Under the assumption that women and minority business college students have had little opportunity to develop the interpersonal and community membership skills required in business management, this paper reviews some of the research on socialization, group process theory, and the development of college students, and relates it to the special needs of women and minorities. It singles out Guided Design as a useful pedagogical tool for teaching committee skills and finds merit in the approach's emphasis on small group cooperation in solving a structured series of problems within a case situation. The paper describes a study in which 26 business statistics students of Anglo, Hispanic, black, or foreign origin were exposed to a Guided Design exercise involving the completion of 23 tasks over a total of 10 class hours. Findings, based on the author's observations and students' reports and assessments, tentatively supported the hypotheses postulated: women and/or minority students experience fewer roles than white males and consequently have different role learning goals; women and/or minority students played more unfamiliar roles during the class exercise; and a high percentage of students reported that the exercise was effective in teaching both roles and statistics. Questionnaires and Guided Design exercises are included. (MJL)