Discusses the benefits of the case study approach to teaching business communication skills. Discusses implementation, time frame, and assignments. (RS)

Argues that classroom collaboration is complex, perhaps more complex than collaboration in industry; students need to be trained in leadership and group dynamics and to be informed about the ethical complexity of their task; and instructors must make their expectations clear and state their standards for assessing a group's performance. (SR)

Describes how an (industrial) organization's control system evolved in response to a managerial change from hierarchical, bureaucratic control to concertive control via self-management teams. The organization's members developed a system of value-based normative rules that controlled their actions more powerfully and completely than did the former…

The Program for Organizational Interdisciplinary Self-Education teaches group self-education skills such as team development, management, and maintenance. Training includes defining and negotiating team member roles, case study approach, group simulations, and problem solving. (SK)

Key factors of a model for training community health aides are (1) extended time for updating and reinforcing skills; (2) relevance to local situations; (3) group process and interpersonal communication training; (4) practical materials; and (5) participation of physicians, local health workers, and community leaders in rural health policy…

Describes and compares the foci, methods, and outcomes of experiential-education and organizational-development models. Explores the synthesis of the two models in developing corporate adventure programs and services. Lists the contributions that each approach offers to corporate programs. (KS)

Studies conducted at the Institute for Research on Learning demonstrate that, at work, people learn by doing things together. Communities of practice--groups that develop and share ways of doing things--are fundamental elements of learning organizations. (SK)

Sets forth the goals and format of a 12-week women's growth group that explored the issues and features common to the mother-daughter connection during the various stages of the lifecycle. Focuses on the ways in which poetry reading and writing activities were incorporated into group experiences. Describes several vignettes. (RS)

Friends Forever brings together teenagers from hostile factions in divided countries such as Northern Ireland or Israel. Among other activities, the program sponsors three-week adventure experiences for the teenagers at the University of New Hampshire's Brown Center. The experiences of one group of Israeli and Arab youth are described. (SV)

Analyzes dynamics of an online discussion group of graduate students who teach introductory composition and literature classes at the University of California at Irvine: advantages of a listserv over a distributed mailing list; benefits of a local listserv over a national listserv; resistance to a listserv; and various "nuts and bolts"…

In small groups, business students choose and demonstrate a decision-making technique appropriate for an organizational situation they develop. Performance is evaluated by peers on the basis of situation choice, demonstration of technique, and quality of the solution. (SK)

Examines health-oriented conversations in informal, interpersonal networks. Investigates the network structure, nature of relationships, contents of interactions, and impact of support manifested in a "stay-at-home" mothers' toddlers' play group. Identifies members' roles, and characteristics of opinion leaders, and includes anecdotal…

Examines current literature on the pedagogy of counseling. The authors offer a critique of current counselor education practices and suggest constructivist methods for educating reflective practitioners. (Author)

Transcripts from three problem-solving discussions involving eight or fewer social scientists were analyzed by nonlinear regression to determine whether the groups' productivity was chaotic over time. It was shown that the productivity was chaotic, correlated with the number of active discussion threads, and dependent on the discussion…

Argues that in order to increase student action against racism, antiracist educators should look to lessons from the Holocaust and adopt measures aimed specifically at preventing bystander behavior and conformity to group pressure. Discusses research related to both phenomena and identifies implications for moral education. (DSK)