The 2010 Pfeiffer Annual E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: J-B Pfeiffer Annual Looseleaf Vol2
• Sprache: Englisch

Seitenzahl: 416

Veröffentlichungsjahr: 2009

Beschreibung

This handy resource is a ready-made toolkit of ideas, methods, techniques, and models that assist and support your work as an internal or external organizational consultant. The Annual addresses the broad range of topics that are of most interest to professionals in the field. The materials provide highly accessible means of interacting with a diverse variety of systems and processes?The Annual focuses on communication and includes information on coaching, teams, strategic learning, corporate responsibility, and technology initiatives. This important resource includes an international group of expert contributors. Purchase of an Annual includes access to an associated website which features customizable versions of the reproducible items associated with each activity included in the volume.

Leseprobe

Table of Contents

About This Book

About Pfeiffer

Title Page

Copyright Page

Preface

What Are the Annuals?

Annual Loyalty

Acknowledgements

The Difference Between Training and Consulting

The Training Annual

The Consulting Annual

Summary

Introduction

Introduction

Experiential Learning Activities Categories

Mirror Image - Reflecting on How Our Personal Pursuits Show in Our Professional Practice

Activity Summary

Goals

Group Size

Materials

Mirror Image Worksheet

Words of Trust - Building Trust in the Workplace

Activity Summary

Goals

Group Size

Time Required

Process

Variation

Difficult Conversations - Making Them Easier

Activity Summary

Consultant’s Note

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Manager Preparation Meeting

Process

Follow-Up

Reference

Planning

Holding the Conversation

Unstructured Coaching Conversations - Coaching the Coach

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Process

Variations

Resources

Part 1

Part 2

Part 3

Part 4

I ’d Like You to Meet . . . - Introducing a New Hire

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Process

Variation

Trainer’s Note

Redirect - Achieving Positive Outcomes

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Variation

Team Extreme Challenge - Solving Difficult Tasks

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Consultant’s Notes

Variation

Puzzling Behavior - Discovering How Teams Work

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Variation

Beyond the Olympics - Discussing Autocratic vs. Democratic Leadership

Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Process

Variations

Task One

Task Two

Task Three

Task Four

Roads

Traffic

Subways

Children

Space

Friends

Pin-Trading

Security

What World?

Signatures and Shoes - Breaking the Ice

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Process

Consultant’s Note

Variations

Facilitation Tools - Using Spectrogram Analysis

Activity Summary

Goal

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Reference

Resources

Follow the Leader - Exploring Trust As a Leadership Requirement

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Variations

A Bull’s-Eye Every Time - Setting Short-Term Goals

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Variations

Introduction to the Editor’s Choice Section

Activity

Article

Credit Bureau Reporting: Solving the Mystery

Activity Summary

Goals

Group Size

Time Required

Materials

Physical Setting

Facilitating Risk Rating

Preparation

Process

Credit Reports

Identifying Information

Credit Information

Public Record Information

Inquiries

The Importance of Consulting Diagnosis - Karl E. Sharicz and Carol Ann Zulauf Sharicz

Case Scenario Objectives

Case Scenario 1: “Global Growth vs. the Old Home Team”

Case Scenario 2: “Boosting Revenues by Increasing Prices”

Your Turn: Experiential Application

Case Scenario 3: “Accelerating Billing Receivables”

Summary/Key Action Steps

Introduction to the Inventories, Questionnaires, and Surveys Section

Team Effectiveness Assessment Measure (TEAM) - Udai Pareek

The Instrument and Its Administration

Reliability

Using the Instrument for Team Building

Corporate Social Responsibility - Determining Your Position

What Is Corporate Social Responsibility?

About the Corporate Social Responsibility Questionnaire

Using the CSR Questionnaire

Scale of Intellectual Capital for Organizations (SICO) - Sacip Toker, James L. ...

Description of the Instrument

Administration of the Instrument

Presentation of Theory

Core Competencies of Intellectual Capital

A Call to Leadership

Suggested Uses for the Instrument

Validity and Reliability

SICO Diagnostic Sheet

Introduction - to the Articles and Discussion

Don’t Let Your Clients Be Defined by Instrument Results

The History of the Individual in the American Workplace

Personality Assessments in Today’s Workplace

Personality Assessments Can Make a Positive Difference

Avoiding Misuse of Personality Assessments

Conclusion

Evaluating the Manager-Subordinate Dyad

Managers Need to Empower

The Manager-Subordinate Dyad

Real-Time Performance Evaluation

The Periodic Appraisal

Comparison with 360-Degree Appraisals

Conclusion

360-Degree Tool Kit - Everything You Ever Wanted to Know About 360-Degree ...

Facts About 360-Degree Feedback

The 360-Degree Feedback Process

Conclusion

Building Support and Engagement for Technology Initiatives

The Keys to Support and Engagement

Building User Engagement into the Plan

Fostering Support at Every Step

Setting the Stage for a Successful Launch

Finishing Touches to Enable Sustainability

Conclusion

Consulting Opportunities in the Nonprofit Sector

The Nonprofit Sector

Survey of Nonprofits

Discussion

Conclusion

Forming TIGERS®-Hearted Teams

Forming TIGERS-Hearted Teams

The TIGERS Validation Process

Behaviors That Support TIGERS

Trust

Interdependence

Genuineness

Empathy

Risk

Success

Conclusion

Effective Executive Coaching - An Illustrative Case Study

The Case

The Principles

Conclusion

Assessments and Coaching - An Incongruent Pair

Belf’s Perspective

Rivera’s Perspective

Conclusion

Communicating with Professional Savvy

Why Master the Conversation

Background

Take Charge of Your Client Interactions

Consultants Are Human Too

The Bicycle Analogy Revisited

Conversation Management Expertise (CME)

LIST

When to Use Your Conversation Management Expertise

Conclusion

Successful Organization Development and Growing Pains

The Continuous Challenge of Organization Development

Model for Organization Development

Empirical Research Support for the Model

Nature and Causes of Organizational Growing Pains

Empirical Research to Test the Framework

Implications for Managers and Consultants

Conclusion

Team Building Without Time Wasting

Steps in the Process

Why This Process Works

Effective Leader-Employee Relationships in the 21st Century

Qualities of Effective Leaders

The Leader-Member Exchange

Challenges in the Current Environment

Communication

The Virtual Workforce

The Study

Conclusion

Implications for Human Resource Development (HRD)

How Can You Develop Leaders? - Let Me Count the Ways!

Background

The Courageous Leadership Consortium

Eighteen Essential Components for Leadership Development

How Often Components Are Used in Leadership Development

How Components Are Combined in Exemplary Programs

Conclusion

Leveraging Business Data to Develop Strategic Learning Solutions

Connecting Data and Learning

What L&P Needs to Know

The Role of Learning and Performance

Conclusion

Contributors

About This Book

Why is this topic important?

Organizational consulting generally has a broader focus than training. Whereas a trainer might develop people ’s understanding of team roles, a consultant might help a dysfunctional team function. Similarly, a trainer might deliver a workshop on developing good time management and productivity skills, whereas a consultant might be contracted to analyze and recognize work-flow through a team or through an entire division or operating unit. There are clearly similarities between training and consulting—and the terms are often used interchangeably—but each has a unique focus and requires divergent approaches, tools, and techniques.

What can you achieve with this book?

Offering entirely new content each year, The Pfeiffer Annual: Consulting showcases the latest thinking and cutting -edge approaches to organization development and performance improvement contributed by practicing consultants, organizational systems experts, and academics. Designed for both the dedicated consultant and the training professional who straddles both roles, the Annual presents a unique source of new knowledge and ideas, as well as practical and proven applications for facilitating better work processes, implementing and sustaining change, and improving organizational effectiveness.

How is this book organized?

The book is divided into four sections: Experiential Learning Activities (ELAs); Editor’s Choice; Inventories, Questionnaires, and Surveys; and Articles and Discussion Resources. All the material can be freely reproduced for training purposes. The ELAs are the mainstay of the Annual and cover a broad range of training topics. The activities are presented as complete and ready-to-use designs for working with groups; facilitator instructions and all necessary handouts and participant materials are included. Editor’s Choice pieces allow us to select material that doesn ’t fit the other categories and take advantage of “hot topics. ” The instrument section introduces proven survey and assessment tools for gathering and sharing data on some aspect of performance. The articles section presents the best current thinking about workplace performance and organization development. Use these for your own professional development or as resources for working with others.

About Pfeiffer

Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance. From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful.

Essential Knowledge Pfeiffer produces insightful, practical, and comprehensive materials on topics that matter the most to training and HR professionals. Our Essential Knowledge resources translate the expertise of seasoned professionals into practical, how-to guidance on critical workplace issues and problems. These resources are supported by case studies, worksheets, and job aids and are frequently supplemented with CD-ROMs, websites, and other means of making the content easier to read, understand, and use.

Essential Tools Pfeiffer’s Essential Tools resources save time and expense by offering proven, ready-to-use materials—including exercises, activities, games, instruments, and assessments—for use during a training or team-learning event. These resources are frequently offered in looseleaf or CD-ROM format to facilitate copying and customization of the material.

Pfeiffer also recognizes the remarkable power of new technologies in expanding the reach and effectiveness of training. While e-hype has often created whizbang solutions in search of a problem, we are dedicated to bringing convenience and enhancements to proven training solutions. All our e-tools comply with rigorous functionality standards. The most appropriate technology wrapped around essential content yields the perfect solution for today’s on-the-go trainers and human resource professionals.

Essential resources for training and HR professionals

The Pfeiffer AnnualSeries

The Pfeiffer Annuals present each year never-before-published materials contributed by learning professionals and academics and written for trainers, consultants, and human resource and performance-improvement practitioners. As a forum for the sharing of ideas, theories, models, instruments, experiential learning activities, and best and innovative practices, the Annuals are unique. Not least because only in the Pfeiffer Annuals will you find solutions from professionals like you who work in the field as trainers, consultants, facilitators, educators, and human resource and performance-improvement practitioners and whose contributions have been tried and perfected in real-life settings with actual participants and clients to meet real-world needs.

The Pfeiffer Annual: ConsultingEdited by Elaine Biech

The Pfeiffer Annual: Leadership DevelopmentEdited by David L. Dotlich, Peter C. Cairo, Stephen H. Rhinesmith, and Ron Meeks

The Pfeiffer Annual: TrainingEdited by Elaine Biech

Michael Allen’s e-Learning AnnualEdited by Michael Allen

Call for Papers

How would you like to be published in the Pfeiffer Training or Consulting Annual? Possible topics for submissions include group and team building, organization development, leadership, problem solving, presentation and communication skills, consulting and facilitation, and training-the-trainer. Contributions may be in one of the following three formats:

• Experiential Learning Activities

• Inventories, Questionnaires, and Surveys

• Articles and Discussion Resources

To receive a copy of the submission packet, which explains the requirements and will help you determine format, language, and style to use, contact editor Elaine Biech at [email protected] or by calling [phone].

Copyright © 2010 by John Wiley & Sons, Inc. All Rights Reserved.

Published by Pfeiffer An Imprint of Wiley 989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com

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Certain pages from this book and all the materials on the accompanying website are designed for use in a group setting and may be customized and reproduced for educational/training purposes. The reproducible pages are designated by the appearance of the following copyright notice at the foot of each page:

The Pfeiffer 2010 Annual: Consulting. Copyright © 2010 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

This notice may not be changed or deleted and it must appear on all reproductions as printed.

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eISBN : 978-0-470-61541-6

Acquiring Editor: Marisa Kelley Director of Development: Kathleen Dolan Davies Development Editor: Susan Rachmeler Production Editor: Dawn Kilgore Editor: Rebecca Taff Manufacturing Supervisor: Becky Morgan

Printing

Preface

If everyone in all organizations communicated perfectly, I’d be out of a job. As a consultant, much of the work I conduct addresses communication—the lack of communication, miscommunication, or poor communication. And all of the work I do is dependent on good communication for success. The 2010 Pfeiffer Training and Consulting Annuals focus on communication.

“Why communication?” you might ask. It seems so, well, commonplace. Yes, communication is ordinary and something we routinely do every day. We’ve all been communicating ever since we were born, so you would think with all that practice, we would get it right! The truth of the matter is that communication is hard work. Communication encompasses many elements. It includes basic word choice and tone of voice. Communication also includes more complex elements such as the infinite differences in the use and meaning of words to each individual and the perceived assumptions that filter a message to create a completely different meaning.

So in this simple yet complex action we call communication, is there something that we can change or address that assures improved communication? Is there one thing that we can identify that will truly make a difference? As I read through the submissions, I found a thread running through them that formed the fabric of trust. Trust and communication seem to work hand-in-glove to improve employee relations, enhance leadership skills, implement change more easily, and build personal relationships.

The submissions offer many ideas for both building trust and improving communication. Here are a few ideas I gleaned from the submissions.

Clearly articulate expectations. Setting expectations that identify not only what but also why is critical. Understanding the bigger picture and the rationale for the task takes the guesswork out of the job. Putting the “why” behind the “what” builds trust.

Provide complete information. Enable others by ensuring that they have all the information required to make good decisions. Communicate more than information. Include your thoughts and ideas, your half-baked ideas, and your feelings. Anyone on the receiving end will better understand the complete picture. Keep everyone in the loop. Share what you know, when you know it. Sharing knowledge builds trust.

Confront concerns and problems early. Sweeping difficulties under the rug means that they will pile up and you will eventually stumble over them. Avoiding difficult people or situations creates even more difficulties later. Addressing challenging issues builds trust.

Be genuine. Honesty, candor, openness—all define the kind of communicator who fosters a healthy environment. Letting people in on who you are, always telling the truth, being forthright with comments, and avoiding deception sets you apart as authentic. Honesty builds trust.

Follow through. Do what you say you are going to do. And if you can’t, tell others quickly. Dependability builds trust.

Listen. Listen until it hurts. Demonstrate that you can deal with the truth. Whether the message is good, bad, or indifferent, listen and behave appropriately. Display behavior that says it’s okay to tell all. I ’ve always thought that every organization should have an official listener on staff. Listening builds trust.

Model what you say and say what you mean. People will rely on you if they know that your message is congruent with who you are and what you represent. Being yourself builds trust.

Excellent communication involves more than selecting the right words and sharing information. It is also about building trust. Ralph Waldo Emerson wrote, “What you are shouts so loudly, I can’t hear a word you’re saying.” What are you? What are you shouting? Can people hear what you are saying? Are your words congruent with your actions? Are you building trust to ensure that others hear you? The 2010 Pfeiffer Annuals are sure to help you in your job and your personal life to ensure that what you are aligns with what you say—building trust and improving communication at the same time.

Although every submission is in some way related to communication, we have selected several that stand out above the rest. The Training Annual presents eleven communication submissions and the Consulting Annual provides you with twelve communication submissions. Both Annuals continue to present our other popular topics: team building, leadership, problem solving, and so forth. The communication theme is an added bonus to concentrate some of our great contributors’ talents in one year.

The 2010 Training Annual includes a wonderful array of tools to help you with communication. You will, of course, want to check out the ELA by Deborah Laurel for building trust. The ELA by Noam Ebnor from Israel is a takeoff on the “prisoner’s dilemma” style negotiation and is sure to help your teams understand some of the elements of trust when working with other groups. Building trust for better communication often relies on understanding the differences and finding similarities between individuals. Two ELA authors address this topic: Cher Holton and Karen Reed. Both are fun as well as functional. You’ ll also want to check out the excellent array of communication-focused articles. Start out with Bob Lucas’ “Using Trust to Achieve Workplace Success.”

The 2010 Consulting Annual also includes communication tools. Start with the building trust ELA by David Piltz. Repeat contributor Devora Zack presents a practical activity to demonstrate how well-formed questions redirect attention from problems to outcomes. I must admit, I have already used Travis Russ’ activity for unstructured coaching conversations. It achieved its objectives and then some. New article contributors Mona Lee Pearl, Phil Van Horn, and Jody Shields provide us with valuable advice when communicating instrument results.

Page through the table of contents in each volume. I think you will be pleasantly surprised about the wide variety of practical contributions for 2010. You will be delighted with the exciting new ELAs, articles, and inventories you’ ll be able to use without asking permission.

What Are the Annuals?

The Annual series consists of practical materials written for trainers, consultants, and performance-improvement technologists. We know the materials are practical, because they are written by the same practitioners who use the materials.

The Pfeiffer Annual: Training focuses on skill building and knowledge enhancement and also includes articles that enhance the skills and professional development of workplace learning and performance (WLP) professionals, aka, trainers. The Pfeiffer Annual: Consulting focuses on intervention techniques and organizational systems. It also includes skill building for the professional consultant. You can read more about the differences between the two volumes in the section that follows this preface, “The Difference Between Training and Consulting: Which Annual to Use.”

The Annuals have been an inspirational source for experiential learning activities, resource for instruments, and reference for cutting-edge for thirty-eight years. Whether you are a trainer, a consultant, a facilitator, or a bit of each, you will find tools and resources that provide you with the basics and challenge (and we hope inspire) you to use new techniques and models.

Annual Loyalty

The Pfeiffer Annual series has many loyal subscribers. There are several reasons for this loyalty. In addition to the wide variety of topics and implementation levels, the Annuals provide materials that are applicable to varying circumstances. You will find instruments for individuals, teams, and organizations; experiential learning activities to round out workshops, team building, or consulting assignments; ideas and contemporary solutions for managing human capital; and articles that increase your own knowledge base, to use as reference materials in your writing, or as a source of ideas for your training or consulting assignments.

Many of our readers have been loyal customers for a dozen or more years. If you are one of them, we thank you. And we encourage each of you to give back to the profession by submitting a sample of your work to share with your colleagues.

The Annuals owe most of their success, though, to the fact that they are immediately ready to use. All of the materials may be duplicated for educational and training purposes. If you need to adapt or modify the materials to tailor them for your audience’s needs, go right ahead. We only request that the credit statement found on the copyright page (and on each reproducible page) be retained on all copies. Our liberal copyright policy makes it easy and fast for you to use the materials to do your job. However, if you intend to reproduce the materials in publications for sale or if you wish to reproduce more than one hundred copies of any one item, please contact us for prior written permission.

If you are a new Annual user, welcome! If you like what you see in the 2010 edition, you may want to consider subscribing to a standing order. By doing so, you are guaranteed to receive your copy each year straight off the press and receive a discount off the cover price. And if you want to go back and have the entire series for your use, then the Pfeiffer Library—which contains content from the very first edition to the present day—is available on CD-ROM. You can find information on the Pfeiffer Library at www.pfeiffer.com.

I often refer to many of my Annuals from the 1980s. They include several classic activities that have become a mainstay in my team-building designs. But most of all, the Annuals have been a valuable resource for nearly forty years because the materials come from professionals like you who work in the field as trainers, consultants, facilitators, educators, and performance-improvement technologists, whose contributions have been tried and perfected in real-life settings with actual participants and clients to meet real-world needs.

We encourage you to submit materials to be considered for publication. We are interested in receiving experiential learning activities; inventories, questionnaires, and surveys; and articles and discussion resources. Contact the Pfeiffer Editorial Department at the address listed on the copyright page for copies of our guidelines for contributors or contact me directly at Box 8249, Norfolk, VA 23503, or by email at [email protected]. We welcome your comments, ideas, and contributions.

Acknowledgments

The Pfeiffer Annuals could not be a success without the diligent work of many. Thank you to the enthusiastic, responsive, attentive people at Pfeiffer who produced the 2010 Pfeiffer Annuals: Kathleen Dolan Davies, Lisa Shannon, Marisa Kelley, Dawn Kilgore, Susan Rachmeler, and Rebecca Taff. Lorraine Kohart of ebb associates inc, who each year assists our authors with their submission details and who ensures that we meet the deadlines, is a godsend to all of us. Thank you.

Most important, thank you to our contributors, who have once again shared their ideas, techniques, and materials so that trainers and consultants everywhere may benefit. Won’t you consider joining the ranks of these prestigious professionals?

Elaine Biech Editor September 2009

The Difference Between Training and Consulting

Which Annual to Use?

Two volumes of the Pfeiffer Annuals—training and consulting—are resources for two different but closely related professions. Each Annual serves as a collection of tools and support materials used by the professionals in their respective arenas. The volumes include activities, articles, and instruments used by individuals in the training and consulting fields. The training volume is written with the trainer in mind, and the consulting volume is written with the consultant in mind.

How can you differentiate between the two volumes? Let ’s begin by defining each profession.

A trainer can be defined as anyone who is responsible for designing and delivering knowledge to adult learners and may include an internal HRD professional employed by an organization or an external practitioner who contracts with an organization to design and conduct training programs. Generally, the trainer is a subject-matter expert who is expected to transfer knowledge so that the trainee can know or do something new. A consultant is someone who provides unique assistance or advice (based on what the consultant knows or has experienced) to someone else, usually known as “the client.” The consultant may not necessarily be a subject-matter expert in all situations. Often the consultant is an expert at using specific tools to extract, coordinate, resolve, organize, expedite, or implement an organizational situation.

The lines between the consulting and training professions have blurred in the past few years. First, the names and titles have blurred. For example, some external trainers call themselves “training consultants” as a way of distinguishing themselves from internal trainers. Some organizations now have internal consultants who usually reside in the training department. Second, the roles have blurred. While a consultant has always been expected to deliver measurable results, now trainers are expected to do so as well. Both are expected to improve performance; both are expected to contribute to the bottom line. Facilitation was at one time thought to be a consultant skill; today trainers are expected to use facilitation skills to train. Training one-on-one was a trainer skill; today consultants train executives one-on-one and call it “coaching.” The introduction of the “performance technologist,” whose role is one of combined trainer and consultant, is a perfect example of a new profession that has evolved due to the need for trainers to use more “consulting” techniques in their work. The “performance consultant” is a new role supported by the American Society for Training and Development (ASTD). ASTD has shifted its focus from training to performance improvement.

As you can see, the roles and goals of training and consulting are not nearly as specific as they once may have been. However, when you step back and examine the two professions from a big-picture perspective, you can more easily differentiate between the two. Maintaining a big-picture focus will also help you determine which Pfeiffer Annual to turn to as your first resource.

Both volumes cover the same general topics: communication, teamwork, problem solving, and leadership. However, depending on your requirement and purpose—a training or consulting need—you will use each in different situations. You will select the Annual based on how you will interact with the topic, not on what the topic might be. Let’s take a topic such as teamwork, for example. If you are searching for a lecturette that teaches the advantages of teamwork, a workshop activity that demonstrates the skill of making decisions in a team, or a handout that discusses team stages, look to the Training Annual. On the other hand, if you are conducting a team-building session for a dysfunctional team, helping to form a new team, or trying to understand the dynamics of an executive team, you will look to the Consulting Annual.

The Training Annual

The materials in the Training volume focus on skill building and knowledge enhancement as well as on the professional development of trainers. They generally focus on controlled events: a training program, a conference presentation, a classroom setting. Look to the Training Annual to find ways to improve a training session for 10 to 1,000 people and anything else that falls in the human resource development category:

• Specific experiential learning activities that can be built into a training program;

• Techniques to improve training: debriefing exercises, conducting role plays, managing time;

• Topical lecturettes;

• Ideas to improve a boring training program;

• Icebreakers and energizers for a training session;

• Surveys that can be used in a classroom;

• Ideas for moving an organization from training to performance; and

• Ways to improve your skills as a trainer.

The Consulting Annual

The materials in the Consulting volume focus on intervention techniques and organizational systems as well as the professional development of consultants. They generally focus on “tools” that you can have available just in case: concepts about organizations and their development (or demise) and about more global situations. Look to the Consulting Annual to find ways to improve consulting activities from team building and executive coaching to organization development and strategic planning:

• Skills for working with executives;

• Techniques for solving problems, effecting change, and gathering data;

• Team-building tools, techniques, and tactics;

• Facilitation ideas and methods;

• Processes to examine for improving an organization’s effectiveness;

• Surveys that can be used organizationally; and

• Ways to improve your effectiveness as a consultant.

Summary

Even though the professions and the work are closely related and at times interchangeable, there is a difference. Use the following table to help you determine which Annual you should scan first for help. Remember, however, there is some blending of the two and either Annual may have your answer. It depends . . .

ElementTrainingConsultingTopicsTeams, Communication, Problem SolvingTeams, Communication, Problem SolvingTopic FocusIndividual, DepartmentCorporate, GlobalPurposeSkill Building, Knowledge TransferCoaching, Strategic Planning, Building TeamsRecipientIndividuals, DepartmentsUsually More OrganizationalOrganizational LevelAll Workforce MembersUsually Closer to the TopDelivery ProfileWorkshops, PresentationsIntervention, ImplementationAtmosphereStructuredUnstructuredTime FrameDefinedUndefinedOrganizational CostModerateHighChange EffortLow to ModerateModerate to HighSettingUsually a ClassroomAnywhereProfessional ExperienceEntry Level, NoviceProficient, Master LevelRisk LevelLowHighProfessional NeedsActivities, ResourcesTools, TheoryApplicationIndividual SkillsUsually Organizational System

When you get right down to it, we are all trainers and consultants. The skills may cross over. A great trainer is also a skilled consultant. And a great consultant is also a skilled trainer. The topics may be the same, but how you implement them may be vastly different. Which Annual to use? Remember to think about your purpose in terms of the big picture: consulting or training.

As you can see, we have both covered.

Introduction

to The 2010 Pfeiffer Annual: Consulting

The 2010 Pfeiffer Annual: Consulting is a collection of practical and useful materials for professionals in the broad area described as human resource development (HRD). The materials are written by and for professionals, including trainers, organization-development and organization-effectiveness consultants, performance-improvement technologists, facilitators, educators, instructional designers, and others.

Each Annual has three main sections: Experiential Learning Activities; Inventories, Questionnaires, and Surveys; and Articles and Discussion Resources. A fourth section, Editor’s Choice, has been reserved for those unique contributions that do not fit neatly into one of the three main sections, but are valuable as identified by the editorial staff. Each published submission is classified in one of the following categories: Individual Development, Communication, Problem Solving, Groups, Teams, Consulting, Facilitating, Leadership, and Organizations. Within each category, pieces are further classified into logical subcategories, which are identified in the introductions to the three sections.

The Training Annual and the Consulting Annual for 2010 have a slightly different focus from past years. Both focus on communication, a topic that is always high on every organization’s list of things to improve, and a topic that learning and consulting professionals address regularly.

The series continues to provide an opportunity for HRD professionals who wish to share their experiences, their viewpoints, and their processes with their colleagues. To that end, Pfeiffer publishes guidelines for potential authors. These guidelines are available from the Pfeiffer Editorial Department at Pfeiffer’s offices in San Francisco, California.

Materials are selected for the Annuals based on the quality of the ideas, applicability to real-world concerns, relevance to current HRD issues, clarity of presentation, and ability to enhance our readers’ professional development. In addition, we choose experiential learning activities that will create a high degree of enthusiasm among the participants and add enjoyment to the learning process. As in the past several years, the contents of each Annual span a wide range of subject matter, reflecting the range of interests of our readers.

Our contributor list includes a wide selection of experts in the field: in-house practitioners, consultants, and academically based professionals. A list of contributors to the Annual can be found at the end of the volume, including their names, affiliations, addresses, telephone numbers, facsimile numbers, and email addresses. Readers will find this list useful if they wish to locate the authors of specific pieces for feedback, comments, or questions. Further information on each contributor is presented in a brief biographical sketch that appears at the conclusion of each article. We publish this information to encourage “networking,” which continues to be a valuable mainstay in the field of human resource development.

We are pleased with the high quality of material that is submitted for publication each year and often regret that we have page limitations. In addition, just as we cannot publish every manuscript we receive, you may find that not all published works are equally useful to you. Therefore, we encourage and invite ideas, materials, and suggestions that will help us to make subsequent Annuals as useful as possible to all of our readers.

Introduction

to the Experiential Learning Activities Section

Experiential learning activities ensure that lasting learning occurs. They should be selected with a specific learning objective in mind. These objectives are based on the participants’ needs and the facilitator’s skills. Although the experiential learning activities presented here all vary in goals, group size, time required, and process, they all incorporate one important element: questions that ensure learning has occurred. This discussion, led by the facilitator, assists participants to process the activity, to internalize the learning, and to relate it to their day -to-day situations. It is this element that creates the unique learning experience and learning opportunity that only an experiential learning activity can bring to the group process.

Readers have used the Annuals’experiential learning activities for years to enhance their training and consulting events. Each learning experience is complete and includes all lecturettes, handout content, and other written material necessary to facilitate the activity. In addition, many include variations of the design that the facilitator might find useful. If the activity does not fit perfectly with your objective, within your time frame, or to your group size, we encourage you to adapt the activity by adding your own variations. You will find additional experiential learning activities listed in the “Experiential Learning Activities Categories” chart that immediately follows this introduction.

The 2010 Pfeiffer Annual: Consulting includes thirteen activities, in the following categories:

Individual Development: Self-Disclosure

Mirror Image: Reflecting on How Our Personal Pursuits Show in Our Professional Practice, by Gary Wagenheim, Robert Clark, and Alexander Crispo

Communication: Building Trust

1Words of Trust: Building Trust in the Workplace, by David Piltz

Communication: Conflict

2Difficult Conversations: Making Them Easier, by Beverly J. Bitterman

Communication: Feedback

2Unstructured Coaching Conversations: Coaching the Coach, by Travis L. Russ

Communication: Listening

2I ’d Like You to Meet . . .: Introducing a New Hire, by Lucille Maddalena

Problem Solving: Generating Alternatives

2Redirect: Achieving Positive Outcomes, by Devora Zack

Problem Solving: Action Planning

2Team Extreme Challenge: Solving Difficult Tasks, by Amy Henderson

Teams: How Groups Work

2Puzzling Behavior: Discovering How Teams Work, by Jo-Ann C. Byrne

Teams: Problem Solving/Decision Making

Beyond the Olympics: Discussing Autocratic vs. Democratic Leadership, by Barbara Pate Glacel

Consulting, Training and Facilitating: Facilitating: Opening

Signatures and Shoes: Breaking the Ice, by Mahaveer Jain

Consulting, Training and Facilitating: Facilitating: Skills

Facilitation Tools: Using Spectrogram Analysis, by Elisabeth C. Ayres, Catherine Cable, and Sophia Zia

Leadership: Motivating

Follow the Leader: Exploring Trust As a Leadership Requirement, by Harriet Rifkin

Organizations: Vision, Mission, Values, Strategy

A Bull’s-Eye Every Time: Setting Short-Term Goals, by Linda S. Eck Mills

To further assist you in selecting appropriate ELAs, we provide the following grid that summarizes category, time required, group size, and risk factor for each ELA.

Experiential Learning Activities Categories

Mirror Image

Reflecting on How Our Personal Pursuits Show in Our Professional Practice

Activity Summary

Examines how our hobbies, activities, interests, or sports can serve as metaphors of who we are in our professional practice.

Goals

• To surface previously hidden assumptions about participants ’ professional practice.

• To examine, challenge, and change those assumptions.

• To inform self-awareness.

Group Size

Any size group.

Time Required

60 minutes.

Materials

• One Mirror Image Worksheet for each participant.

• Pencils or pens for participants.

Physical Setting

A room large enough for groups to work without disturbing one another. Writing surfaces and moveable chairs should be provided.

Facilitating Risk Rating

Moderate.

Process

1. Introduce the session by explaining that participants will be exploring the notion that their favorite personal pursuits may serve as “mirrors” to reflect deeper assumptions they hold about their professional practices. Say that choice of personal pursuits can serve to illuminate tacit assumptions about who we are in our professional practices.

2. Give each participant a writing utensil and a copy of the Mirror Image Worksheet. Ask them to reflect on and write responses, in whatever form feels appropriate to them, to the open-ended questions on the worksheet. Encourage participants to be creative and add their own questions or categories for later discussion.

3. Allow approximately 10 minutes for completing the worksheet, giving a 2-minute warning before calling time.

(10 minutes.)

4. Ask the participants to form small groups of three to share their responses with one another. Encourage them to use answers to the questions only as a guide to inform their stories. Ask listeners to utilize active listening skills in probing for clarity and meaning and for providing support. All participants should take turns as storytellers and listeners.

(20 minutes.)

5. After they have had time to rotate through all the stories, ask participants to discuss the common themes, assumptions, and insights that emerged. Also ask them to discuss differences among the various stories.

(10 minutes.)

6. After the small group dialogue, debrief the entire session. First, ask a representative from each group to report common themes, assumptions, and insights. Ask about differences among stories. Finally, ask the entire group the following questions:

• What did you observe and hear in your session that was meaningful?

• What did you feel during the session, either when you were presenting or when others were presenting?

• What insights have you gained about yourself or others through this activity?

• How has this experience changed the way you think about your professional practice?

• How will you use this new information in your professional practice? (20 minutes.)

Variations

• Change the questions to reflect the particular workshop topic or professions represented.

• Assign the questions as pre-work for the workshop.

• Have participants design their own questions.

Resources

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Johns, C. (1994). Guided reflection. In A. Palmer, A. Burns, & C. Bulman (Eds.), Reflective practice in nursing: The growth of the professional practitioner (pp. 110-130). Cornwall, UK: Blackwell Science Ltd.

Morgan, G. (1986). Images of organizations. Beverly Hills, CA: Sage.

Ortony, A. (1975). Why metaphors are necessary and not just nice. Educational Theory, 25, 45-53.

Palmer, P.J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Spencer, L. (1989). Winning through participation: Meeting the challenge of corporate change and technology of participation. Dubuque, IA: Kendall/Hunt.

Submitted by Gary Wagenheim, Robert Clark, and Alexander Crispo.

Gary Wagenheim, Ph.D.,is an adjunct professor at Simon Fraser University and the Helsinki School of Economics. He teaches graduate courses in leadership and organizational behavior. He is a member of the

Learning Strategies Group, which specializes in providing customized education programs for organizations, and an external faculty member for McKinsey & Company. In addition, he owns and operates Wagenheim Advisory Group, which provides corporate training, coaching, and organization development programs.

Robert Clark, Ed.D.,is an associate professor of educational administration at California State University - Dominguez Hills. He teaches graduate courses on educational leadership, with an emphasis in instructional leadership and servant leadership. He is a retired school superintendent and currently provides leadership coaching for several public school principals in southern California. Dr. Clark earned his doctorate at the University of Southern California. He is a member of several professional organizations.

Alexander Crispois an associate professor in the Organizational Leadership Department in the College of Technology at Purdue University. He teaches graduate and undergraduate courses in leadership and change management. He earned his bachelor of science degree in industrial distribution and his master of science in industrial management from Clarkson University. He is past -president of the International Society for the Exploration of Teaching and Learning and a member of the Organizational Behavior Teaching Society.

Mirror Image Worksheet

What is your favorite personal pursuit, for example, hobby, activity, interest, or sport?

What attracted you to this pursuit in the first place?

How did you learn the skills of this pursuit?

What assumptions do you hold about the skills, values, and actions associated with this pursuit?

How are assumptions in your personal pursuit like assumptions in your professional practice? In other words, how do assumptions you hold about skills, values, and actions in your personal pursuit manifest in assumptions you hold about skills, values, and actions in your professional practice?

What assumptions should you challenge, confirm, disconfirm, or change in your professional practice? How would you test these assumptions?

Words of Trust

Building Trust in the Workplace

Activity Summary

A critical thinking activity that allows participants to explore the concept of building trust in the workplace.

Goals

• To recognize different meanings that participants ascribe to trust.

• To explore the complexities and subtleties of building and maintaining trust.

Group Size

An unlimited number of groups of four or five.

Time Required

Approximately 2 hours.

Materials

• Blank paper for each participant.

• Flip-chart paper and felt-tipped markers for each small group.

• A pen or pencil for each participant.

• A way to keep time accurately.

• Masking tape.

Physical Setting

A room large enough for the groups to work without disturbing one another and enough wall space to post completed flip-chart pages.

Facilitating Risk Rating

Moderate.

Process

1. Explain to the participants that the activity is a chance to explore and experience what it takes to create a trusting relationship among co-workers.

2. Divide the participants into groups of four to five by traditional numbering of participants or by asking participants to form groups with those next to them. Give each group a flip chart and markers and every participant blank paper and a pen or pencil.

3. Say that the activity has five rounds plus a debriefing session and that you will enforce a strict time limit for each round.

4. Tell the groups that Round 1 will be 4 minutes long. Explain that, during Round 1, each person will independently create a list of all the words that describe what trust means to him or her personally. (You can choose to let people use trust to encompass all of life or to encompass the workplace only.) Start Round 1.

(10 minutes.)

5. At the end of 4 minutes, call time and ask participants to share their lists within their groups and to create two new lists and record them on a flip-chart page. List 1 should have five words everyone agrees with, and List 2 should have five words that there was disagreement about. Say that they will have 15 minutes for Round 2. Start the round.

(15 minutes.)

6. At the end of 15 minutes, call time and ask each group to trade their flip-chart sheet with the two lists on it with another group. (If there are only two groups, have them exchange papers.)

7. Tell the participants that Round 3 will be 15 minutes long and the task this time is to create one picture that illustrates each list of words on the flip-chart page they received. Clarify that each group needs to create two pictures—one for each list. Start Round 3.

(20 minutes.)

8. At the end of 15 minutes, call time. Tell groups to trade their flip-chart pages with the two lists and two pictures with another group.

9. State that Round 4 will also last 15 minutes. The task this time is for each group to create a realistic, practical, and action-oriented tip that describes how to build, maintain, or enhance trust in the workplace. Say that the tip should integrate both lists of words and the pictures. Start Round 4.

(15 minutes.)

10. Call time after 15 minutes and tell the groups they will now have a chance to share the tips they created, the pictures, and the lists of words on their flip-chart sheets.

11. Allow each group 1 to 2 minutes to share with the large group, depending on the number of groups you have.

(10 to 20 minutes.)

12. Lead a processing discussion based on the following questions:

• What was difficult about this activity? Are some of these difficulties a factor when you are building trust in the workplace? Why or why not?

• What was easy about this activity? When is building trust easy for you?

• What did you learn about trust in general?

• How did the strict time limits mimic one challenge of building trust in the workplace? Describe one thing you can do to overcome that challenge.

• How did the rounds and tasks help or hinder in building trust within the small groups? How is this similar or dissimilar to the workplace?

• How did differences in opinion and perspectives or conflict among the small group members hinder building trust? How is this similar or dissimilar to the workplace?

• Will you do anything differently as a result of what you learned during this activity? (20 minutes.)

Variation

Instead of beginning with what trust means to them, you can ask participants to create lists of all the words that describe:

• The kinds of things that keep trust from developing

• Things that help to build trust

• How conflict gets in the way of trust

• The emotions they feel when trust is broken and when trust is maintained

Submitted by David Piltz.

David Piltzis a managing partner of The Learning Key ®, a company specializing in developing innovative learning solutions. He has been creating and offering programs in leadership, organizational and educational change, communication, teamwork, customer service, and personal and professional effectiveness for more than fourteen years. He developed The House That Cards Built and Picture This, available at www.thelearningkey.com.

Difficult Conversations

Making Them Easier

Activity Summary

An activity that teaches participants how to prepare for a discussion that they feel could be conflict-laden.

Consultant’s Note

The activity gives work teams better skills for the “storming” phase (see Bitterman, 2007) and also fits with the concept of holding each other accountable to team agreements. The activity can also be used by a manager dealing with two employees who are in conflict. The process fits well as a learning experience under a curriculum focused on improving communication and team work. Other topics might include team building using behavioral styles as a focus; dialogue and listening skills training; or teaching managers basic coaching skills.

Goals

• To learn techniques for constructive conflict required for high-performing teams.

• To provide a model for launching into a difficult conversation.

Group Size

8 to 16 participants who are members of an intact work group.

Time Required

Over a period of 1 to 2 weeks:

• 30-minute manager meeting to explain the steps.

• 1.5- to 2-hour experiential learning with the team to provide the concepts and opportunity to practice.