In a project to help all professional members of a junior high school staff improve their group processes, a series of training interventions were spaced throughout the school year to increase their organizational abilities. Two days of a six-day summer workshop were spent in structured game-like exercises designed to increase awareness of interpersonal work processes.. In the remaining days, the faculty moved through a problemsolving sequence, working on issues they thought were thwarting the organizational functioning of the school: insufficient role clarity; failure to draw upon staff resources; low staff involvement; and low participation at meetings of committees and area groups. A three-day December intervention included communication exercises, problemsolving techniques, decisionmaking procedures, and skill development in group observations and feedback. The two-day session in February took stock of how the staff had progressed in solving problems of resource use, role clarity, and staff participation. Questionnaires, interviews, written reactions, and observations revealed that substantial organizational change had occurred during the year; more faculty members were involved more in organizational problemsolving and decisionmaking after the training than before. The project was also evaluated with a pretest-posttest design which included several comparison schools. (JS)