This monograph reports on an intervention that attempted to improve the flexible organizational problem solving of a junior high school faculty. Organizational development, not personal change, was the study's goal. Although the emotional reactions of faculty members were considered in the design, the intervention concentrated on organizational roles and norms and their interrelationships. The researchers questioned whether a faculty could improve its organizational functioning--using group training in communication and problem solving--while conducting the normal business of the school. Data from the study indicate that organizational changes occurred in verbally expressed attitudes about the principal and staff meetings, in the kinds of innovations reported, and in the changing norms of the faculty. (Author/MF)