This study examined the sequence of prereading and group consensus as techniques facilitating learning in a structured laboratory. The basic hypothesis examined is that (1) the sequence of prereading and (2) the requirement of consensus in group decisions facilitate learning. To test the hypothesis a structured laboratory was run with 73 foremen from two factories. The program dealt with a labor contract. Results indicated that prereading did facilitate learning but no statistical difference resulted from the use of consensus. One factory, where the human effectiveness models were most developed, performed more significantly than the other, tending to support the basic assumptions regarding human effectiveness models. Broader implications of the study are examined regarding the structured approach to education, suggesting advantages for evaluation, planning, efficiency, reduction of authority, facilitation of learning, school schedules, benefits to the disadvantaged, and economies to be achieved. (Author/DI)