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Research from numerous theories shows teams' information sharing and discussion enhances effectiveness. Likewise, team communication structure can increase information sharing, manage conflict productively and foster creativity. However, the lack of unifying theory hinders understanding of the disparate research findings. Agazarian aims to unify the field with her meta‐theoretical, multi‐level Theory of Living Human Systems (TLHS). Furthermore, her TLHS‐derived Systems‐Centered Training (SCT) presents an innovative structure to improve team performance. The purpose of this paper is to compare the verbal process, productivity, and creativity of pre‐existing work groups using SCT methods or Robert's Rules of Order (RRO), to test TLHS/SCT reliability and validity.

The verbal characteristics, information sharing, productivity, and creativity in SCT and RRO teams were compared using the System for Analyzing Verbal Interaction (SAVI), Group Productivity Scale and Work Group Inventory.

SCT teams, compared to groups using RRO, talked in ways more likely to transfer and integrate task‐related information. Furthermore, SCT teams were more productive, better performing, and more creative.

The study's design does not permit cause‐and‐effect conclusions. Proposals for future research are made.

The results suggest SCT methods improve team communication, productivity, and creativity. Because this study examined “real‐world” teams, the findings may apply to similar groups in various workplaces.

Having the ability to use differences as resources could improve society.

This paper suggests SCT methods offer innovative communication structures that focus teams effectively, perhaps by minimizing off‐task communications and conflict. Also, as SCT operationally defines TLHS, these results support the validity of TLHS.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.