This text has been written primarily as a handbook for organizational specialists in school districts, for those learning to become organizational specialists, and for teachers of organizational specialists. For the most part, each chapter and each major section has been organized to be understood and used independently from the rest of the book. The first two chapters describe the theory of organizations and the specific activities used for planning interventions in school organizations. Chapters three through eight present a rationale and the methods for improving the school organization functions of clarifying communication, establishing goals, uncovering and working with conflict, improving group meetings, solving problems, and making decisions. Each of these chapters contains ideas for planning as well as action guides for actual practice in the field. Two final chapters discuss two of the most important skills of the organizational specialist the design and the evaluation of a training program. One chapter presents ideas on how to go about putting together sequences of training activities into coherent designs; it also serves as a summary of the core chapters. The last chapter provides information for evaluating intervensions and the particular aspects of any training design. (Author/DN)