The 2012 Pfeiffer Annual E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: J-B Pfeiffer Annual Looseleaf Vol1
• Sprache: Englisch

Seitenzahl: 390

Veröffentlichungsjahr: 2011

Beschreibung

The Leader in Resources for Training & HR Professionals for the Past Four Decades For 40 years, The Pfeiffer Annuals have helped professionals in the workplace learning and performance field to stay ahead of their organizations' needs. The 2012 Pfeiffer Training Annual is no exception. It offers a hands-on guide to the latest thinking and approaches to training and development. To address the more-need-less-time dilemma, the Annual presents a "Learning in the Moment" theme, with valuable information on such practical topics as teamwork, communication, leadership, and emotional intelligence. ELAs are presented as complete, ready-to-use training designs. This year we are honored to have ELAs from training leaders you have come to depend on: Julie O'Mara, M.K. Key, Dennis Gilbert, Lou Russell, and Robert Alan Black. In the Instruments section Jean Barbazette shares an instructor skills survey that you will want to put to use immediately. Use the articles section for your own professional development or as a lecture resource within your training sessions. Must-haves in this section include articles by Homer Johnson, Zane Berge, and Gary Wise. The highlight of this Annual is Dr. Donald Kirkpatrick's article about how the Four Levels of Evaluation came about. You will be intrigued to learn how evaluation fits with the theme, identifying more than a dozen ways to evaluate learning in the moment. With the depth and breadth of resources, Annual content is entirely new each year, ensuring a steady stream of contemporary knowledge and tools. Use the Annual to stay on top of developments within the profession, dip into the content for a contribution that targets a specific performance need or to develop a complete program, and learn how others in the field are tackling the ever-increasing challenges of developing a capable, productive workforce. Discover more at www.pfeiffer.com

Leseprobe

Contents

Website Contents

Preface

The Difference Between Training and Consulting

Introduction to The 2012 Pfeiffer Annual: Training

Experiential Learning Activities

Introduction to the Experiential Learning Activities Section

Experiential Learning Activities Categories

Are You Aware?

Twenty-Five Ways to Include Others

Twenty-Five Ways to Include Others

Barnyard Basics

Number Recall

Practice Role Play

Practice Role Play Instructions

Practice Role Play Case 1: Boss

Practice Role Play Case 1: Assistant

Practice Role Play Case 2: Marketing Manager

Practice Role Play Case 2: Marketing Executive

Practice Role Play Case 3: Finance Manager

Practice Role Play Case 3: Accounts Officer

Practice Role Play Case 4: Supervisor

Practice Role Play Case 4: Worker

Practice Role Play Case 5: Boss

Practice Role Play Case 5: Subordinate

Practice Role Play Case 6: Block Development Officer

Practice Role Play Case 6: Entrepreneur

I See What You Mean

I See What You Mean Image Examples

Who’s in Control?

Who’s in Control? Mini-Assessment

Who’s in Control? Debriefing Guide

Logos for You

Rough Day @ Work

Rough Day @ Work: Instructions for Party A

Rough Day @ Work: Instructions for Party B

Rough Day @ Work: Instructions for the HR Mediator

Pair/Share

Cheering a Community

Subject-Matter Expert

Crossword Conundrum

Crossword Conundrum: Instructions for Round 1

Crossword Conundrum: Instructions for Round 2

Role Montage

Role Montage Background for Trainers

Role Montage Definitions

Role Montage Questions

The Fugitive

Values in Leadership

Values in Leadership: Lecturette

Values in Leadership: Spiritual Leader Case

Editor’s Choice

Introduction to the Editor’s Choice Section

Playing to Learn

The Experiment

Preparing the Wall Game

The Beauty of a Frame Game

Successful Game Checklist

Facilitating Classroom Games

Preparing Participants to Get the Most from Experiential Learning

The Experiential Learning Process

Inventories, Questionnaires, and Surveys

Introduction to the Inventories, Questionnaires, and Surveys Section

Three-Dimensional Emotional Competence Inventory (3D-ECI)

Description of the Instrument

Theory Behind the Instrument

Applications and Uses of the Instrument

Administration of the 3D-ECI

The Scoring Process

Reliability and Validity

Three-Dimensional Emotional Competence Inventory (3D-ECI): Self

Three-Dimensional Emotional Competence Inventory (3D-ECI): Other

3D-ECI Score Prediction and Interpretation Sheet

3D-ECI Scoring Sheet

3D-ECI Profile Graph

Classroom Instructor Skills Survey

Description of the Survey

Administration of the Survey

The Theory Behind the Survey

Predicting Scores

Scoring Process

Interpreting Scores

Posting Scores

Suggested Uses

Reliability, Validity

Classroom Instructor Skills Survey

Classroom Instructor Skills Survey Scoring Sheet

Classroom Instructor Performance Plan

Institutional Climate Survey

Job Satisfaction

Framework for the Survey

Development of the Survey

Reliability

Description of the Survey

Who Should Use This Survey

Administration of the Survey

Scoring and Interpretation

Institutional Climate Survey

Institutional Climate Survey Scoring Sheet

Articles and Discussion Resources

Introduction

One-Minute Learning Through Reflective Practice

One-Minute Learning: The Key Is Reflective Practice

The Four R’s of One-Minute Learning

The Four R’s in Action

Teaching the Four R’s

Conclusion

Questioning the Teachable Moment

Scenario

Socratic Method

Benefits

Drawbacks

Conclusion

Opportunities and Risks of Incorporating User-Created Content in an Organizational Training Strategy

Informal Learning in Organizations

Social Media

Opportunities for User-Generated Content in Formal Training

Opportunities for User-Generated Content in Informal Learning

Potential Risks

Recommendations

Summary

Building Bridges Between Psychology and Conflict Resolution

Questions of Today

An Approach to Mediator Training

Values and Actions

How We Learn

Mediation Training

Conclusion

How to Avoid Change Management Workshops That Fail

What to Avoid

What to Do

Conclusion

Mistakes That Trainers Make—And How to Avoid Them

Avoiding Content Selection Mistakes

Avoiding Mistakes When Choosing Learning Activities

Avoiding Facilitation Mistakes

Avoiding Mistakes That Affect Trainer Credibility and Respect

Adopting a Learning Continuum

Passing Muster on a Value Inspection

Implications of Moving Downstream

Moving Downstream to Address Learning as an Ecosystem

Performer Support in the Work Context

New “Design Think” Competencies

Accomplishing Discovery in the Work Context

Defining the Learning Continuum

Integrating the Learning Continuum into a Design Methodology

Selling the Learning Continuum Concept Within Your Organization

Strategies and Technologies for Posting Training Presentations Online

authorSTREAM

Create a Video with Camtasia

Archive a Web Conference with GoToMeeting, GoToWebinar, and/or GoToTraining

Conclusion

Online Learning 101

Authoring/Course Development Tools

Games and Interactivities

Live Connectivity/Web Conferencing Tools

Learning Management Systems (LMSs)

Closing Thoughts

Exhibit “A”—Authoring Tools

Exhibit “G”—Game Tools

Exhibit “C”—Conferencing Tools

Exhibit “L”—LMS Vendors

Using Playbooks

The Need for Consistent Oversight

The Need for an Oversight Certification Process

Structure of the Certification Process

Qualification

Certification

Authorization

Maintaining the Certification

Using Playbooks as the Key to Success

Conclusion

Facilitating in the Virtual Classroom

Make Adjustments to Language

Annotate While Speaking

Obtain Participant Feedback

Ask, Then Pause

Rehearse Your Session

Conclusion

The Story of the Kirkpatrick Four Levels

Don Kirkpatrick’s Story

Evaluating In The Moment

Closing

Contributors

Contents of the Companion Volume, The 2012 Pfeiffer Annual: Consulting

Pfeiffer Publications Guide

Cutting-Edge Topics

Learning in the Moment Topics

About This Book

Why is this topic important?

Continuing education and development lie at the very heart of any successful organization. Time and time again, studies show that the best organizations, those that deliver better-than-average return on investment, also happen to be the ones with the highest commitment to training and development. Moreover, training has become a powerful ally in the war for talent. Job seekers frequently cite a strong commitment to development as one of the principal reasons for joining or remaining with an organization.

What can you achieve with this book?

In your hands is a working toolkit, a valuable source of knowledge for the training professional. Offering entirely new content each year, the Pfeiffer Training Annual showcases the latest thinking and cutting-edge approaches to training and development, contributed by practicing training professionals, consultants, academics, and subject-matter experts. Turn to the Annual for a rich source of ideas and to try out new methods and approaches that others in your profession have found successful.

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 training designs; 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 reliable survey and assessment tools for gathering and sharing data on aspects of personal or team development. The articles section presents the best current thinking about training and organization development. Use these for your own professional development or as lecture resources.

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 Annual Series

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: Consulting

Edited by Elaine Biech

The Pfeiffer Annual: Training

Edited by Elaine Biech

Michael Allen’s e-Learning Annual

Edited 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 ActivitiesInventories, Questionnaires, and SurveysArticles 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 757-588-3939.

Copyright © 2012 by John Wiley & Sons, Inc. All Rights Reserved.

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The 2012 Pfeiffer Annual: Training. Copyright © 2012 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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ISBN: 978-1-118-07390-2

ISSN: 1046-333-X

978-1-118-12462-8 ebook; 978-1-118-12463-5 ebook; 978-1-118-12464-2 ebook

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

Website Contents

Our readers are invited to download customizable materials from this book related to the experiential learning activities and the instruments, as well as a PDF of the book text. The following materials are available FREE with the purchase of this book at: www.pfeiffer.com/go/training2012.

The following username and password are required for accessing these materials:

Username: training

Password: 2012

Experiential Learning Activities

Twenty-Five Ways to Include Others: Taking Action, Julie O’Mara

Twenty-Five Ways to Include Others

Practice Role Play: Experiencing Emotional Intelligence, Shri S.S. Roy

Practice Role Play Instructions

Practice Role Play Case 1: Boss

Practice Role Play Case 1: Assistant

Practice Role Play Case 2: Marketing Manager

Practice Role Play Case 2: Marketing Executive

Practice Role Play Case 3: Finance Manager

Practice Role Play Case 3: Accounts Officer

Practice Role Play Case 4: Supervisor

Practice Role Play Case 4: Worker

Practice Role Play Case 5: Boss

Practice Role Play Case 5: Subordinate

Practice Role Play Case 6: Block Development Officer

Practice Role Play Case 6: Entrepreneur

Who’s in Control? Exploring an Emotional Intelligence Competency, Dennis E. Gilbert

Who’s in Control Mini-Assessment

Rough Day @ Work: Resolving Conflict Through an Online Simulation, Noam Ebner and Yael Efron

Rough Day @ Work: Instructions for Party A

Rough Day @ Work: Instructions for Party B

Rough Day @ Work: Instructions for the HR Mediator

Crossword Conundrum: Reviewing Concepts, Margie Parikh

Crossword Conundrum: Instructions for Round 1

Crossword Conundrum: Instructions for Round 2

Role Montage: Discovering Leadership Influencers, Jan M. Schmuckler

Role Montage Definition

Role Montage Questions

Values in Leadership: Understanding the True Drivers, Mohandas Nair

Values in Leadership: Spiritual Leader Case

Editor’s Choice

Preparing Participants to Get the Most Out of Experiential Learning, Philip Donnison

The Experiential Learning Process

Inventories, Questionnaires, and Surveys

Three Dimensional Emotional Competence Inventory (3D-ECI), Sethu Madhavan Puravangara

Three-Dimensional Emotional Competence Inventory (3D-ECI): Self

Three-Dimensional Emotional Competence Inventory (3D-ECI): Other

3D-ECI Score Prediction and Interpretation Sheet

3D-ECI Scoring Sheet

3D-ECI Profile Graph

Classroom Instructor Skills Survey, Jean Barbazette

Classroom Instructor Skills Survey

Classroom Instructor Skills Survey Scoring Sheet

Classroom Instructor Performance Plan

Institutional Climate Survey, K.S. Gupta

Institutional Climate Survey

Institutional Climate Survey Scoring Sheet

PDF

The book text is available in PDF format.

Preface

Happy 40th anniversary! Yes, the Pfeiffer Annuals have been published since 1972. For forty years the Annuals have set the standard in form, format, and functionality for experiential learning activities (ELAs).

Experiential learning can be traced back to 500 BC when Confucius, China’s most famous teacher, philosopher, and political theorist, is purported to have claimed, “I hear, I know. I see, I remember. I do, I understand.” Experiential learning has been recognized as critical to human development by experts such as Carl Rogers, Maria Montessori, John Dewey, David Kolb, and scores of others.

Although experiential learning has been around for eons, the Pfeiffer Annuals are recognized as the most definitive source for describing a precise model for ELAs, now the basis of work for every trainer, consultant, and facilitator. The Annuals’ first editors had an “interest in providing a distinctive model of human relations training . . . toward experiences that produce generally predictable outcomes.” That model lives today between the covers of the Pfeiffer Annuals. The model includes two parts: (1) how to design ELAs on paper so that everyone can understand the process, as well as (2) how to conduct a true ELA using the recognizable Pfeiffer Experiential Learning Cycle: experiencing, publishing, processing, generalizing, and applying.

Many leaders from academia, business, consulting, and training have published some of their best work in the Annuals. Some names you may know include Karl Albrecht, Jean Barbazette, Richard Beckhard, Geoff Bellman, Warren Bennis, Ken Blanchard, Warner Burke, Jack Canfield, Marshall Goldsmith, Len Goodstein, Paul Hersey, Bev Kaye, Jim Kouzes, Ed Lawler, III, Karen Lawson, Ron and Gordon Lippitt, Julie O’Mara, Udai Pareek, Bob Pike, Allison Rossett, Ed Schein, and Thiagi. Readers have been loyal to a resource that publishes the best of the best, like these authors.

During the forty years, the Annuals have grown from one volume to two and have introduced features and changes that ensure ease of use by readers. For example, most recently the Training and Consulting Annuals have presented themes. Our profession covers a wide variety of topics, and the themed Annuals have been successful with our readers and our authors because they help to narrow the focus; we can also publish several related articles and activities in one concentrated space. The theme for 2012 is “Learning in the Moment.”

Both Annuals present a broad array of activities and articles that support the theme this year. The Training Annual presents eight Learning in the Moment submissions and the Consulting Annual provides ten Learning in the Moment submissions. In addition to the themed submissions, both Annuals continue to present other topics that help you do your job: teamwork, leadership, communication, problem solving, and so forth. The Learning in the Moment theme helps to focus some of our master contributors’ talents in the 2012 volumes. Please let us know if you have suggestions for a theme in future years.

What is the meaning of our 2012 theme? How do we define “Learning in the Moment”? Everyone is bombarded with an overflow of information. The most successful people know what to do with that information. This occurs when the information is coupled with the knowledge and skills of implementation; “just-in-time” learning is what it was called back in the 1970s.

The introduction of the “blended” learning concept a decade ago legitimized the idea that learning occurs anyplace and any time; learning doesn’t just happen in a classroom. A broad range of learning activities may be described as a part of Learning in the Moment: web search tools, mentoring, coaching, e-coaching, communities of practice, various e-learning events, chat rooms, blogging, yammering, and tweeting.

Why is this theme meaningful? Learning in the moment, just-in-time learning, learning on the fly, whatever you call it, is critical for everyone in the workplace: customer-service professionals, sales people, manufacturing line workers, military, supervisors, managers, dairy farmers, and even executives. What truly makes this theme critical are the statistics. To begin, ASTD’s State of the Industry data shows that instructor-led training has decreased to just over 60 percent of total training. But that only refers to formal, planned learning. Other statistics suggest that talent development is better described using a 70-20-10 model. That is, 70 percent of learning and development occurs on the job, 20 percent occurs through coaching and mentoring relationships, and 10 percent occurs through formal training.

The profession recognizes the importance of moving away from time-constrained methods that include lengthy needs assessments, multiple-step design efforts, numerous pilot programs, and extended interventions. Both trainers and consultants are aware that providing ways to learn skills and knowledge at the moment when the learner needs them is critical. They know that prolonging the solution prevents their organizations from maintaining a competitive advantage.

This means that the biggest question is not what or why, but how? How can we as internal and external trainers and consultants ensure that we have the tools to use to help employees develop skills and knowledge in the moment?

Many trainers and consultants have already changed their learning philosophy to adapt to Learning in the Moment. Exploring and considering a few of these ideas will help you continue to make a strong transition:

Recognize that learning is a day-to-day activity, not a singular event.Find ways to change behaviors and attitudes, not just enhance skills and knowledge.Identify how to embed learning on the job in a natural, easy-to-use process.Prepare peers and supervisors to support learning after the formal training has been delivered.Deliver learning in discrete bite-sized morsels, as opposed to setting aside multiple hours or days for learning.

Our authors lived up to the challenge of addressing Learning in the Moment with a variety of experiential learning activities (ELAs) and articles. The 2012 Pfeiffer Training Annual includes submissions in the facilitation, leadership, communication, coaching, and life/career planning categories. The 2012 Pfeiffer Consulting Annual includes Learning in the Moment submissions in problem-solving alternatives, team roles, leadership style, coaching, change management, personal growth, and interface with clients.

The Training Annual includes two ELAs you won’t want to miss. In Pair/Share, Lou Russell wastes no time getting into the training topic. Jan Schmuckler’s activity helps participants identify the relationships that have influenced them. Learning in the Moment occurs when this ELA is used by coaches and mentors. There are six articles relating to the theme. Homer Johnson and Anne Reilly present a 4R model that helps managers learn and maintain their skills on the job. Chris Hipple and Zane Berge present the opportunities and risks of incorporating user-created content in organizations. Brittany Ashby reminds us of the Socratic Method to teach employees to think. Gary Wise’s article addresses the theme, but also is a cutting-edge topic that examines the urgency to reinvent training organizations. Jim Gary and Michele Summers discuss creating a playbook for delivering successful results for hazardous oversight programs, an area in which Learning in the Moment can mean the difference between life and death.

This year we are also honored to have an article submitted by Dr. Donald Kirkpatrick. Don discusses the four levels of evaluation, relating how they came about over fifty years ago. You will be excited to read how evaluation fits with our theme, identifying more than a dozen ways to evaluate learning in the moment. We are grateful that Don took time to share this contribution with us.

The Consulting Annual includes four ELAs on the theme topic. Karen Dietz and Lori Silverman demonstrate the use of storytelling to solve immediate problems. Linda Bedinger and Charlotte Waisman show us how teams can explore roles and qualities in short order. Diane Hamilton’s ELA helps people define a vision of leadership and assess their own strengths and needs immediately. Antoine Gerschel and Lawrence Polsky have participants up on their feet practicing one-minute change messages. The Consulting Annual also includes five Learning in the Moment articles. Travis Russ explains how to conduct a 360 to gain in-the-moment feedback. Jean Lamkin is with us again to ensure that we all use coaching assessments for maximum and immediate learning. Linda Raudenbush relates a successful team-building experience that can easily be transferred to your situations. Leonard Goodstein discusses how executives learn in the moment through coaching practices. Mohandas Nair discusses a continuous process for developing managerial skills. Deborah Thomas is our editor’s choice; she connects corporate values to learning, as learning occurs.

What Are the Annuals?

The Annual series consists of practical materials written for trainers, consultants, facilitators, and performance-improvement technologists. We know the materials are practical, because they are written by the same practitioners that 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 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 thinking for forty 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 decades. 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.

Just as our theme this year is Learning in the Moment, the Annuals are Ready in the Moment. The Annuals’ success is primarily due 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 2012 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 through the 2007 Annuals—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 and strategic planning designs. But most of all, the Annuals have been a valuable resource for 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.

To this end, 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

Kathleen Dolan Davies, Marisa Kelley, Dawn Kilgore, Susan Rachmeler, Rebecca Taff: Every year you produce one of the most valuable resources in the industry, delivering value to our dedicated readers. We all owe you a debt of gratitude. Thank you to Lorraine Kohart, of ebb associates inc, who pokes, prods, and cajoles our authors into submitting the best for you, the readers. She keeps us all organized, provides submission information, compiles the Annuals’ content, keeps authors in the loop, and is the go-between with the editing team to ensure all the deadlines are met.

And the paramount thank you goes to our contributors, who continue to create new and exciting activities and materials so that trainers and consultants everywhere have fresh materials to deliver to their internal and external clients. I invite everyone who is reading this to join these prestigious professionals in our next Annual. We are always looking for new authors who have creative yet practical ideas to share with the rest of the profession.

Elaine Biech

Editor

September 2011

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 ten to one thousand 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; andWays 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; andWays 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 2012 Pfeiffer Annual: Training

The 2012 Pfeiffer Annual: Training 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 2012 have a slightly different focus from past years. Both focus on the theme of Learning in the Moment, a topic that permeates our organizations and pervades all that we do as professionals in the learning and consulting arena.

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 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, email addresses, and, when available, websites. 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.

Experiential Learning Activities

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. All these materials can be found in a downloadable format on the Pfeiffer website using the code provided in this edition. 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 2012 Pfeiffer Annual: Training includes sixteen activities, including two that are critical to this year’s theme of Learning in the Moment: Pair/Share: Identifying Triggers to Negative Emotions and Role Montage: Discovering Leadership Influencers.

The following categories are represented:

Individual Development: Sensory Awareness

Are You Aware? Forming Impressions, by K.M. Tripathi, Rajinder Kaur Sokhi, and Mitu Mandal

Individual Development: Diversity

Twenty-Five Ways to Include Others: Taking Action, by Julie O’Mara

Communication: Awareness

Barnyard Basics: Avoiding Communication Foibles, by M.K. Key and Brenda Barker

Number Recall: Positioning Emphasis for Influence, by Paul H. Pietri and Teresa G. Weldy

Practice Role Play: Experiencing Emotional Intelligence, by Shri S.S. Roy

Communication: Listening

I See What You Mean: Sending and Receiving Messages, by Sharon Dera

Communication: Styles

aWho’s in Control? Exploring an Emotional Intelligence Competency, by Dennis E. Gilbert

Groups: How Groups Work

Logos for You: Understanding Different Perspectives, by David Piltz

Groups: Negotiating/Bargaining

Rough Day @ Work: Resolving Conflict Through an Online Simulation, by Noam Ebner and Yael Efron

Consulting, Training, and Facilitating: Facilitating: Opening

bPair/Share: Identifying Triggers to Negative Emotions, by Lou Russell

Cheering a Community: Opening with Energy, by Robert Alan Black

Consulting, Training, and Facilitating: Facilitating: Skills

Subject-Matter Expert: Learning Factual Material, by Linda M. Raudenbush

Consulting, Training, and Facilitating: Facilitating: Closing

Crossword Conundrum: Reviewing Concepts, by Margie Parikh

Leadership: Styles and Skills

bRole Montage: Discovering Leadership Influencers, by Jan M. Schmuckler

The Fugitive: Assessing the Style of a Leader, by Guido R. Britez

Organizations: Vision, Mission, Values, Strategy

Values in Leadership: Understanding the True Drivers, by Mohandas Nair

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.

aCutting-Edge Topics

bLearning in the Moment Topics

Experiential Learning Activities Categories

Are You Aware?

Forming Impressions

Submitted by K.M. Tripathia, Rajinder Kaur Sokhib, and Mitu Mandalc.

Activity Summary

An activity to help participants understand how impressions are formed.

Goal

To develop participants’ awareness of the ways in which they judge and form opinions about others.

Group Size

15 to 20 participants.

Time Required

Approximately 80 minutes.

Materials

Pen and paper for each participant.Flip chart for posting discussion points.Markers.

Physical Setting

A large room with tables and chairs where the participants can be seated comfortably.

Facilitating Risk Rating

Moderate.

Process

1. Introduce the session by stating the goal of the activity. Divide the entire group into dyads randomly.

2. Tell participants to talk with their respective partners about anything personal or professional, but to keep the conversation about themselves.

(20 minutes.)

3. Provide each participant with paper and a pen. Ask the participants to write descriptions of the impressions they have formed about their partners from the conversations.

(15 minutes.)

4. When all the pairs have finished, form groups of four and ask each participant to present his or her description to the other three.

(15 minutes).

5. After the presentations in the foursomes, ask the group members to discuss among themselves how each of them formed impressions about his or her partner.

(10 minutes.)

6. Ask participants to reconvene as a large group and summarize the activity by answering these questions:

Which of the following features were mentioned in forming impressions? Facial features, body build.Vocal qualities, including speech, loudness, pitch, tone, accent, or grammatical errors.Posture, facial expressions, gestures, management of body, eye contact, or other nonverbal behaviors.Overall appearance, clothing, or other visual itemsWhich aspect(s) was the strongest?How does past experience influence us in forming impressions of others?What impact do first impressions have?What did you learn about yourself during this activity?How will you use this information in the future?

(20 minutes.)

7. During the group discussion, write the main points on the flip chart.

aK.M. Tripathihas worked with the Defence Institute of Psychological Research as a senior research fellow since 2006. His areas of interest are organizational behavior and organizational science. He is currently pursuing his doctorate in the area of organizational trust.

bRajinder Kaur Sokhi, Ph.D., Sc.E.,is head of the organizational behavior division and HRD at DIPR, Delhi. She completed post-graduate work in psychology from Kurukshetra University and has a master’s degree in philosophy from Delhi University and a Ph.D. in psychology from M.D. University, Rohtak. She has made numerous contributions to the field of organizational behavior.

cMitu Mandalis senior research fellow at DIPR. She completed post-graduate work in psychology from Banaras Hindu University. She is pursuing a Ph.D. from Bharthiar University in appreciative inquiry and is involved in various research projects related to organizational behavior in DIPR.

Twenty-Five Ways to Include Others

Taking Action

Submitted by Julie O’Maraa.

Activity Summary

A session-closing activity that facilitates individuals making a commitment to take action to include others in the workplace.

Goals

To increase understanding of behaviors needed to create and sustain an inclusive work environment.To enable individuals to select one or more concrete actions they can take to include others.To improve the quality of actions individuals take to include others.

Group Size

24 participants.

Time Required

25 to 30 minutes.

Materials

One copy of Twenty-Five Ways to Include Others for each participant.Pencils for all participants.

Physical Setting

Writing surfaces should be supplied.

Facilitating Risk Rating

Low.

Process

1. At the beginning of the session announce that at the end of the session all participants will be asked to state one action they will take to include others in the workplace. Mention that you will provide a list of twenty-five actions to select from, but that they are welcome to state any action they wish to take to include others. Suggest that throughout the session they think about what actions they may want to take.

2. At the end of the session, announce that they will now be asked to make a commitment to take action to include others in the workplace.

3. Tell participants they will have 8 minutes to read Twenty-Five Ways to Include Others and place a check mark by any action that they could reasonably take back on the job.

(10 minutes.)