This narrative of group processes in an adult education class explores the role of facilitator and group; the anxiety, discomfort, and satisfaction of group membership; maintenance and task functions of the group; and the inherently ambiguous nature of group process. (SK)

Discriminant analysis of differences between 32 active and 12 inactive quality circles on member participation and circle performance showed that active circles had a lower failure rate, higher attendance, and higher net savings in circle projects. (SK)

Describes how the Prep Editor can be used to support online collaborative editing. Discusses and illustrates how the Prep Editor interface allows student teams to extract the claimed and unclaimed work of each member and how this information can support a team's further decision making. (RS)

Describes ways teachers can support student teams: (1) starting on the right foot by laying the groundwork of group process; (2) increasing effectiveness by helping teams manage diversity and conflict; and (3) helping students learn from the teamwork experience. Appropriate coaching behaviors for each step are presented. (SK)

Art is a tool for self-expression and communication that moves beyond the limits of language and can be used effectively in facilitating the group process. Guidelines include creating trust, stimulating hope, preempting defensiveness, making it safe, instilling confidence, and giving everyone a chance to participate. (JOW)

Extension educators developed a self-evaluation tool with which groups can assess the success of the collaborative process. The checklist rates 13 factors: goals, communication, sustainability, research/evaluation, political climate, resources, catalysts, policies/laws, history, connectedness, leadership, community development, and understanding…

The 10-item Team Player Inventory assesses the degree to which individuals are positively predisposed toward organizational team-working environments. Discusses how this inventory will assist researchers in testing theoretical models of team effectiveness and practitioners in determining the degree to which specific individuals will react…

Discusses the characteristics of "good" and "bad" games used in adventure- or experiential-education settings. Good games are simultaneously familiar and exotic; have minimal rules and no clothing requirements; have an achievable "flow state"; and are cooperative, challenging, and accepting of failure that advances the group's problem-solving…

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…