THREE DIFFERENT APPROACHES TO INSERVICE EDUCATION WERE DESCRIBED THAT HAD BEEN DEVELOPED TO PROVIDE INDIVIDUAL TRAINING IN GROUP SESSIONS. EACH APPROACH INCLUDED A CAREFULLY PLANNED SEQUENCE OF LEARNING ACTIVITIES INTENDED TO BE PRESENTED WITHIN THE ORGANIZATIONAL CONTEXT OF THE PERSON'S WORK. SUMMER COURSES AND SUMMER WORKSHOPS WERE NOT INCLUDED IN THIS CONCEPT OF INSERVICE EDUCATION. THE LABORATORY APPROACH TO THE LEADERSHIP TRAINING OF INSTRUCTIONAL STAFF MEMBERS PRESENTED THREE ILLUSTRATIVE EXERCISES THAT DEALT WITH EVALUATING PUPILS' WORK, GROUPING PRACTICES, AND THE USE OF INBASKET ITEMS AS TRAINING MATERIALS FOR PRINCIPALS. A TRAINING APPROACH, THAT WAS PLANNED TO HELP TEACHERS IMPLEMENT INNOVATIONS IN INSTRUCTION INTO THEIR CLASSROOMS, PROVIDES TEACHER TRAINING THROUGH SIMULATION OF DIRECT EXPERIENCES WITH STUDENTS AND BY OBSERVING AND ANALYZING STUDENT CLASSROOM WORK. THIS APPROACH REQUIRES RELEASE TIME FOR OBSERVATION OF DEMONSTRATION CLASSES. A DISCUSSION OF THE THIRD APPROACH, THE TEACHING DEMONSTRATION MODEL, DESCRIBED THE DEVELOPMENT OF THE FORMAL DEMONSTRATION INTO A CAREFULLY PLANNED INSERVICE TECHNIQUE. THE FINAL CHAPTER LISTED THREE MAJOR PROPOSITIONS DESCRIBING THE BEHAVIOR OF AN ORGANIZATION AND PRESENTED A WAY OF THINKING ABOUT THE USE OF INSERVICE PROGRAMS IN ORGANIZATIONS THAT MIGHT GIVE GUIDANCE TO THE DECISIONS OF THOSE WHO PLAN AND DIRECT INSERVICE EDUCATION. (AL)