This "position statement" concerns the relevance and utility of laboratory training techniques in facilitating group problem-solving participation. Neither the sensitivity nor T-group experiences should be assumed a priori to be applicable to problem-solving activity. The article compares the various group experiences on five major characteristics: (1) intellectually conceived goals, (2) goal-determined feedback processes, (3) development tendencies, (4) leadership requirements, and (5) consequent effects on members. Attention is given to manifest differences between laboratory training groups and problem-solving discussion groups. The thrust of the analysis focuses upon the cognitive and experiential differences between these types of groups. Examples of contrasting types and uses of feedback, predictable trends in developmental sequences, the effects of untrained leaders, and potential stress on individual members tend to support the contention that laboratory group activities may not provide an appropriate model for improving problem-solving skills. (Author/EE)