Views on sources of stress on college faculty and strategies for its management were obtained at small-group sessions in the 1980 faculty orientation at Prince George's Community College, Maryland. Sixteen faculty groups generated 218 responses expressing sources of job stress, a complete listing of which is appended. The responses were aggregated into the following four categories: academic affairs or faculty-associated problems, student affairs or student-associated problems, business affairs or fiscally-related problems, and college-wide or miscellaneous problems. Concerns included the following: time pressures or constraints related to the functioning of the college bureaucracy (nonteaching duties, the evaluation process); dissatisfaction with support for the faculty (marketing and retention pressures, not enforcing prerequisites); concerns about wages and contracts and physical plant operations; and not being involved in college decision-making. Stress management responses were also analyzed in the same four categories, and the distribution of problem-solving perceptions among groups was also checked. A list of the strategies is appended. Additionally, possible organizational responses to professional burnout were classified into the following four approaches: the authoritarian-moral approach, the clinical approach, the training approach, and the systems approach. It is suggested that a useful approach to analyzing organizational behavior is the diagnostic matrix, which is appended. This approach permits analysis into who is contributing to what (membership and institutional product), and how they are doing it (control). (SW)