In adaptive schools, working groups grow, develop, and learn from experience, becoming more effective as they go. Three premises about group development include the following: each group is unique, some groups mature, and attrition need not block development. Four guidelines for successful group meetings include decide who decides, define the…

Examines the direction and form of influence processes across levels of hierarchy. Indicates the primacy of downward over upward influence, and supports a basic pattern of relations including the flow of major influence from indicators of group functioning to situational conditions. (Author)

Presents the second part of a report on the matrix model for the study of small groups considering implications of the model and its translation into operational terms. Addresses primary group tasks such as identity formation, modes of relating, and reality adaptation. (LLL)

The framework presented in this article about the therapeutic use of program activities for emotionally disturbed children is based, in part, on an understanding of phase development in groups. The framework is outlined according to assessment, program activity selection and intervention. (MS)

The study investigated the relationship between group process training and group effectiveness. Statistical tests of the data revealed (1) significantly greater distribution of participation, (2) a significantly smaller percentage of self oriented contributions and a higher proportion of group oriented contributions and (3) significantly higher…

A class originally is a group of individuals. With a skilled teacher-leader, the non-voluntary nature of membership in the group can be overcome, equality of members achieved, and common goals determined. Techniques important to successful group formation include tone setting, structuring, blocking, linking, supporting, reflecting, and…

Argues that member interaction provides a contextual frame through which intersubjective interpretations of media texts emerge. Details the interactional resources that facilitate the reflexive co-accomplishment of context and text by one specific interpretive community. Provides an empirical answer to exactly how one interpretive community frames…

Argues importance of communication for group decision-making performance and its impact on such performance are function of three task characteristics: structure, information requirement, and evaluation demand. Identifies task circumstances in which group communication can be expected to play role in determining decision-making performance, as…

A stratified random sample of 96 employees in a large firm saved a hard copy of all incoming and outgoing electronic mail for a 3-day period. Proposes a framework for understanding how electronic communication could affect group behavior in organizations. (70 references) (MLF)

Examines the relationship between internal communications and organizational learning and considers the effects of national differences in work organization on differences in internal communications, learning, and new product development. Compares small group performance in American startups, smaller Italian companies, and Japanese management…

Contemporary work-related education and training policy represents occupational competence as the outcome of individual performance at work. This paper presents a critique of this neo-liberal assumption, arguing that in many cases competence should be regarded as an attribute of groups, teams and communities. It proposes a theory of collective…

This study investigates the relationship between creative personality composition, innovative team climate, and team innovation based on an input-process-output model. We measured personality with the Creative Person Profile, team climate with the Team Climate Inventory, and team innovation through team-member and supervisor reports of team…

Current distance education benefits greatly from educational software that makes group work possible for students who are separated in time and space. However, some students prefer distance education because they can work on their own. This paper explores how students react to expectations on behalf of the course provider to do their assignments…

The first course in group work was taught in 1923 and was followed by a growing recognition in social work education of the importance of preparing students to work with groups. Unfortunately by the end of the 1970s group work located within a generalist curriculum had all but disappeared. This article presents a single course elective that…

The use and effects of a CSCL-tool are not always predictable from the properties of the tool alone, but depend on how that tool is appropriated. This paper presents the findings from a case study about the appropriation of a graphical shared workspace. When students are presented with a new tool they may encounter competing constraints and…