Scottish adults aged 55-96 in formal, self-help, and distance learning or not participating in group learning reflected on the process of working together to make meaning and on beliefs about learning, education, knowledge, and wisdom. The research process itself was a learning experience for subjects and interviewer. (SK)

Describes research used to develop an original instrument, the Workforce Diversity Questionnaire, to assess interactions in diverse workgroups. States that a set of proposed dimensions was developed theoretically from literature on cultural diversity, discrimination, and intergroup processes. Explains how validity was tested through confirmatory…

Defines dialogue and traces some of the forces that underlie thinking and acting in social settings where collective action is sought. Discusses stages and core elements in the dialog process. Describes results of the Dialog Project at MIT in terms of research sites, theory, facilitator development, educational material, an international…

Describes the use of cooperative learning teams as a means of persuading students of different backgrounds and cultures to work together. Presents a cooperative learning activity where students work as a team and observe and identify chemical reactions and physical properties. (JRH)

Analyzes student discourse in 4 grade-12 lab groups working on microcomputer-based laboratories. Analysis reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Contains 22 references. (Author/JRH)

Investigates how communication predispositions promote or detract from individual students' motivation relative to their collaborative learning (CL) groups. Finds distinctive patterns of emergent motivation for students in each of the four optimal challenge categories for each of the CL learning modalities. Discusses instructional implications.…

Investigates students' perceptions of selected aspects concerning the organization of and learning from fieldwork. Findings indicate that students either seek partners whom they regard as capable of making positive contributions to the fulfillment of learning tasks, or they opt for friendship groups and a large minority of students regard…

Presents results obtained from using small groups and cooperative learning in the discussion sessions of large lecture classes in the mathematical sciences. Provides data indicating where this approach worked well and where additional changes were needed. (Author/ASK)

Describes universal challenge programs, in which all participants, regardless of ability or disability, work as an integrated group. Discusses planning for participant needs and creating a physically and emotionally safe environment. Presents brief instructions for 12 universal activities, including games, problem-solving activities, and high and…

Makes suggestions to help leaders of adventure and experiential learning activities deal with participants' emotions and issues of emotional safety and risk: acknowledge the situation, be clear about what is being done, monitor individuals' actions in the group, make sure the activity is physically safe, and be aware of participants' conscious and…