The Internal Normative Structure of Sensitivity Training Groups

Abstract

This study attempts to articulate the internal normative structure of sensitivity training groups by identifying the normative patterns that govern member behavior and by examining the relative influence exercised by trainer and member over the establishment and maintenance of group norms. The concept of a mutually accommodative learning environment, a popular conception of a T Group's normative structure, assumes that norms arise sequentially from the interaction of members and that trainers and members exert mutual influence over a T Group's normative structure. The findings demonstrate that members perceive the trainer to exert more influence than members; that norms supportive of interpersonal encounter are consistently perceived to be of primary importance, while norms supportive of conceptual processes play a lesser role in the groups' normative structure. Some evidence is presented in support of an inverse relationship between trainer influence and member influence upon group norms. It is concluded that the learning environments in T Groups are not always mutually accommodative: the trainer largely determines the degree of mutual influence possible between trainer and member.