Various outcomes for individuals that result from human relations training are surveyed. Desirable individual outcomes cited by laboratory educators include: (1) sensitivity; (2) managing feelings; (3) managing motivations; (4) functional attitudes toward self; (5) functional attitudes toward others; and (6) interdependent behavior (Gibb 1971). Other goals of laboratory training involve diagnostic ability, action skills, providing research and theoretical knowledge, relating learning to other situations, and learning how to learn. For research purposes, these general objectives must be organized into a more coherent framework. Cognitive and affective taxonomies of learning objectives (Bloom/Krathwohl) are supplemented by taxonomies that expand the context of purely educational objectives and facilitate comparision of findings among education, psychotherapy, and human relations training. Problems of establishing and measuring goals include optimizing one goal at the expense of others and the lack of consensus among raters of training outcomes. An examination of the relationship between outcome measures and participant satisfaction is important, since client satisfaction is often a prerequisite to client change. (NRB)