Discusses the Danish-American community in the San Francisco (California) Bay Area. Outlines the role played by a set of ethnic voluntary associations in uniting their members as a nonlocalized community. Views the social bonds provided by these groups as an adaptive response to urban life. (Author/MK)

Suggests how to get the most from committees, how to terminate them when they've served their purpose, and how to make them productive. (JOW)

Suggestions to strengthen the program planning process and to match communication strategies with program objectives include selecting the right people, limiting group size, naming a facilitator, agreeing on a technique, respecting opinions, identifying audiences, reviewing market research, listening to clients, and selecting the right media. (JOW)

Case study of relationship between group dynamics and type of learning in summer-session student cohorts at the University of Missouri-Columbia. Discusses factors that influenced learning, such as group climate and group norms. Identifies several types of learning, such as reflective learning and transformative learning. Draws implications for…

The extent to which practitioner inquiry groups function as democratic learning communities depends on how facilitators negotiate power relations. Negotiation issues include social, organizational, and group identity as well as the public identity of practitioner inquiry. (Contains 24 references.) (SK)

Describes the function of group metaphors, lists their uses in group process, and briefly explores several approaches for using them as counseling tools. A case example is provided to highlight the discussion. (Author/TE)

Describes the basic elements of successful groups and the instructor's role in the group process. Suggests that instructors must understand that process before designing effective projects. (JOW)

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…