Abstract
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.
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