bluuebunny/crossref_metadata_2025 huggingface dataset:
Prediction of individual response to platinum/paclitaxel combination using novel marker genes in ovarian cancers
Authors: Komatsu Masaaki , Hiyama Keiko , Tanimoto Keiji , Yunokawa Mayu , Otani Keiko , Ohtaki Megu , Hiyama Eiso , Kigawa Junzo , Ohwada Michitaka , Suzuki Mitsuaki , Nagai Nobutaka , Kudo Yoshiki , Nishiyama Masahiko
Published: March 2006

We attempted to identify potent marker genes using a new statistical analysis and developed a prediction system for individual response to platinum/paclitaxel combination chemotherapy in ovarian cancer patients based on the hypothesis that expression analysis of a set of the key drug sensitivity genes for platinum and paclitaxel could allow us to predict therapeutic response to the combination. From 10 human ovarian cancer cell lines, genes correlative in the expression levels with cytotoxicities of cisplatin (CDDP) and paclitaxel were chosen. We first selected five reliable prediction markers for the two drugs from 22 genes already known as sensitivity determinants and then identified another 8 novel genes through a two-dimensional mixed normal model using oligomicroarray expression data. Using expression data of genes quantified by real-time reverse transcription-PCR, we fixed the best linear model, which converted the quantified expression data into an IC50 of each drug. Multiple regression analysis of the selected genes yielded three prediction formulae for in vitro activity of CDDP and paclitaxel. In the same way, using the same genes selected in vitro, we then attempted to develop prediction formulae for progression-free survival to the platinum/paclitaxel combination. We therefore constructed possible formulae using different sets of 13 selected marker genes (5 known and 8 novel genes): Utility confirmation analyses using another nine test samples seemed to show that the formulae using a set of 8 novel marker genes alone could accurately predict progression-free survival (r = 0.683; P = 0.042). [Mol Cancer Ther 2006;5(3):767–75]
c-Abl-independent p73 stabilization during gemcitabine- or 4′-thio-β-d-arabinofuranosylcytosine–induced apoptosis in wild-type and p53-null colorectal cancer cells
Authors: Thottassery Jaideep V. , Westbrook Louise , Someya Hitoshi , Parker William B.
Published: March 2006

Nucleoside anticancer drugs like gemcitabine (2′-deoxy-2′,2′-difluorocytidine) are potent inducers of p53, and ectopic expression of wild-type p53 sensitizes cells to these agents. However, it is also known that nucleosides are efficient activators of apoptosis in tumor cells that do not express a functional p53. To clarify this issue, we examined the effects of gemcitabine and 4′-thio-β-d-arabinofuranosylcytosine (T-ara-C) on p73, a structural and functional homologue of p53, whose activation could also account for nucleoside-induced apoptosis because no functionally significant mutations of p73 have been reported in cancers. Acute treatment of HCT 116 colon carcinoma cells with gemcitabine or T-ara-C induced marked cytotoxicity and cleavage of caspase-3 and poly(ADP-ribose) polymerase. T-ara-C and gemcitabine markedly induced p53 accumulation as well as increased levels of phospho-p53 (Ser15/Ser20/Ser46) and induced its binding to a consensus p53 response element. Despite robust activation of p53 by T-ara-C and gemcitabine, we found that wild-type and p53−/− HCT 116 cells exhibited almost equivalent sensitivity towards these nucleosides. Examination of p73 revealed that T-ara-C and gemcitabine markedly increased p73 protein levels and p73 DNA-binding activities in both p53−/− and wild-type cells. Furthermore, T-ara-C- and gemcitabine-induced increases in p73 levels occur due to a decrease in p73 protein turnover. RNA interference studies show that nucleoside-induced p73 increases are independent of c-Abl, a nucleoside-activated kinase recently implicated in p73 stabilization. HCT 116 lines, wherein the downstream p53/p73 targets Bax and PUMA (p53 up-regulated modulator of apoptosis) were deleted, were less sensitive to T-ara-C and gemcitabine. Together, these studies indicate that c-Abl-independent p73 stabilization pathways could account for the p53-independent mechanisms in nucleoside-induced apoptosis. [Mol Cancer Ther 2006;5(2):400–10]
Two Strategies of Social Change and their Dilemmas
Authors: Walton Richard E.
Published: March 2006

A group may enter into intergroup contacts with dual change objectives-concessions in substantive areas and improvements in relationships. These two objectives are achieved through quite different strategies, involving power tactics on the one hand and attitude change activities on the other. The present analysis shows that at the tactical level the methods of achieving and employing power are detrimental to the methods of achieving more friendliness and trust, and vice versa. Many dilemmas confront group leaders who would pursue both strategies. The article discusses ways in which leaders attempt to cope with these tactical dilemmas and sometimes integrate the two strategies into a broader strategy of social change. Final comments are devoted to the implications of this discussion for leadership training and the theory and practice of social change.
Changes During and Following Laboratory Training: A Clinical-Experimental Study
Authors: Miles Matthew B.
Published: March 2006

The difficulties in studying any treatment process are legion: vagueness in outcomes; imprecisely described processes; absent or noncomparable control groups; measures which sensitize the subjects; small numbers of (usually self-selected) subjects; and failure to specify a clear theoretical basis for predictions made.

This study demonstrates some solutions to these problems. A population of 34 elementary school principals was studied intensively before, during, and after a two-week training laboratory, as were two carefully selected control groups. The underlying theory attempted to specify the contributions of personality variables, organizational press, and involvement in training processes during the laboratory to the explanation of obtained on-the-job change. In general, valid experimental-control differences were found. Changes as a result of the training seem primarily associated with active, "unfrozen" participation at the laboratory, and with reception of feedback. Personality factors, such as ego strength, flexibility, and need affiliation, do not affect learner change directly, though they do condition participation during the laboratory. Finally, organizational factors, such as security, autonomy, power, and problem-solving adequacy, serve to mediate the use of laboratory-caused learnings to some degree. These generalizations were supported by correlational analysis and by case studies of individual learners.
Anthropology and the Search for Values
Authors: Peattie Lisa R.
Published: March 2006

The development of anthropological method and theory has been shaped at almost every point by the problems of dealing with human values. A look at the history of anthropology suggests that this involvement with values has been a source of confusion, but has also had important positive aspects. It suggests that values are a central aspect of all human belief and action; that they are integrated into patterns of living in such a way as to be both goals and instrumental tools; that the concepts with which we think are shaped by values; and that it is difficult if not impossible to treat the solution of human problems as a purely technical matter. Anthropology may be helpful in developing a more empirical ethics and styles of rational action more responsive to human values.
Acceptance and Quality of Solutions as Related to Leaders' Attitudes toward Disagreement in Group Problem Solving
Authors: Maier Norman R. F. , Hoffman L. Richard
Published: March 2006

An experiment was designed to test the hypotheses that (1) disagreement in a discussion can lead either to hard feelings or to innovation depending upon the attitude of the discussion leader; and (2) acceptance will depend upon the leader's perception of disagreement as well as upon the decision reached. The test situation utilized a role-playing format in which a foreman attempted to induce three subordinates to accept a change in work methods. Measures of the negative vs. positive effects of disagreement were obtained by the frequency with which the discussion leader reported having problem employees vs. idea men in his group.

The results showed that when the foreman most often reported having problem employees, solutions were least likely to be innovative and acceptance was relatively low. When the foreman perceived his subordinates as idea men, innovative solutions increased and satisfaction with the solution was greatest for all concerned, despite the fact that all persons involved had to change their initial positions. Although previous research has indicated that satisfaction is a function of influence over the decision, regardless of its quality, this experiment supplies evidence that the quality of the solution can introduce a further source of satisfaction. This occurs when a solution is one that resolves differences and integrates differing viewpoints to form a new and better product.
The Use of Process Analysis in Business Decision Games
Authors: Wagner Alan B.
Published: March 2006

This paper describes an executive development conference wherein a four-day sensitivity training laboratory was followed by the UCLA Executive Decision Game No. 2. After each quarter-year decision period for the game there was a session devoted to analysis of the process by which the group made decisions. Emphasis of this "process analysis" was upon interpersonal relations and group behavior as it affected the business game tasks. The results of the case presented here clearly define three stages of group behavior existing during the decision making process. The first is entitled Regression, which is characterized by a return to competitive interpersonal patterns of behavior similar to the early phase of sensitivity development; the second has been called Overcompensation, where there is a heavy investment of individual energy aimed at maintaining group harmony at all cost; and the third stage is Realistic Problem Solving, in which a "team effort" is developed. This study has particular significance to the fields of sensitivity training and business gaming, and to their effective integration.
Group Composition Models for Laboratory Design
Authors: Harrison Roger
Published: March 2006

The purpose of this paper is to develop a prescriptive model for the composition of groups to maximize the interpersonal exploration and learning of their members. Research, experience, and theory from several areas of inquiry are drawn upon to this end.

A learning model is proposed in which interpersonal exploration and growth of the individual take place through (1) commitment to and expression of his preferred ways of perceiving and relating to others; (2) confrontation with perceptions and behaviors of others which stimulate; (3) exploration of meaningful alternatives to this individual's preferred style.

Personal style and learning are considered in the light of research and experience. These suggest that the growth of persons who are relatively passive or inaccessible to their own emotions may be inhibited by the incompatibility between their personal styles and the learning model.

The effects of group climate on the opportunity to follow the learning model are examined for persons of differing personal styles. It is proposed that the optimum group climate for learning provides both group support for one's current orientation and behavioral styles as well as confrontation with meaningful alternatives to one's preferred ways of operating.

Group composition effects on member behavior and emotional climate are reviewed for evidence that it is feasible to manipulate the interpersonal environment by appropriate selection of group members. A model, the "multiplier effect," is proposed to account for the apparent ease with which group climate may be controlled in this way.

An application of the theory and research to the control of group climate for the facilitation of learning is described, and the design implications of converging lines of theory, experience, and research are discussed.
A Therapeutic Vehicle in Search of a Theory of Therapy
Authors: Lakin Martin , Carson Robert C.
Published: March 2006

The authors examine processes involved in group sensitivity training and cite various studies and points of view that attempt to explain the emotional impact such training has in encouraging behavioral and attitude modification. They suggest that the changes that may be induced through sensitivity training appear to be similar to those that may be induced through psychotherapy. If it is possible through further investigation to specify what it is that seems to induce change in the public situation of the sensitivity training group, then it may be possible to learn more about what is effective in the therapeutic situation.
The Essexfields Concept: A New Approach to the Social Treatment of Juvenile Delinquents
Authors: Pilnick Saul , Elias Albert , Clapp Neale W.
Published: March 2006

Rehabilitation of the delinquent adolescent requires the utilization of concepts developing out of the various social sciences. The Essexfields program in Newark, New Jersey, has attempted to design a "social system" which encompasses certain knowledge related to the impact of peer group experience upon delinquent adolescents. Its promise lies in its ability to alter deviant "street norms" and to create, through the group experience, new norms which are "prosocial" in nature. In addition, Essexfields has attempted to recognize the need for a meaningful transitionary period as boys return to full-time community living and continues to utilize the graduate peer group to aid this development. The total Essexfields process is being evaluated through a research program designed to examine its effectiveness as a treatment agent as well as its internal processes. Finally, this paper points to the potential applications of the Highfields-Essexfields approach, particularly within the classroom setting.
A Commentary
Authors: Allen Robert F.
Published: March 2006

The author agrees that the skills of the trainers were not sought Laboratory for or used effectively, but he suggests that more important than Applied trainer inexperience or lack of client readiness as contributing Behavioral factors was the history of noninvolvement of behavioral scientists Science in significant movements for democratic social change and their Newark State identification by action groups with the status quo.
Trainer Interventions and Normative Patterns in the T Group
Authors: Psathas George , Hardert Ronald
Published: March 2006

The examination of interaction in seven T Groups in a two-week Human Relations Laboratory at Bethel, Maine, led to the development of a list of norms formulated into :i norm-categories, each containing a prescriptive and a proscriptive dimension. Trainer interventions selected by members (and trainers) in the groups were classified according to the norm-categories. The results indicate support for the view that trainer interventions contain implicit norm-messages indicating to members what norms should be established in the group. The classification of interventions according to norm-categories illustrates the feasibility of studying the trainer as a contributor to the development of norms in the T Group and the possibility of comparing trainers and groups in terms of norm-category frequencies and patterns.
Social Change in Industry: From Insight to Implementation
Authors: Winn Alexander
Published: March 2006

One industrial organization's attempt to influence its social system through determined use of developmental programs is described.

Referring to some ideas of the impending change of bureaucracy as we have known it in the past, the article points to the administrator's responsibility of not leaving the organizational and personnel development to chance in this era when both individual and organizational survival depend on the ability to adapt.

It describes a tentative model selected by the organization to induce the utilization of knowledge and effect a social change through extensive use of laboratory methods. The results of this attempt are described. They vary with emotional involvement: from the greatest impact on man's primary family life to a slower rate of progress in the affectively neutral organizational environment. The perplexing question still remaining with the administrator is how fast and how far this process can go.
Transfer from Here-and-Now to There-and-Then: Changes in Organizational Problem Diagnosis Stemming from T-Group Training
Authors: Oshry Barry I. , Harrison Roger
Published: March 2006

The authors of this paper are interested in the transfer of training issue. Does the inward orientation of the T-Group experience turn outward and have significance for the participant's work world? They report data collected from 46 participants in a two-week laboratory for middle managers through the Problem Analysis Questionnaire (PAQ), designed to measre diagnostic style in individual patterns of analyzing interpersonal work problems. The study does not follow the participant back home but does describe how his work would look to him at the end of the laboratory and at the point of reentry into his back-home organization. The data suggest that diagnostic orientations learned about self in relation to T Group do generalize to learnings about self in relation to work. Learnmngs are summarized thus: The participant sees his work world as more human and less impersonal; he sees clearer connections between how well interpersonal needs are met and how well the work gets done; he sees himself more clearly as the most significant part of his work problems; he sees no clear connection, however, between his new perceptions and how he translates these into action. In their current research, the authors are exploring the extent to which diagnostic style is predictive of behavior and the extent to which changes in diagnostic style are accompanied by changes in action.
Changing Organizations
Authors: Bennis Warren G.
Published: March 2006

In every age there is a strain toward organizational forms which will encompass and exploit the technology of the time and express its spirit. It may be that the times in human history which we retrospectively identify as happy and renascent are those in which this tendency has been fulfilled and the organizational form appropriate to the genius of an era has been invented-or rediscovered. This paper identifies five "core tasks" which any human organization has to cope with and then goes on to describe some possibilities and adventures which may have to become realities if our organizations of the future are to catch up with the turbulent and uncertain demands of our technological society.
An Existential "Learning Theory" and the Integration of T-Group Research
Authors: Hampden-Turner C. M.
Published: March 2006

The article proposes a cyclic, existential learning theory. Each learner, with his particular cognitive map, sense of identity, and level of self-esteem, takes the risk of investing some of his experienced competence in relation to an "Other"; the response by that "Other" will move toward synergy or conflict; the learner will then modify his expectations. The theory is used to integrate findings from three studies which have evaluated learning in T Groups and is seen to have potential for understanding the conditions of change in larger social systems.
A Comparison of the Attitudes of Civil Defense Directors and Community Leaders
Authors: Locke Katherine D. , Locke Edwin A. , Dean Lois R.
Published: March 2006

To test the hypothesis that the relative lack of success of civil defense in the United States at the local level is due in part to differences in attitudes between those empowered to grant civil defense funds (local community leaders) and those requesting the funds (local civil defense directors), attitude questionnaires were sent to a number of civil defense directors and community leaders in three Midwestern states. Returns came from 297 civil defense directors and 70 community leaders. The returns indicated that the civil defense directors, as compared with community leaders, (x) felt that individuals could do more to control national problems, (2) distrusted Communists and "outsiders" more, (3) estimated world war as more likely, and (4) had a more positive evaluation of civil defense in general. It was also found that the most successful civil defense directors came from larger cities and were more "professionalized" (in terms of amount of past experience, tenure in civil defense, and paid full-time status) than were the less successful directors.
Individualism and the Formation of Values
Authors: Kimball Solon T.
Published: March 2006

The assumption by educators, theologians, jurists, or others that right behavior can be achieved by the implantation of values in the individual fails to take account of the dynamics of value formation and change and of their relation to the social environment.

Failure to include the social reality as the source of values may be attributed largely to the deeply imbedded focus upon the individual in Western civilization. This focus is found in those explanations which attribute individual behavior to instinct, to drive, to some innate force such as the libido, or to a spiritual connection with some antecedent supernatural power.

Recourse to these sources as explanatory of individual development in any of its aspects is unsatisfactory. Instead, we need to examine the supraindividual cultural mechanisms embodied in the individual's categories of understanding and canons of discrimination. From cultural norms the individual learns how to evaluate and to develop values about himself and the world. Values are acquired through participation with others in groups, and in their manifestation express the qualities of an individual which we call character.
Behavioral Science, Nursing Services, and the Collaborative Process: A Case Study
Authors: Pearsall Marion , Kern M. Sue
Published: March 2006

This is the story of an effort by an anthropologist to use behavioral science to help the administrative staff members of the Department of Nursing Services in a university medical center improve their ways of working. The account begins with the simple request from the director of nursing services for a discussion leader to help them review their operations. It leads to a broader research project based on observation; copes with conflicts which arose because of differences in the viewpoints of the two sets of participants; shows how the new, temporary intersystem arose and functioned; and identifies the critical moment when direction shifted from the research-oriented behavioral scientist to the action-oriented administrator. It provides a thoughtful appraisal of the consultant role at each stage from the first request to the termination of the project.
The Student Image of the Teacher
Authors: Schein Edgar H. , Hall Douglas T.
Published: March 2006

Two classes of students in a graduate school of management were asked to rate faculty members from whom they felt they learned "a lot" or "very little" on 36 adjective dimensions. Clearly different images emerged of the "good" and "poor" teacher. These images were summarized in terms of three basic dimensions-competence, personal potency, and supportiveness. Factor analyses confirmed these dimensions. Teachers were then scored in terms of the dimensions, and profiles of good and poor teachers were compared. The generality of the dimensions for authority roles was discussed by comparing them with dimensions used in leadership, management, and socialization studies.
The Clinical-Experimental Approach to Assessing Organizational Change Efforts
Authors: Benedict Barbara A. , Calder Paula Holzman , Callahan Daniel M. , Hornstein Harvey A. , Miles Matthew B.
Published: March 2006

Attempts to gain valid knowledge about the effects of organizational improvement efforts are fraught with difficulties. This article proposes the "clinical-experimental" method as a solution; it involves the separation of researcher and change-agent roles, the construction and testing of general and specific clinical hypotheses, thoroughgoing experimental design, and careful documentation of change-agent assumptions, plans, strategies, and effects.

Organization improvement is regarded as the induction of increased "organization health"; a case study of such an effort in a large school system-which did not evoke the short-run changes hoped for-is presented to illustrate the clinical-experimental method.
Classroom Ecology
Authors: Sommer Robert
Published: March 2006

In six equivalent discussion sections of an introductory psychology class involved in an experiment in which classrooms were switched in midsemester, classroom participation was related to seating arrangement. In the seminar-style arrangement, it was found that students directly opposite the instructor participated more than students at the sides. In classrooms with straight rows, students in front participated more than students in the rear, and students in the center of each row participated more than students at the sides. These results bear out the expressive contact hypothesis relating direct visual contact to increased interaction.
Concepts of Change and Innovation in 1966
Authors: Lake Dale G.
Published: March 2006

The Editorial Board of this Journal have decided that our readers would welcome an annual review of the development of theories, research, and applications focused on social change. This paper offers the first of what we now envision as a continuing series of summaries of progress during each year. The material reviewed here was published, for the most part, during 1966. A summary of the 1967 publications may be expected a year from now.

-The Editor
Concerning the Nature of Human Systems and the Consultant's Role
Authors: Ferguson Charles K.
Published: March 2006

The opportunity for service as a consultant to large organizations, to small groups, and to individuals has led the author to observations concerning similarities in human systems regardless of size, in terms of the relationship between subparts or subsystems that make for collaboration and health or for imbalance, stress, and dysfunction. It is along interfaces between parts that human organization within one man or among nations is welded, bonded, and linked or stressed, damaged, and broken. Every boundary offers opportunity for collaboration or competition. The role of consultant to an organization is to use himself freely as a diagnostic and, if necessary, healing agent to release forces that move toward balance and health. This article describes the processes the consultant uses to help the client system externalize disruptive tendencies and move toward collaboration.
Interpersonal Relationships: U.S.A. 2000
Authors: Rogers Carl R.
Published: March 2006

Man's greatest problem, at this point in our swiftly changing technological progress, concerns our ability to assimilate change. With the population doubling during the next generation, can we humanize crowded living? The intensive group experience, perhaps the most significant social invention of this century, may help. The magnetism of the new openness and intimacy may prove more powerful than the trend toward treating man as a role or as a mere mechanism. By the year 2000 we shall probably change from the present pattern of action required to prevent conception to one in which infertility is standard and positive action is required to conceive. Parents may increasingly become not the authorities directing youth, but changing persons living in ever-changing interactions with their children. Institutionalized religion is likely to fade out, but the mysteries of life will acquire fresh challenge.

Educators seem to show greater resistance to change than do any other institutional group. A revolution in our schools is long overdue. It is ironic that alert industry now does more than do schools to free up communication among persons. But the most tragic trend is the increasing breakdown of communication between the privileged and the ghetto.
Individual Change in a Management Development Program
Authors: Valiquet Michael I.
Published: March 2006

Research into laboratory processes and outcomes has suffered from a lack of precise methods and continuity of effort essential to the construction of empirically grounded theoretical models of learning and behavior change. Data are presented here from a study of perceived behavior changes in employees of a large industrial concern one year after their participation in training.

Participants are seen by co-workers as increasing significantly more than controls in effective initiation and assertiveness, in capacity for collaboration and operational skill in interpersonal relations, and in diagnostic awareness of self and the ability to fulfill perceived needs.

Further systematic inquiry into the determinants of laboratory education is needed to complete the spectrum of alternative designs and outcomes.
Interpersonal Confrontation and Basic Third Party Functions: A Case Study
Authors: Walton Richard E.
Published: March 2006

This study centers on a conflict between directors of two interdependent groups in a government agency and interventions by a third party consultant who helped them confront their intergroup and interpersonal differences. The third party (a) enhanced the parties' willingness to confront each other, because they perceived him as possessing skills which could prevent the process from deteriorating; (b) synchronized the parties' readiness and efforts to confront, because of the signal value of his presence and his limited availability to them; (c) increased their candidness in expressing views about the issues and reactions to each other, because each party associated the consultant with a prior experience in which openness had been normative. In addition, the third party (d) increased their feelings of social-emotional support and (e) helped clarify and diagnose the issues.

A significant aspect of this episode is that because of the nature of the third party's professional identity and the clients' prior experience with persons in the profession, his presence by itself tended to provide emotional support and reinvoke some of the behavioral norms which were instrumental to the conflict confrontation and resolution process.

The confrontation helped the parties clarify the intergroup issues and partly resolve their interpersonal issues. In turn, the improved rapport between the directors enabled them subsequently to handle the intergroup issues more effectively.
People Feeling: Joy, More Joy, and the "Slough of Despond"
Authors: Dunnette Marvin D.
Published: March 2006

Inspiration and elation are commonly expressed outcomes of T Group experiences. Yet, compelling as such feelings may be, they are not, in themselves, sufficient for understanding what takes place in sensitivity training. To date, much research about the behavioral outcomes of T Groups has suffered from problems of faulty experimental design and imprecise measurement. We seem to be trapped in a sort of "Slough of Despond," bogged down in the mire of unsupported claims, the self-satisfaction of laboratory training advocates, and the doubt and apprehension of nonbelievers. Much of the research on interpersonal perception is summarized by our information processing model (presented here) of behavior prediction in interpersonal perception. It points up the complexities of knowing and learning to know others and summarizes many of the methodological problems which have plagued researchers. A new methodology for studying interpersonal perception judgments is described, along with results (using the new technique) showing that members of highly interactive T Groups successfully increased their skills of accurate social differentiation. It appears that greater empathy was developed in the more effective groups and that the increase was not the result simply of using strategies involving stereotypy or assumed similarity. The results support the notion that T Groups may truly help their members learn to know others better.
Consultants and Detectives
Authors: Steele Fred I.
Published: March 2006

As a step toward learning more about the process and practice of organizational change or intervention, this paper explores the usefulness of an analogy between the roles of the organizational change consultant and the fictional British detective. The roles are compared on dimensions such as use of evidence, involvement, use of expertise, trust or suspicion creation, action intervention, and so on. Two main problems seem to emerge as central: how to obtain valid information from the system and how to balance personal and professional needs or motives.
The Dynamics of Role Leaving: A Role Theoretical Approach to the Leaving of Religious Organizations
Authors: Jehenson Roger Bruno
Published: March 2006

A Sister, member of a religious Congregation, and a priest, member of a religious Order, are led to admit that their mutual friendship has deepened to mutual love. This awareness engenders for both of them a conflict between their organizational roles and their need to bring this love to its normal issue. After a long period of selfanalysis and reflection, they decide to marry. The recognition of this most personal experience is delayed by the subjects' efforts to take refuge in their religious roles. Moreover, their decision to marry does not put an end to their difficulties. They find in their religious institutes, as well as in themselves, a strong resistance to the leaving of their organizational roles.

The concept of "organizational attraction" is presented as a synthetic concept relating the objective attractiveness of the organization to the personality of its members. Three types of organizational attraction are distinguished-coercive, referent, and expert. The emphasis on coercive attraction on the part of the organization results in the parting members' reevaluation of their ties with it.
Introducing Social Innovation
Authors: Taylor James B.
Published: March 2006

This paper reports the processes by which an interdisciplinary research project overcame the usual problems of antagonism among disciplines and succeeded in introducing a number of social innovations into a community. In terms of the experience five "principles" of successful social innovation are suggested: (a) the principle of maximum investment, (b) the principle of co-optation, (c) the principle of egalitarian responsibility, (d) the principle of research as creative play, and (e) the principle of ideological research leadership. A high degree of staff involvement is made possible by a relaxation of superego prohibitions against novelty and originality, by allowing maximum feasible participation of all project personnel, and by providing realistically wide but unambiguous boundaries and limits. Under these conditions the research group may take on certain of the emotionally charged, proselyting characteristics of a small social movement and may have an impact on the community out of all proportion to its size.
An Action-Research Approach to Organizational Change
Authors: Jenks R. Stephen
Published: March 2006

This paper is concerned with the development, testing, and application of a research instrument designed for use in organizational settings as an integral part of organization change and development efforts. The instrument fits in the category of Leavitt's (1965) so-called "people approach" because it is based on bringing about organizational change by changing the interpersonal relations of the organization's members.

Most helpful in bringing about change in interpersonal relationships are systematic data about the relationships. The organizational Q-sort instrument examined here was designed and developed to provide such systematic data for face-to-face workgroups. The development of a Q-sort instrument, which gathers and organizes data concerning perceptions of behavior and feelings regarding a particular problem facing a workgroup, is described in detail.

The application of the instrument in an organizational field setting is examined and evaluated in terms of (a) the usefulness of the instrument, (b) the extent to which it is a meaningful part of an organizational change and development project, and (c) the results obtained. The results are given both quantitatively (by means of statistical analysis) and qualitatively (by means of content examination in three categories: characteristic items, uncharacteristic items, and discrepant items). The impact of the results in the organizational setting is examined. Further developmental possibilities of the instrument are mentioned.
When Planning for Others
Authors: Bass Bernard M.
Published: March 2006

The systems analysts presented a mathematically optimum plan to the management, but the plan is still not operational.

The plans for production call for 720 units per day, but the foreman reports averaging only 580 units daily.

The finance committee agreed to seek advice on investment strategy, but would not follow it when it was given.

The staff proposals were summarily rejected by line management as lacking in practicality.

These failures of plans to be accepted or operated effectively could have been due to a variety of reasons other than the lack of quality in the plans themselves. The systems analysts may have felt that management lacked sufficient mastery of mathematics to appreciate fully the elegance of the optimum plan, and peremptorily asked management to accept the mathematics on the analysts' authority as experts. The foreman may have regarded it as an usurpation of a management prerogative to accept suggestions for changes in plans from his workers. The investment advisers may have failed to consider adequately the fears, hopes, and expectations of those they were advising; or the staff may have found itself in a competitive struggle with line management, who in turn saw their security threatened by staff's proposals.

In the text that follows, a close look will be taken at these and other reasons for the failure of plans to be carried out, and how the likelihood of such failures might be reduced when planning for others.
Personal Growth, Laboratory Training, Science, and All That: A Shot at a Cognitive Clarification
Authors: Leavitt Harold J. , Doktor Robert
Published: March 2006

In "Comments on the Preceding Article" style, two psychologists react to Chris Argyris' "On the Future of Laboratory Education" (JABS, Vol. 3, No. 2, 1967) by distilling and blending the modes of learning elaborated by Bruner (Bruner, Olver, & Greenfield, 1966). They apply Bruner's successive stages of understanding-from the senses, to images, to symbols-to laboratory training and pay homage to the trainer who will respect the complexity of individual growth. There is room for both the enactive and the symbolic in the future of laboratory education, say the authors, as long as the hierarchy is understood and maintained.
Team Building—One Approach to Organizational Development
Authors: Crockett William J.
Published: March 2006

The following article is a description of the first team-building meeting (between boss and subordinates) ever held in the Department of State and perhaps in any organization of the federal government throughout the United States.

The article describes the serious doubts that were in the mind of the leader at the start of the meeting, how the premeeting interviews were conducted, and how the interview data were handled. The inhibitions felt by boss and subordinates upon leveling in front of one another are revealed, and the methods used by the consultants in enabling the group to confront the data and work them through are fully described.

As the author shares his own fears and experiences, one can see how a team is created by the individual members in working through the data which they themselves have had available all the time.

After a description of the back-home results of these efforts there is the conclusion that it is indeed a worthwhile experience for a workgroup.
Evaluating Sensitivity Training for Teen-Agers
Authors: Himber Charlotte
Published: March 2006

At a meeting of some 43 trained staff leaders of the teenagers' sensitivity training program for the YMCA, psychologist lack Gibb, who was consultant for the program, commented: "There's no book that says all the things that kids feel have happened, or describes how tremendously life has changed."

Throughout the Young Men's Christian Associations in the United States, more than 7,000 teen-agers have participated in sensitivity training experiences, ranging from three-day weekends to:o-day laboratories. Some form of evaluation is usually built in as part of the program design. One formal study evaluating the "Self-Perceived Gains" of teen-agers was made in 1968 (643 were sent questionnaires, of whom 420 responded). A follow-up to the same subjects six months later largely corroborated the first overwhelmingly positive findings. Many other interactional programs using sensitivity training with teen-agers have been introduced, and the results are sufficiently positive in the YMCA to warrant wider exploration with this type of program for young people.
Organizational Crisis and Change
Authors: Fink Stephen L. , Beak Joel , Taddeo Kenneth
Published: March 2006

This article presents a conceptual framework for describing organizational crises. Based upon the assumption that a human system passes through several phases as it adapts to a crisis situation, the article describes a four-stage model, beginning with an initial period of Shock, then a period of Defensive Retreat, followed by Acknowledgment, and finally, by a process of Adaptation and Change. The four phases are presented as they apply to the individual in crisis and then are extended to incorporate organizational parameters. This is followed by a discussion of the model's relationship to other known concepts in the areas of behavior under stress, the processes of change, small-group behavior, leadership style, and organizational structure. The article concludes with some implications about the potential use of this conceptual framework as a guide to the organizational consultant.
A Quasi Experiment on the Use of Experiential Methods in the Classroom
Authors: Alderfer Clayton P. , Lodahl Thomas M.
Published: March 2006

The present study is concerned with the use of experiential methods in the classroom for students doing graduate work in administration. A quasi-experimental design was used in which behavior and attitudes in a T-Group course were compared with those in a more traditional human relations course. In addition, video tape viewing of the student's own behavior was employed in both courses, and the behavior and attitude changes resulting from this intervention were observed. The comparison between the two courses indicated the following major findings: Compared with the human relations course, the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived comfort with feelings, and more perceived transfer of learning. When video tape viewing was introduced into the human relations course, it resulted in changes toward more here-and-now behavior, more openness behavior, more group dynamics content, less organizational dynamics content, more involvement, satisfaction, and perceived transfer of learning. When video tape viewing was introduced into the T-Group course, it resulted in more here-and-now behavior and more satisfaction. An explanation for some of behavior attitude dynamics in experience-based learning was found in relatively high and significant correlations between here-and-now behavior and involvement, perceived transfer of learning, and perceived comfort with feelings.
Research on Human Relations Training: Design and Interpretation
Authors: Harrison Roger
Published: March 2006

The measurement of processes of learning and the evaluation of the outcomes of the teaching-learning process have always posed major problems in research design. This is especially true where the desired outcomes are broadly defined as changes in interpersonal behavior: a complex of knowledge, values, perceptions, and behavioral skills. One purpose of this paper is to provide investigators with a review of the methodological problems involved in planning and conducting such studies.

Unlike much research in the behavioral sciences which is primarily intelligible and of interest only to other researchers, research on human relations training is frequently written for and read by administrators and practitioners who may base action decisions on the findings. Their need is for guidelines which will aid them in evaluating the soundness of research reports and their applicability to practical decisions on the planning and conduct of training. This paper is equally addressed, then, to the creators and consumers of research on human relations training.

The examples and references in this paper will be drawn from the literature on "sensitivity training," or human relations training, by laboratory methods. These problems, however, are general to research on human relations training, not specific to sensitivity training as a special method. The discussion should be of utility to those who conduct or interpret research on any of the various techniques of human relations education.
A Behavioral Science Design for the Development of Society
Authors: Blake Robert R. , Mouton Jane Srygley
Published: March 2006

Students for a Democratic Society, the heads of Brandeis, Berkeley, and Boston Universities, and President Nixon, Prime Minister Heath, Chancellor Brandt, and Premier Kosygin all share one important concern. They want to provide for a better life in society. Each must find ways to cause change from what is to something better.

Systematic investigations, field experiments, and clinical research in the behavioral sciences have contributed much to advance the science and technology of personal and institutional change. Yet there is evidence to suggest that society's leaders are slow in utilizing this knowledge. Why are leaders tardy in putting this to work? Were they to do so, what possibilities for constructive gains looking toward society's improvement are open? How might a start be made?
Improving Communication Within a Managerial Workgroup
Authors: Harvey Jerry B. , Boettger C. Russell
Published: March 2006

This paper describes an experiment designed to improve communication in a managerial workgroup. The experiment involved the use of laboratory (experience-based) education (Bradford, Gibb, & Benne, 1964; Bennis & Schein, 1965) and wvas designed on the assumption that improvement of communication in managerial workgroups enhances task effectiveness.