The 2010 Pfeiffer Annual: Training (J-B Pfeiffer Annual Looseleaf Vol1)

About This Book Why is this topic important? Continuing education and development lie at the very heart of any successf...

Author: Elaine Biech

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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.

w w w. p f e i f f e r. c o m

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: Leadership Development Edited by David L. Dotlich, Peter C. Cairo, Stephen H. Rhinesmith, and Ron Meeks The Pfeiffer Annual: Training Edited by Elaine Biech Michael Allen’s e-Learning Annual Edited by Michael Allen

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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 757-588-3939.

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Elaine Biech, E D I T O R

The

2010

ANNUAL TRAINING

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 Except as specificially noted below, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. 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 2010 Pfeiffer Annual: Training. 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. This free permission is restricted to limited customization of the CD-ROM materials for your organization and the paper reproduction of the materials for educational/training events. It does not allow for systematic or large-scale reproduction, distribution (more than 100 copies per page, per year), transmission, electronic reproduction or inclusion in any publications offered for sale or used for commercial purposes—none of which may be done without prior written permission of the Publisher. For additional copies/bulk purchases of this book in the U.S. please contact 800-274-4434. Pfeiffer books and products are available through most bookstores. To contact Pfeiffer directly call our Customer Care Department within the U.S. at 800-274-4434, outside the U.S. at 317-572-3985, fax 317-572-4002, or visit www.pfeiffer.com. Pfeiffer also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. ISBN: 978-0-4704-9758-6 ISSN: 1046-333-X 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 Printed in the United States of America Printing

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Contents Website Contents

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Preface

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The Difference Between Training and Consulting: Which Annual to Use?

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Introduction to The 2010 Pfeiffer Annual: Training

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Experiential Learning Activities Introduction to the Experiential Learning Activities Section

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Experiential Learning Activities Categories

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**One Life, Many Roles: Enhancing Effectiveness Amitabh Jha

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**Our Unique Qualities: Strengthening Self-Concept Rekha Bharadwaj

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**Imaginary Objects: Creating Awareness of Nonverbal Communication Robert Alan Black

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**Speak Up: Building Confidence TeAundra R. McCullough

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**Respect Is a Bridge: Using Effective Communication Deborah Spring Laurel

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The Caterer: Understanding the Negotiation Process Parth Sarathi

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**Communication Topics

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**Ore Wars: Deciding on Tactics Noam Ebner

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**Meeting of the Minds: Creating Interaction and Appreciating Diversity 85 Cher Holton Brown Paper Bag: Shaking It Up Gerald A. Goik

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I Wanna Be. . .: Getting Past Awkward Introductions Karen M. Reed

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Leadership: Discovering the Dangers of False Perceptions and Self-Deception Dennis E. Gilbert

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Leader Style Effects: Communicating Chaos in a Box Leah Omilion

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Managing Talent: Using EI to Retain Talent Charlotte S. Waisman and Linda M. Bedinger

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Pitching Change: Learning How to Manage It Carol E. Willett

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Editor’s Choice Introduction to the Editor’s Choice Section

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Case Studies Activity Frame Halelly Azulay

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Burrs in the Saddle: A Way to Create Workshop Dialogue M.K. Key

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Five (Minus Four) Easy Pieces Richard T. Whelan

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Inventories, Questionnaires, and Surveys Introduction to the Inventories, Questionnaires, and Surveys Section

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Behavioral Styles Inventory (BSI) Sushama Khanna

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Building Community in the Corporate Arena Lindsey M. Hill

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Daily Leadership “Best Practices” Assessment Stephen G. Haines

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Leadership Style Appropriateness Instrument (LSAI) Surabhi Purohit

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Articles and Discussion Resources Introduction to the Articles and Discussion Resources Section

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**Body Language: Creating Congruence When Presenting Linda Talley

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**Ensuring Training Effectiveness: Priming the Participants Mohandas Nair

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**Using Trust to Achieve Workplace Success Robert W. Lucas

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**Analysis in the Age of Distance Learning Nancy B. Hastings

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Systems Thinking: “Best Practices” Research on the DNA of Successful Organizations Stephen G. Haines

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Just-Right Challenges: The Secret to Effective Training Michael Doctoroff

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Informal Learning and the Case to Formally Design It Allison A.S. Wimms and Zane L. Berge

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The Situational Training Methods Model: Selecting Appropriate Training Styles Jean Barbazette

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Evaluating the Effectiveness of Sexual-Harassment-Prevention Training: A Case Study Michael Moskowitz

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Beyond ROI: To Boldly Go Where No Training Evaluation Has Gone Before Ajay Pangarkar and Teresa Kirkwood

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Contributors Contents of the Companion Volume, The 2010 Pfeiffer Annual: Consulting

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Pfeiffer Publications Guide

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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/training2010. The following username and password are required for accessing these materials: Username: training Password: 2010

Experiential Learning Activities One Life, Many Roles: Enhancing Effectiveness Amitabh Jha Our Unique Qualities: Strengthening Self-Concept Rekha Bharadwaj Imaginary Objects: Creating Awareness of Nonverbal Communication Robert Alan Black Speak Up: Building Confidence TeAundra R. McCullough Respect Is a Bridge: Using Effective Communication Deborah Spring Laurel The Caterer: Understanding the Negotiation Process Parth Sarathi Ore Wars: Deciding on Tactics Noam Ebner

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Website Contents

Meeting of the Minds: Creating Interaction and Appreciating Diversity Cher Holton Brown Paper Bag: Shaking It Up Gerald A. Goik I Wanna Be . . .: Getting Past Awkward Introductions Karen M. Reed Leadership: Discovering the Dangers of False Perceptions and Self-Deception Dennis E. Gilbert Leader Style Effects: Communicating Chaos in a Box Leah Omilion Managing Talent: Using EI to Retain Talent Charlotte S. Waisman and Linda M. Bedinger Pitching Change: Learning How to Manage It Carol E. Willett

Editor’s Choice Case Studies Activity Frame Halelly Azulay Burrs in the Saddle: A Way to Create Workshop Dialogue M.K. Key Five (Minus Four) Easy Pieces Richard T. Whelan

Inventories, Questionnaires, and Surveys Behavioral Styles Inventory (BSI) Sushama Khanna Building Community in the Corporate Arena Lindsey M. Hill

Website Contents

Daily Leadership “Best Practices” Assessment Stephen G. Haines Leadership Style Appropriateness Instrument (LSAI) Surabhi Purohit

PDF The book text is available in PDF format.

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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

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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

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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 VanHorn, 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 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 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

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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

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The 2010 Pfeiffer Annuals: Kathleen Dolan Davies, Lisa Shannon, Marisa Kelley, Dawn Kilgore, Susan Rachmeler, and Rebecca Taff. Lorraine Kohart of ebb associates inc each year assists our authors with their submission details and 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

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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;

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• 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 . . .

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Element

Training

Consulting

Topics

Teams, Communication,

Teams, Communication,

Problem Solving

Problem Solving

Topic Focus

Individual, Department

Corporate, Global

Purpose

Skill Building, Knowledge

Coaching, Strategic Planning,

Transfer

Building Teams

Recipient

Individuals, Departments

Usually More Organizational

Organizational Level

All Workforce Members

Usually Closer to the Top

Delivery Profile

Workshops, Presentations

Intervention, Implementation

Atmosphere

Structured

Unstructured

Time Frame

Defined

Undefined

Organizational Cost

Moderate

High

Change Effort

Low to Moderate

Moderate to High

Setting

Usually a Classroom

Anywhere

Professional Experience

Entry Level, Novice

Proficient, Master Level

Risk Level

Low

High

Professional Needs

Activities, Resources

Tools, Theory

Application

Individual Skills

Usually 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: Training The 2010 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, organizationdevelopment 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 Jossey-Bass, Inc., in San Francisco, California.

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Introduction

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: Training includes fourteen activities, in the following categories: Individual Development: Sensory Awareness **One Life, Many Roles: Enhancing Effectiveness, by Amitabh Jha Individual Development: Self-Disclosure **Our Unique Qualities: Strengthening Self-Concept, by Rekha Bharadwaj

**Communication Topics

1

2

The 2010 Pfeiffer Annual: Training

Communication: Awareness **Imaginary Objects: Creating Awareness of Nonverbal Communication, by Robert Alan Black **Speak Up: Building Confidence, by TeAundra R. McCullough Communication: Building Trust **Respect Is a Bridge: Using Effective Communication, by Deborah Spring Laurel Problem Solving: Consensus/Synergy The Caterer: Understanding the Negotiation Process, by Parth Sarathi Groups: Competition/Collaboration **Ore Wars: Deciding on Tactics, by Noam Ebner Teams: Roles **Meeting of the Minds: Creating Interaction and Appreciating Diversity, by Cher Holton Consulting, Training, and Facilitating: Facilitating: Opening Brown Paper Bag: Shaking It Up, by Gerald A. Goik I Wanna Be . . . : Getting Past Awkward Introductions, by Karen M. Reed Leadership: Styles and Skills Leadership: Discovering the Dangers of False Perceptions and Self-Deception, by Dennis E. Gilbert Leader Style Effects: Communicating Chaos in a Box, by Leah Omilion Organizations: Vision, Mission, Values, Strategy Managing Talent: Using EI to Retain Talent, by Charlotte S. Waisman and Linda M. Bedinger Organizations: Change Management Pitching Change: Learning How to Manage It, by Carol E. Willett 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.

**Communication Topics

3

Experiential Learning Activities

Category

ELA Title

Page

Time Required

Group Size

Risk Factor

Individual Development: Sensory Awareness

One Life, Many Roles: Enhancing Effectiveness

13

Approximately 3 hours

15 to 25

Moderate to High

Individual Development: Self-Disclosure

Our Unique Qualities: Strengthening Self-Concept

25

About 2 hours

15 to20 from the same organization

Low to Moderate

Communication: Awareness

Imaginary Objects: Creating Awareness of Nonverbal Communication

37

20 to 45 minutes

Up to 25

Moderate

Communication: Awareness

Speak Up: Building Confidence

41

Approximately 2 hours

10 to 20

Low

Communication: Building Trust

Respect Is a Bridge: Using Effective Communication

45

Approximately 60 minutes

Any number

Low

Problem Solving: Consensus/Synergy

The Caterer: Understanding the Negotiation Process

51

Approximately 3 hours

10 to 30

Low to Moderate

Groups: Competition/ Collaboration

Ore Wars: Deciding on Tactics

69

Approximately 2 hours

2 teams of 3 to 6

Moderate to High

Teams: Roles

Meeting of the Minds: Creating Interaction and Appreciating Diversity

85

25 minutes

12 or more

Low

Consulting, Training and Facilitating: Facilitating: Opening

Brown Paper Bag: Shaking It Up

89

50 to 60 minutes

Even numbers up to 20

Low

Consulting, Training and Facilitating: Facilitating: Opening

I Wanna Be . . . : Getting Past Awkward Introductions Leadership: Discovering the Dangers of False Perceptions and Self-Deception

93

Approximately 30 minutes

Any number of groups of 10 to 12

Low

97

60 to 70 minutes

5 to 25 leaders

Moderate

Leadership: Styles and Skills

(Continued )

4

The 2010 Pfeiffer Annual: Training

(Continued ) Leadership: Styles and Skills

Leader Style Effects: Communicating Chaos in a Box

107

60 to 70 minutes

Four groups of 5 or 6

Moderate

Organizations: Vision, Mission, Values, Strategy

Managing Talent: Using EI to Retain Talent

113

3 to 4 hours

8 to 30 managers from the same organization

Moderate

Organizations: Change Management

Pitching Change: Learning How to Manage It

127

Approximately 60 minutes

Up to 50 in management positions

Low

Experiential Learning Activities Categories 1–24 25–48 49–74 75–86 87–100 101–124 125–136 137–148 149–172 173–184 185–196 197–220 221–232 233–244 245–268 269–280 281–292 293–316 317–328 329–340 341–364 365–376 377–388 389–412

Volume I, Handbook Volume II, Handbook Volume III, Handbook 1972 Annual 1973 Annual Volume IV, Handbook 1974 Annual 1975 Annual Volume V, Handbook 1976 Annual 1977 Annual Volume VI, Handbook 1978 Annual 1979 Annual Volume VII, Handbook 1980 Annual 1981 Annual Volume VIII, Handbook 1982 Annual 1983 Annual Volume IX, Handbook 1984 Annual 1985 Annual Volume X, Handbook

413–424 1986 Annual 425–436 1987 Annual 437–448 1988 Annual 449–460 1989 Annual 461–472 1990 Annual 473–484 1991 Annual 485–496 1992 Annual 497–508 1993 Annual 509–520 1994 Annual 521–532 1995 Annual: Volume 1, Training 533–544 1995 Annual: Volume 2, Consulting 545–556 1996 Annual: Volume 1, Training 557–568 1996 Annual: Volume 2, Consulting 569–580 1997 Annual: Volume 1, Training 581–592 1997 Annual: Volume 2, Consulting 593–604 1998 Annual: Volume 1, Training

605–616 617–630 631–642 643–656 657–669 670-681 683-695 696–709 710–722 723-739 740-752

1998 Annual: Volume 2, Consulting 1999 Annual: Volume 1, Training 1999 Annual: Volume 2, Consulting 2000 Annual: Volume 1, Training 2000 Annual: Volume 2, Consulting 2001 Annual: Volume 1, Training 2001 Annual: Volume 2, Consulting 2002 Annual: Volume 1, Training 2002 Annual: Volume 2, Consulting 2003 Annual: Volume 1, Training 2003 Annual: Volume 2, Consulting

Note that numbering system was discontinued beginning with the 2004 Annuals.

Vol. Page INDIVIDUAL DEVELOPMENT Sensory Awareness Feelings & Defenses (56) Lemons (71) Growth & Name Fantasy (85) Group Exploration (119) Relaxation & Perceptual Awareness (136) T’ai Chi Chuan (199) Roles Impact Feelings (214) Projections (300) Mastering the Deadline Demon (593) Learning Shifts (643) Secret Sponsors (657) Spirituality at Work (670) What You See (740) Highly Leveraged Moments

III III ‘72 IV ‘74

31 94 59 92 84

VI VI VIII ‘98–1

10 102 30 9

‘00–1 ‘00–2 ‘01-1 ‘03-2 ‘04-T

11 11 11 11 11

Z Fantasy Well-Being Picture Yourself Presuppositions The Serendipity Bowl Change Partners Empathy Walk Encouragement One Life, Many Roles Self-Disclosure Johari Window (13) Graphics (20) Personal Journal (74) Make Your Own Bag (90) Growth Cards (109) Expressing Anger (122) Stretching (123) Forced-Choice Identity (129)

Vol. Page ‘04-C 11 ‘05-T 11 ‘05-C 11 ‘06-C 11 ‘07-T 11 ‘08-T 11 ‘08-C 11 ‘09-C 13 10-T 13 I I III ‘73 IV IV IV ‘74

65 88 109 13 30 104 107 20

Boasting (181) The Other You (182) Praise (306) Introjection (321) Personality Traits (349) Understanding the Need for Approval (438) The Golden Egg Award (448) Adventures at Work (521) That’s Me (522) Knowledge Is Power (631) Spirituality at Work (658) The Imposter Syndrome (696) Internet Impressions (710) Purposeful Spot Game (723) Quotations Take a Risk Trait Trade

Vol. Page ‘76 49 ‘76 51 VIII 61 ‘82 29 IX 158 ‘88 21 ‘88 ‘95–1 ‘95–1 ‘99–2 ‘00–2 ‘02–1 ‘02–2 ‘03-1 ‘04-T ‘05-C ‘07-C

89 9 17 13 15 11 11 11 19 17 11

5

6

Ten Things Triplets Our Unique Qualities Mirror Image Sex Roles Polarization (62) Sex-Role Stereotyping (95) Sex-Role Attributes (184) Who Gets Hired? (215) Sexual Assessment (226) Alpha II (248) Sexual Values (249) Sex-Role Attitudes (258) Sexual Values in Organizations (268) Sexual Attraction (272) Sexism in Advertisements (305) The Promotion (362) Raising Elizabeth (415) The Problem with Men/ Women Is…(437) The Girl and the Sailor (450) Tina Carlan (466) What Is Sexual Harassment? Diversity Status-Interaction Study (41) Peer Perceptions (58) Discrimination (63) Traditional American Values (94) Growth Group Values (113) The In-Group (124) Leadership Characteristics (127) Group Composition (172) Headbands (203) Sherlock (213) Negotiating Differences (217) Young/Old Woman (227) Pygmalion (229) Race from Outer Space (239) Prejudice (247) Physical Characteristics (262) Whom to Choose (267) Data Survey (292) Lifeline (298) Four Cultures (338) All Iowans Are Naive (344) AIRSOPAC (364) Doctor, Lawyer, Indian Chief (427) Life Raft (462) Zenoland (492) First Impressions (509) Parole Board (510) Fourteen Dimensions (557) Adoption (569) Globalization (570) Generational Pyramids (571) People with Disabilities (594)

The 2010 Pfeiffer Annual: Training

Vol. Page ‘08-T 17 ‘08-C 17 10-T 15 10-C 13 III ‘73 ‘76 VI ‘78 VII VII VII VII

57 26 63 106 36 19 24 85 146

‘80 VIII

26 58

IX ‘86 ‘88

152 21 9

‘89 ‘90 ‘07-C

17 45 21

II III III ‘73

85 41 62 23

IV IV ‘74

45 112 13

V VI VI VI ‘78 ‘78 ‘79 VII VII VII ‘81 VIII ‘83 IX IX ‘87

139 25 92 114 40 51 38 15 108 141 57 21 72 14 172 21

‘90 ‘92 ‘94 ‘94 ‘96–2 ‘97–1 ‘97–1 ‘97–1 ‘98–1

17 69 9 17 9 9 19 33 15

Expanding the Scope of Diversity Programs (617) Tortuga Place and Your Place (644) Unearned Privilege (659) What’s Your Generation X IQ? (683) Cultural Triangle (697) Other Perspectives (724) Early Memories (741) Generational Bingo Diversity from Within Rich Traditions At the Movies Do Differences Divide Us? Honored Strangers Four Generations Hats On International Candies Black Sheep Popular Choices Humanity Training Life/Career Planning Life Planning (46) Banners (233) Wants Bombardment (261) Career Renewal (332) Life Assessment and Planning (378) Work-Needs Assessment (393) The Ego-Radius Model (394) Dropping Out (414) Roles (416) Creating Ideal Personal Futures (439) Pie in the Sky (461) What’s in It for Me? (463) Afﬁrmations (473) Supporting Cast (486) Career Visioning (498) The Hand You’re Dealt (523) Living Our Values (548) Career Roads (549) Collaborating for Success (572) High Jump (573) Issues, Trends, and Goals (595) Bouncing Back (596) Work Activities (597) From Good Intentions to Results (645) What Works Best? (671) Passion and Purpose (672) Career Choice Life Balance Windows The First Meeting Frequent Flyers and Emerging Giants

Vol. Page ‘99–1 13 ‘00–1

15

‘00–2 ‘01-2

25 11

‘02–1 ‘03-1 ‘03-2 ‘04-T ‘04-C ‘05-T ‘05-C ‘06-T ‘06-C ‘07-T ‘07-C ‘08-T ‘08-T ‘09-T ‘09-T

19 23 17 27 23 19 25 11 19 15 33 23 31 13 15

II ‘79 VII ‘83 ‘85

101 9 105 27 15

X

31

X ‘86 ‘86 ‘88

41 15 27 31

‘90 ‘90 ‘91 ‘92 ‘93 ‘95–1

9 21 9 15 13 23

‘96–1 ‘96–1 ‘97–1

25 35 45

‘97–1 ‘98–1

57 21

‘98–1 ‘98–1 ‘00–1

35 43 27

‘01-1 ‘01-1 ‘04-C ‘05-T ‘06-C ‘07-C ‘08-C

21 35 27 31 29 37 25

Vol. Page What I Like About My Job or ‘09-T 31 Career First Impressions ‘09-T 37 COMMUNICATION Awareness One-Way, Two-Way (4) Think-Feel (65) Ball Game (108) Re-Owning (128) Helping Relationships (152) Babel (153) Blindfolds (175) Letter Exchange (190) Dominoes (202) Blivet (241) Meanings Are in People (250) Mixed Messages (251) Gestures (286) Maze (307) Feelings (330) Synonyms (341) In Other Words (396) Taking Responsibility (397) Pass It On (398) Shades of Difference (417) E-Prime (440) Words Apart (464) Supportive Versus Defensive Climates (474) Let Me (511) Bugs (553) Red Light/Green Light (598) Supreme Court (660) Music While You Work (684) Speed Up! (698) Blind Soccer Game (742) Taboo, Do I Know You? What’s Your Priority? All Power Is Relative Opposite Chair Ten Tips Changing Places, Facing Changes Why Are Our Needs Not Being Met? Hide and Go Seek Imaginary Objects Speak Up Building Trust Dyadic Encounter (21) Nonverbal Communication I (22) Intimacy Program (70) Dialog (116) Dimensions of Trust (120) Dyadic Renewal (169) Disclosing & Predicting (180) Current Status (196) Dyadic Risk Taking (220) Work Dialogue (524) Coal to Diamonds (533) Alter Ego (599)

I III IV ‘74 V V ‘76 ‘77 VI ‘79 VII VII ‘81 VIII ‘83 IX X X X ‘86 ‘88 ‘90 ‘91

13 70 27 18 13 16 13 28 21 46 28 34 28 64 14 5 55 62 68 35 39 29 15

‘94 ‘96–1 ‘98–1 ‘00–2 ‘01-2 ‘02–1 ‘03-2 ‘04-C ‘05-T ‘05-C ‘06-T ‘07-T ‘08-T

31 73 53 33 23 29 23 35 35 35 15 33 37

‘08-C

33

‘09-C 10-T 10-T

23 37 41

I I

90 101

III IV IV V ‘76 ‘77 VI ‘95-1 ‘95–2 ‘98–1

89 66 96 116 46 57 130 27 9 59

7

Experiential Learning Activities

Building Trust in Pairs (632) What to Say (661) A Fine Predicament (743) Trust Arch Respect Is a Bridge Words of Trust Conﬂict Frustrations & Tensions (75) Conﬂict Fantasy (130) Escalation (219) Defensive & Supportive Communication (238) Conﬂict Management (242) Resistance (309) Conﬂict Role Play (340) The Company Task Force (352) The Decent but Pesky Co-Worker (400) VMX Productions, Inc. (441) Quality Customer Service (475) The Parking Space (476) Time Flies (499) Alpha/Beta (512) Common Ground (539) Thumbs Up, Thumbs Down (574) The M & M® Game (618) Retaliatory Cycle (662) Workplace Scenarios (673) Choices (725) 12 Angry Men Stand-Up and Sit-Down Talkers The Team Circle Difﬁcult Conversations Feedback Group-on-Group (6) Coins (23) Behavior Description Triads (50) Psychomat (84) Puzzlement (97) Analyzing & Increasing Open Behavior (99) The Gift of Happiness (104) Sculpturing (106) The Portrait Game (107) Party Conversations (138) Adjectives (168) Introspection (209) Cards (225) Developing Trust (303) Giving and Receiving Feedback (315) Feedback (355) Pin Spotter (377) Feedback on Nonverbal and Verbal Behaviors (379) Gaining Support (380)

Vol. Page ‘99–2 19 ‘00–2 37 ‘03-2 27 ‘06-C 37 10-T 45 10-C 19 ‘72

5

‘74 VI ‘79

22 127 28

‘79 VIII ‘83 IX

54 75 80 84

X

80

‘88 ‘91

43 27

‘91 ‘93 ‘94 ‘95–2 ‘97–1

35 19 37 51 65

‘99–1 ‘00–2 ‘01-1 ‘03-1 ‘04-T ‘05-T

19 45 43 31 33 41

‘06-C 10-C

45 23

I I III

22 104 6

‘72 ‘73 ‘73

58 30 38

IV IV IV ‘75 V V ‘78 VIII VIII

15 21 24 10 114 157 34 45 125

IX ‘85 ‘85

107 11 35

‘85

39

I Am, Don’t You Think? (390) Two Bags Full (391) Seeing Ourselves as Others See Us (426) The Art of Feedback (449) Feedback Awareness (487) A Note to My Teammate (497) Lines (551) Coloring Book (646) I Appreciate (674) Performance Expectations (726) Pygmalion The Challenge Losses or Gains Unstructured Coaching Listening Listening Triads (8) Rumor Clinic (28) Not-Listening (52) Peter-Paul (87) Active Listening (252) I’m All Ears (395) Poor Listening Habits (428) In Reply (465) Needs, Features, and Beneﬁts (513) Levels of Dialogue (525) He Who Holds the Pen The Association for Community Improvement I’d Like You to Meet . . . Styles Building Open & Closed Relationships (93) Submission/Aggression/ Assertion (206) Organizational TA (310) The Human Bank Account (399) The Candy Bar (457) Stating the Issue (503) Enhancing Communication (550) Go Left, Go Right (575) Memories (699) What Zoo Animal Would You Be? Beyond I, Me, and My It’s Only Fair The Key to Me Technology Virtual Scavenger Hunt (619) Mediated Message Exchange (647) Telephone Conference (648) PROBLEM SOLVING Generating Alternatives Broken Squares (7) Brainstorming (53)

Vol. Page X 8 X 22 ‘87 17 ‘89 ‘92 ‘93

9 29 9

‘96–1 ‘00–1 ‘01-1 ‘03-1

59 37 63 45

‘06-T ‘09-T ‘09-C 10-C

19 45 31 35

I II III ‘73 VII X ‘87 ‘90 ‘94

31 12 10 7 39 46 25 35 47

‘95–1 ‘04-T ‘05-C

45 39 43

10-C

45

‘73

20

V

136

VIII X

83 76

‘89 ‘93 ‘96–1

73 43 51

‘97–1 ‘02 1 ‘05-T

69 51 47

‘06-C ‘07-T ‘09-C

55 39 37

‘99–1

27

‘00–1

43

‘00–1

51

I III

25 14

Quaker Meeting (76) Nominal Group Technique (141) Poems (185) Package Tour (192) Numbers (221) Puzzle Cards (240) Analytical or Creative? (285) Vacation Schedule (312) Pebbles (335) Bricks (343) Departmental Dilemma (350) QC Agenda (370) Water Jars (392) Marzilli’s Fine Italian Foods (454) Cooperative Inventions (467) Greenback Financial Services (470) Puzzling Encounters (481) The Real Meaning (502) PBJ Corporation (568) Broken Triangles (576) Deck of Cards (663) Decision, Decisions (684) Ask Everyone (711) The Chrysalis Flower Odyssey Give Brands a Hand Self-Powered Vehicles Pass the Solution, Please What Makes You the Best? Appreciative Inquiry Creativity Rope Trick Redirect Information Sharing Energy International (80) Pine County (117) Farm E-Z (133) Sales Puzzle (155) Room 703 (156) Al Kohbari (178) Murder One (212) Farmers (284) The Sales Manager’s Journey (359) The Welsh Boothouse (383) Society of Taos (432) Dust Pan Case (482) Diversity Quiz (514) Bean Counters (552) Systems Redesign (633) Persuasion? No Problem! (727) Spotlight Dance Posters Speed Networking Consensus/Synergy Top Problems (11) Residence Halls (15) NORC (30)

Vol. Page ‘72 11 ‘75 35 ‘77 ‘77 ‘78 ‘79 ‘81 VIII ‘83 IX IX ‘84 X ‘89

13 35 9 41 24 100 45 10 66 44 26 55

‘90 ‘90

61 83

‘91 ‘93 ‘96–2 ‘97–1 ‘00–2 ‘01-2 ‘02–2 ‘04-T ‘04-C ‘05-C ‘06-T ‘06-C ‘07-T ‘07-C ‘08-T ‘09-T 10-C

97 39 131 73 51 33 21 43 41 55 31 67 45 45 43 51 51

‘72 IV ‘74 V V ‘76 VI ‘81 IX

25 75 44 34 39 26 75 16 125

‘85 ‘87 ‘91 ‘94 ‘96–1 ‘99–2 ‘03-1

67 57 107 55 67 31 53

‘04-T ‘09-T ‘09-C

51 55 43

I I II

49 72 18

8

Kerner Report (64) Supervisory Behavior/Aims of Education (69) Shoe Store (102) Consensus-Seeking (115) Hung Jury (134) Kidney Machine (135) Lost at Sea (140) Cash Register (151) Letter Occurrence/Health Professions Prestige (157) Wilderness Survival (177) Pyramids (187) Admissions Committee (223) Alphabet Names (236) What’s Important on My Job? (244) Lists (255) Values for the 1980s (271) Ranking Characteristics (429) People Are Electric (501) The Lottery (526) Councils to the President (605) New-Member Welcome (606) The Afﬁnity Diagram (620) Shift Happens (664) Electric Company (700) Successful Leadership Traits (712) Decision Making (744) Pass It On The Caterer Action Planning Force-Field Analysis (40) Wahoo City (73) Dhabi Fehru (259) Island Commission (260) Missiles (275) Robbery (334) The Impact Wheel (458) Coping Strategies (485) Wreck Survivors (515) Values, Visions, and Missions (527) River of Change (555) Ideal Work Place (561) Award Ceremony (581) Inputs, Process, Outputs (582) Diametrically Opposed (649) Make a Mark (665) New Owners (675) What’s the Scenario? Organizational Growth Initiative Team Extreme Challenge GROUPS How Groups Work Committee Meeting (9) Process Observation (10) Group Tasks (29)

The 2010 Pfeiffer Annual: Training

Vol. Page III 64 III 84 IV IV ‘74 ‘74 ‘75 V V

5 51 64 78 28 10 44

‘76 ‘77 ‘78 ‘79 ‘79

19 20 15 19 71

VII ‘80 ‘87 ‘93 ‘95–1 ‘98–2

57 20 31 35 53 9

‘98–2 ‘99–1 ‘00–2 ‘02–1 ‘02–2

19 39 55 55 25

‘03-2 ‘05-C 10-T

37 59 51

II III VII VII ‘80 ‘83 ‘89 ‘92 ‘94 ‘95–1

79 100 91 99 43 40 83 9 67 59

‘96–1 ‘96–2 ‘97–2 ‘97–2

93 45 9 17

‘00–1 ‘00–2 ‘01-1 ‘07-T ‘07-C 08-C 10-C

57 63 75 51 49 37 59

I I II

36 45 16

Self-Interaction Task (37) Towers (54) What to Look for in Groups (79) Greeting Cards (82) Cog’s Ladder (126) Faculty Meeting (139) Tinkertoy Bridge (160) LEGO Bridge (161) Word-Letter (200) Spy (218) Homesell (228) Line of Four (237) Slingshots (256) Four-Letter Words (287) Dynasell (290) Structures (308) Team Planning (351) Group Sell (357) Four Corners (442) Orientations (443) Whirlybird (491) Let’s Come to Order (528) Airplanes (534) Rope Trick (577) Lincoln Decision Committee (578) Web of Yarn (583) Innovative Meetings (607) No Strings Attached (608) Crime-Fighting Task Force (634) Piccadilly Manor (650) Logos (676) Neutral Corner (686) Construction Project (713) Rulers (728) Art Appreciation (745) The Modern Art Factory Soda Can Carry Empowerment Puzzel Competition/Collaboration Model Building (32) Prisoners’ Dilemma (61) Decisions (83) Wooden Blocks (105) World Bank (147) Testing (164) X-Y (179) Blue/Green (189) Circle in the Square (205) Balance of Power (231) Paper Box (243) Trading Cards (263) War Gaming (264) Move to Newtown (278) High Iron (280) Cross-Group Negotiation and Cooperation (302) Risk Game (311) Intertwine (319)

Vol. Page II 68 III 17 ‘72 19 ‘72 ‘74 ‘75 V V VI VI ‘78 ‘79 VII ‘81 ‘81 VIII IX IX ‘88 ‘88 ‘92 ‘95–1 ‘95–2 ‘97–1 ‘97–1

44 8 15 60 73 15 117 46 21 69 34 50 69 74 114 51 57 63 73 13 81 89

‘97–2 ‘98–2 ‘98–2 ‘99–2

25 23 31 35

‘00–1 ‘01-1 ‘01-2 ‘02–2 ‘03-1 ‘03-2 ‘05-T ‘06-T ‘06-C ‘07-C

65 81 37 31 59 41 51 39 71 55

II III ‘72 IV ‘75 V ‘76 ‘77 VI ‘78 ‘79 VII VII ‘80 ‘80 VIII

29 52 51 18 56 91 41 24 32 63 60 112 117 60 78 41

VIII ‘82

93 20

Block Buster (320) Stock Exchange (384) Assignment Flexibility (516) Property Game (554) Egg Drop (564) Allied Circuits (609) The Forest vs. the Trees (610) Powerful Exercise (666) Power Poker (701) Team Traps (714) Tear It Up (729) Paper Chain Company Altair the Ant Who Am I? Collaborative Tales Hidden Agenda Bridges Ore Wars Conﬂict Conﬂict Resolution (14) Lindell-Billings Corporation (144) Conﬂict Styles (186) Controversial Issues (224) Budget Cutting (323) Trouble in Manufacturing (374) Datatrak (375) Winterset High School (435) Rows and Circles Conﬂict Resolve Negotiating/Bargaining Unequal Resources (78) Monetary Investment (265) Creative Products (279) Territory (314) Bargaining, United Nations Style (471) Merger Mania (584) Negotiation Tactics Why Don’t You Want What I Want? TEAMS How Groups Work System Problems (111) Top Secret Contract (194) Team Development (208) Slogans (276) Project Colossus (288) Group Identity (299) Chips (322) Meetings Audit (325) Work-Group Review (327) Healthy or Unhealthy? (404) Sticky Wickets (405) Bean Bags (419) Instant Survey (434) Team Interventions (558) Take Note of Yourself (621) Team Troubles (635) Share the Load (667)

Vol. Page ‘82 24 ‘85 75 ‘94 75 ‘96–1 77 ‘96–2 77 ‘98–2 39 ‘98–2 53 ‘00–2 ‘02–1 ‘02–2 ‘03-1 ‘04-T ‘05-C ‘08-T ‘08-T ‘09-T ‘09-C 10-T

67 69 37 65 55 63 19 55 61 47 69

I ‘75

70 46

‘77 ‘78 ‘82 ‘84

15 28 35 67

‘84 ‘87 ‘07-T ‘09-C

74 79 55 55

‘72 VII ‘80 VIII ‘90

17 124 69 120 95

‘97–2 ‘04-T ‘04-C

29 65 45

IV ‘77 VI ‘80 ‘81 VIII ‘82 ‘82 ‘82 X X ‘86 ‘87 ‘96–2 ‘99–1 ‘99–2 ‘00–2

38 47 54 51 43 25 31 49 60 96 99 45 75 19 43 49 73

9

Experiential Learning Activities

When Shall We Meet Again? (677) Sweet Tooth (702) Teams by Any Other Name (746) Get Smart The Merry-Go-Round Project Your Fantasy Work Team Build a Car Incredible Ball Pass Find Your Team Puzzling Behavior Roles Role Nominations (38) Line-Up & Power Inversion (59) Role Clariﬁcation (171) Baseball Game (270) The Car (326) The Seven Pieces (366) Role Power (368) Kaleidoscope (408) Position Power (420) America’s Favorite Pastime (455) Symbols (469) Multiple Roles (480) Yours, Mine, and Ours (500) Tasks, Skill, and Commitments (546) Risky Business (636) Appreciative Introductions (668) Island Survival (715) Decode (730) Group Roles (747) The Hats We Wear Lights, Camera, Action! ARCO-Names Tools for Change My Favorite Role Meeting of the Minds

Vol. Page ‘01-1 85 ‘02–1 ‘03-2

85 45

‘04-T ‘04-C

69 51

‘06-C ‘08-C ‘09-T ‘09-C 10-C

83 47 73 59 63

II III

72 46

V ‘80 ‘82 ‘84 ‘84 X ‘86 ‘89

136 14 55 16 26 122 51 61

‘90 ‘91 ‘93 ‘96–1

73 85 31 15

‘99–2 ‘00–2

67 85

‘02–2 ‘03-1 ‘03-2 ‘05-C ‘06-C ‘07-C ‘08-T ‘09-C 10-T

41 71 51 69 89 67 63 65 85

Problem Solving/Decision Making Lutts & Mipps (31) II Joe Doodlebug (103) IV Planning Recommendations ‘74 or Action (132) The Lawn (337) ‘83 Threats to the Project (373) ‘84 Unscrambling the Bank ‘87 Accounts (431) Control or Surrender (453) ‘89 Fishing for “Why?” (535) ‘95–2 Team Checkup (547) ‘96–1 Turbo Afﬁnity Technique ‘97–2 (585) Hit the Target Fast (586) ‘97–2 Scope of Control (600) ‘98–1 News Room (611) ‘98–2 Risk Tolerance (678) ‘01-1 Jet Away (687) ‘01-2

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Puzzles (703) Scrambled Words (716) Aardvark and Antelope (731) Team Decisions Corporate Box Beyond the Olympics Feedback Leveling (17) Dependency-Intimacy (18) Group Development (39) Group Self-Evaluations (55) Nominations (57) Dividing the Loot (60) Team Building (66) Organizational Mirror (67) Team Identity (77) Twenty-Five Questions (118) Agenda Setting (166) Cups (167) Person Perception (170) Afﬁrmation of Trust (216) Stones, Bands, & Circle (254) I Hear That You…(291) Group Effectiveness (297) Group Sociogram (316) Constructive Criticism (345) Messages (356) Sharing and Supporting Goals (386) Smackers (388) Power and Affection Exchange (402) Yearbook (403) Group Sociogram II (418) The Advertising Firm (444) Images (445) It’s in the Cards (456) The Genie’s Wish (468) Bases of Power (477) Group Calendar (489) Strengths and Needs (490) The Helping Hand (529) Comfort Zones (536) This and That (587) TeamScores (588) Enablers and Barriers (612) Jigsaw Puzzles (622) Nicknames (679) The Last Team Member Fairness 2, 4, 6, 8, Who Do You Appreciate? What’s Important

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Vol. Page Intergroup Issues Win as Much as You Can (36) II 62 Intergroup Meeting (68) III 81 Intergroup Model Building ‘72 36 (81) Win What, Lose What? (145) ‘75 51 Riddles (150) V 5 Intergroup Clearing (289) ‘81 48 The Value Proﬁle (407) X 118 They Said, We Said (530) ‘95–1 91 Group Sculptures (637) ‘99–2 75 Storming to Norming ‘07-C 85 CONSULTING, TRAINING, AND FACILITATING Consulting: Awareness Strategies of Changing (98) ‘73 IV Organization Structures (110) Coloring Book (163) V Marbles (165) V Tug O’War (188) ‘77 MANDOERS (232) ‘78 Organizational Blasphemies ‘83 (339) Matrix (360) IX The Shoe-Distribution Com‘84 pany (372) The People of Trion (410) X Dos and Don’ts (446) ‘88 Prairie General Hospital (479) ‘91 The Hundredth Monkey (505) ‘93 ‘94 Hats “R” Us (517) Exploring Our Cultural His- ‘95–2 tory (537) Straws and Pins (538) ‘95–2 By the Numbers (589) ‘97–2 Focus Groups (590) ‘97–2 System Review (613) ‘98–2 Koosh® Ball Company (623) ‘99–1 Press Conference (638) ‘99–2 Management Model for ‘08-C Change Consulting: Diagnosing/Skills Roxboro Electric Company (131) Consulting Triads (183) Tri-State (193) HELPCO (211) Willington (230) Elm Street Community Church (347) Inquiries (348) Measuring Excellence (385) Client Concerns (412) The Client-Consultant Questionnaire (424) City of Bufﬁngton (460) Metaphors (484) Working at Our Company (493) Help Wanted (494) International Equity Claims Department (506)

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Operational Deﬁnitions (540) Wooden Towers (541) Walking the Talk (559) The MPM Scale (563) U.S. National Healthcare Commission (591) Business Cards (601) Collecting Diagnostic Data (639) Interrogatories (704) Management Activities Assessment The Business of Change Facilitating: Opening Listening & Inferring (1) Two-Four-Eight (2) Who Am I? (5) Group Conversation (25) Jigsaw (27) First Names, First Impressions (42) “Who Am I?” Variations (49) “Cold” Introductions (88) Getting Acquainted (101) Hum-Dinger (125) Energizers (149) Limericks (173) Labeling (174) Best Friend (197) Choose an Object (198) Tea Party (245) Autographs (269) Alliterative Names (281) Birth Signs (282) Name Tags (293) Learning Exchange (294) Rebus Names (317) Just the Facts (329) News Bulletin (342) Group Savings Bank (376) Daffodil (387) Getting to Know You (413) I Represent (436) Color Me (507) Parsley, Garlic, Ginger, Pepper (518) Your Book Jacket (531) Bingo (545) I Have an Opinion (602) Openers (624) A New Twist (640) Alpha “Bets” (651) Age Barometer (680) Who Says That? (688) Me in a Bag (717) Let’s Get Personal (732) Transitions (748) Zen with a Sense of Humor Musical Introductions Plunge In Want/Give Walkabout Picture This

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Vol. Page 23, What Do You See? ‘09-T 81 Brown Paper Bag 10-T 89 I Wanna Be… 10-T 93 Signatures and Shoes 10-C 77 Facilitating: Blocks to Learning Gunnysack (89) ‘73 11 Perception of Task (91) ‘73 15 The “T” Test (112) IV 41 Communication Analysis ‘77 32 (191) Buttermilk (234) ‘79 13 Resistance to VIII 37 Learning (301) Needs, Expectations, and ‘82 46 Resources (324) ‘96–2 119 Taking Your Creative Pulse (567) Beneﬁts and Barriers (652) ‘00–1 87 Crochet Hook (705) ‘02–1 99 Word Cards ‘06-T 47 Lyrical Look ‘06-T 51 Alphabet Soup ‘08-T 73 Facilitating: Skills Fantasies (16) I 75 Awareness Expansion (19) I 86 Assumptions About Human I 107 Relations Training (24) Miniversity (26) I 17 Verbal Activities Within II 91 Groups (43) Nonverbal Communication II 94 II (44) Helping Pairs (45) II 97 Microlab (47) II 113 Process Intervention (48) II 115 Empty Chair (51) III 8 Nonverbal Communication III 97 III (72) Medial Feedback (92) ‘73 17 Participant-Staff ‘73 29 Expectations (96) Group Leadership Functions ‘75 63 (148) Training Philosophies (363) IX 159 Good Workshops Don’t Just ‘92 97 Happen (495) Up Close and Personal with ‘92 111 Dr. Maslow (496) Zodiac for Trainers (508) ‘93 97 Disability Awareness (519) ‘94 115 Seaside Towers (532) ‘95–1 101 Eight Training Competencies ‘97–1 105 (579) Word Game (603) ‘98–1 79 Your Voice, Your Self (625) ‘99–1 63 Building Blocks (626) ‘99–1 69 Continuum (669) ‘00–2 89 Trade Fair (681) ‘01-1 105 Rotating Facilitators (689) ‘01-2 53 What’s Next? (718) ‘02–2 55 Yo-Yos (733) ‘03-1 87 The Skilled Facilitator (749) ‘03-2 67

Training Trainers Search and Find Critical Reﬂection Relay Shufﬂe the Participants From Mundane to Ah Ha! Facilitime Facilitation Tools Facilitating: Closing Symbolic Closing Exercise (86) Closure (114) Payday (146) Symbolic Toast (176) Bread Making (201) Golden Awards (222) Kia Ora (318) Aloha (389) Feedback Letters (556) Tool Box (627) Management Wizards (653) Wrap-Up (690) Certiﬁcates (706) Billboard Sentiments (719) Inner Child (734) Four Thermometers Learning Charts Rolling for Review Keynote Closer The Web We Weave LEADERSHIP Ethics What Do You See? (137) Ideal Cards (143) Who Killed John Doe? (235) Personal Identity (246) Louisa’s Problem (283) Values and Decisions (361) The Gold Watch (411) Living Ethics (580) Global Service Provider (592) Ethics in Action (614) What Is Moral Character Tic Tac Interviewing/Appraisal Live Case (142) Sunglow (257) Assistant Wanted (333) Interviewing (358) Inquiries and Discoveries (365) Constructive Discipline (371) BARS (423) Performance Appraisal (425) What’s Legal? (451) Consultant’s Report (542) Precision Bicycle Components (543) Calloway Power Station (562) Sign Here (615) Apple of Your Eye (628) Communication Games (654) Selection Interview (707)

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Golf Game (735) My Worst Nightmare Role Models Motivation Motivation (100) Motivation (204) Darts (210) Penny Pitch (253) People on the Job (295) The Manager’s Guidebook (354) MACE (367) There’s Never Time to Do It Right (430) Four Factors (452) Master and Apprentice (544) The Flip-It Company (560) Managerial Perceptions (616) Management-HR Partnering (629) If You Think You Can (641) Millennium Mobile (655) The Stephanie Syndrome (691) Intrinsic/Extrinsic Motivators (736) The Motivation Grid (750) Three Roles of Leaders How Do I Acknowledge Thee? Boss Extreme Makeover Follow the Leader Diversity/Stereotyping Hollow Square (33) Hampshire In-Basket (34) Absentee (158) When to Delegate (304) Reviewing Objectives and Strategies (328) Vice President’s In-Basket (336) Meeting Management (421) Raises (422) Delegation (447) The Robotics Decision (459)

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Termination (472) The Employment Case (520) Under Pressure (565) Leadership History (691) Supervisory Success (720) Perceptions Styles and Skills T-P Leadership Questionnaire (3) Choosing a Color (12) Auction (35) Toothpicks (121) Styles of Leadership (154) Fork-Labyrinth (159) Pins & Straws (162) Executive Pie (195) Staff Meeting (207) Power Personalities (266) Managerial Characteristics (273) Choosing an Apartment (274) Power & Afﬁliation (277) Boss Wanted (296) Tangram (313) Manager’s Dilemma (331) Power Caucus (346) Management Skills (353) Follow the Leader (369) Management Perspectives (381) Chipping In (384) Choose Me (401) Quantity Versus Quality (433) Rhetoric and Behavior (478) The Good Leader (488) Organizational Structures (504) Today and Tomorrow (604) Rope-a-Leader (630) Leadership Style (656) Show and Tell (682) Second to None (708) When I Manage, When I Lead (737) Meet My Leader (738) Hubris

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Mentor Board Meeting Simulation Delegation Skills Catalyst for Change The Real Focus Leadership Leader Style Effects

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ORGANIZATIONS Communication If We Only Knew (642) ‘99–2 Story Weaving (693) ‘01-2 Knowledge Is Good (694) ‘01-2 Think Up the Organization ‘04-C Chains ‘05-T Partnerships with Managers ‘08-C Vision, Mission, Values, Strategy It’s in the Bag (695) ‘01-2 Futures (721) ‘02–2 Lasso Your Vision, Mission, ‘03-1 and Values (739) Read All About It! (751) ‘03-2 “Those Who Matter” ‘04-C The Human Body ‘05-T To Be the Best ‘05-C Towers ‘06-C A Valuable List ‘07-T Measuring Organizational ‘07-C Values Clouded Visions ‘08-T The Promise Delivery ‘08-C System Values Consensus ‘09-C Managing Talent 10-T A Bull’s Eye Every Time 10-C Change Management The Alphabet Game (709) ‘02–1 Pink Slip (722) ‘02–2 Rubber Bands (752) ‘03-2 Change Opportunities ‘07-T Change ‘07-C Forty-Five ‘08-T The Change Myth ‘08-C Culture Clariﬁcation ‘08-C Signs of Change ‘09-T Pitching Change 10-T

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One Life, Many Roles Enhancing Effectiveness Activity Summary An intensely interactive and insightful activity that helps participants to discuss, distinguish, and diagnose various roles they play in their personal and professional lives for enhanced sensitivity and effectiveness.

Goals • To provide a process for participants to share and consider different roles they play in their lives. • To identify and differentiate roles in which they are effective and those in which they are not. • To prepare an action plan for improving role effectiveness.

Group Size 15 to 25.

Time Required Approximately 3 hours, depending on group size.

Materials • Copies of the One Life, Many Roles handout for all participants. • One copy of One Life, Many Roles: Chart A for each participant. • One copy of One Life, Many Roles: Role Inquiry Matrix for each participant.

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

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• One copy of One Life, Many Roles: Chart B for each participant. • Note pad and pen for each participant. • Flip chart and felt-tipped markers. • Masking tape.

Physical Setting U-shaped table arrangement. Alternatively, participants may sit on the floor in a circle. Wall space is required for posting flip-chart sheets. There should be sufficient space so that participants can form small groups for discussion without disturbing one another.

Facilitating Risk Rating Moderate to High.

Process 1. Open by handing out notepads and pens to all participants, along with the One Life, Many Roles handout. Give participants time to read the handout before proceeding. Then say: “I am sure all of you will agree that we cannot live in a role-less society. The way we play (or don’t play) a certain role speaks a lot about us as people. Let us explore the beauty, complexity, multiplicity, and polarity of our own roles. On your notepad, list different roles that you currently play in your personal and professional lives. Remember that roles may emanate on the basis of gender, religion, age, class, marital status, family, community, nationality, profession, organization, social groups, etc. Don’t be limited in your approach.” (5 to 10 minutes.) 2. Allow everyone enough time and space to think and write. (10 minutes.) 3. When everyone appears to be finished, invite participants to look carefully at what they have written. Ask them to make sure they have not missed any roles they play. Give them a couple of minutes to capture additional roles. 4. Ask participants about how they felt while doing this activity. Record their feelings on the flip chart. Process by further probing with these questions: The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• How did you feel as you listed your roles? • Why do you think you felt this way? • Did you miss some of your roles at first? • Why do you think that was? Record participants’ responses briefly on the flip chart. 5. Now ask participants to rate all of their roles on a 3-point scale in terms of their satisfaction from each roles. Tell them to mark L for low, M for medium, and H for high satisfaction with each of their roles. Give them time to complete the task. (5 minutes.) 6. Once participants have rated all their roles, facilitate the discussion with the help of the following questions: • Let’s explore why you may have marked some roles as low. What could be some possible reasons? • To what extent are we responsible for the low level of satisfaction or happiness we feel in a certain role? • What impact does it have on others when our roles give us low, medium, or high satisfaction? • Why do some of your roles give you high satisfaction? (10 minutes.) 7. Encourage participants to reflect and share their feelings and opinions. Avoid being judgmental. Listen to conflicting views and record them briefly on the flip chart, without offering any kind of “solution” at this stage. (15 minutes.) 8. Say: “Remember that the roles you play can be seen as forming pairs. In other words, if your role is a father, there has to be a child. For your role as a boss, there has to be a subordinate. Form a pair with the person sitting next to you and discuss how you think others see you in your various roles on the same scale from low to high.” (5 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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9. Share the brief conceptual background of role: “Dr. Udai Pareek, an eminent researcher on role said that role is ’the position one occupies in a social system defined by the functions one performs in response to the expectations of the significant members of a social system and one’s own expectations from that position or office.’ It’s important to understand that, while position is a relational and power related concept, role is an obligational concept. According to Pareek, a role is defined by the expectations of the role senders and the role occupant, stated or unstated. In other words, a personnel manager may be appointed by an organization, but his or her role is defined by the expectations (stated or unstated) that different people have from a personnel manager, and the expectations that he or she, in turn, has from the role.” 10. After presenting this concept, invite participants to define each of the roles they have listed on their notepads in terms of expectations of self and of concerned stakeholders. For example, with regard to one’s role as a father, what are the expectations of one’s child, other family members, society, and oneself of a father? Suggest that participants capture as many behavioral descriptors as possible for each of their roles. Remind participants to also list functions the role occupant should NOT perform. (10 minutes.) 11. Divide the group into subgroups of 4 or 5 participants. Ask the subgroups to discuss what they have learned about role so far and what they have written on their notepads. Move among the small groups and encourage participants to be open to comments, feedback, and suggestion of others members in revisiting/revising various role definitions. Watch as groups interact. Based on your observation, make indirect interventions when required. This stage will generally lead to some major breakthrough with minimal facilitation. Some common roles such as boss, subordinate, colleague, parent, child, spouse, friend, etc., are defined differently by different participants (based on their involvement, interest, energy, past experience, expectation, etc.). (15 minutes.) 12. While participants remain in small groups, facilitate discussion by inviting them to look at their ratings [L, M, H] and the richness (or the narrowness) of their role definitions. Generally, the roles that are ranked low have lesser perceived expectations from stakeholders and much lesser The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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expectations from the person in that role. Use the data generated in Step 6 to process further. (20 minutes.) 13. Reconvene the large group. Give each participant a copy of One Life, Many Roles: Chart A. This will give your participants one more opportunity to look at their different roles in terms of the basic emotion/feelings it generates inside them, that is, how they experience a certain role. It presents an authentic window to understand our roles in a simple manner. Once the participants have captured various roles on this chart, tell them to think about why they love/hate/like/dislike/avoid a certain role. Have them think about the following for each of the roles: • How the role impacts them and how it might be impacting another person. • Whether they would like to maintain the status quo or make changes. (15 minutes.) 14. Distribute copies of the One Life, Many Roles: Role Inquiry Matrix. Use the flip chart to explain the importance of interest and involvement. Tell them that the Role Inquiry Matrix enables them to direct their energy and attention toward any role that does not fall into the desired square. 15. Ask participants to put the various roles (that they captured in their note pad at the beginning of the session) into the four squares of the model. Ask participants to consider: • If you are spending lot of time in a certain role, is it at the cost of some another role? If you are spending lot of time in a certain role, is it out of choice or compulsion? • What is at the root of your giving less time for certain roles? • If you need to understand your interest (low or high) for a certain role, what’s at the core of your interest: attitude, knowledge, skill, past experience, present challenges? • When each square in the model is filled in honestly, it tells you something about yourself. What is your model telling you? • There are a couple of ways to increase your effectiveness for a role, either by increasing the time spent in it (involvement) or by heightening The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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the interest or by doing both. Should you do either of these and how will you accomplish it? (15 minutes.) 16. Note that while discussing the Role Inquiry Matrix, the following concerns may arise: • Both means and end are sensible, reasonable, and legitimate for functional roles. • Addressing dysfunctional roles is more challenging. • People can move in and move out of the functional roles easily, unlike dysfunctional roles, where they often get trapped. • There is a hint of dishonesty (emotional, professional, physical, etc.) in dysfunctional roles. The awareness may be at a person’s conscious or subconscious stage. • From the perspective of the Johari window, many dysfunctional roles are characterized by the façade: I know, you don’t know. (10 minutes.) 17. Distribute copies of One Life, Many Roles Chart B, an action plan. Suggest they look at their roles from the perspective of pleasure and pain and prepare a strategy to improve effectiveness. Suggest that they write the strategies in the form of behaviors they would like to start doing and/or stop doing for different roles. (15 minutes.) 18. Ask participants to sit in small groups (4 or 5 participants per group). Have them discuss key learning and insights. After about 10 minutes, ask each group to share a key learning with the large group. (20 minutes.) 19. Wrap up with a couple of summary questions: • What was satisfying about this process? • What was scary? • How many of you learned something about yourself? • What will you do differently as a result of this activity? (15 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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20. Conclude by saying: “Roles play an important influence on our personality and require thought about stated and unstated behavioral expectations. The opportunity to play diverse roles helps us to develop a broader, deeper, richer, and wiser perspective on our lives. To improve your role effectiveness, be aware of expectations of the external world and listen to your own internal convictions and expectations. “The great Jewish mystic Hillel has said, ‘If you are not for yourself, who is going to be for you?’ And also, ‘If you are only for yourself, then what meaning can your life ever have?’”

Variation Use this as a stand-alone session or as one of the modules in any management development program for which either role effectiveness or work/life balance is one of the central themes.

Suggested Reading Pareek, U. (1976). Inter-role exploration. In J.W. Pfeiffer & J.E. Jones (Eds.), The 1976 annual handbook for group facilitators. San Francisco, CA: Pfeiffer. Osho. (2001). Intimacy: Trusting oneself and the other. New York: St. Martin’s Griffin.

Submitted by Amitabh Jha. Amitabh Jha is a process trainer, facilitator, certified auditor, and HR professional with BHEL, a large engineering enterprise in India. An accredited entrepreneurial/achievement motivation trainer, he holds a master’s degree in LSW from Patna University and a degree in business management [PGCBM] from XLRI Jamshedpur (India). Amitabh has over a decade’s experience on various HR/HRD/OB-related assignments and has conducted many successful training programs and interventions. He is PDP member of the Indian Society of Applied Behavioral Science.

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One Life, Many Roles Dr. Humphrey Osmond, a renowned psychiatrist, once said, “Roles are marvelous human inventions that enable people to get on with one another.” We cannot live without roles. But we cannot allow ourselves to be oppressed by them either. Our role is absolutely unique. It can never be reproduced or recreated. In fact, long before any behavioral scientist, psychologist, and psychiatrist talked about role, Shakespeare had put it so beautifully in his play, As You Like It: “All the world is a stage, And all the men and women merely players. They have their exits and entrances; Each man in his time plays many parts.”

Indeed, in this drama of life, we play many roles. Roles we love and roles we hate. Roles we look forward to play and roles we avoid. Roles that sap our energy and roles that zap us with energy. Roles we play casually and roles we play quite carefully. In fact, we play multiple roles at the same time, unlike any actor. Yes, the beauty and the reality of life’s drama is that our roles are REAL and LIVE, every single moment. Each shapes or shakes our life, depending on our sensitivity, understanding, and, of course, our performance! Today, we are going to invest our time talking, probing, questioning, and planning for different roles we play in our personal and professional lives. The more open and authentic each of you is in your interaction, the more insightful and gainful this learning experience is going to be for you.

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

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One Life, Many Roles: Chart A Instructions: Write the roles you experience in the boxes on the chart below. I love

I like

I dislike

Where I am proactive

Where I am reactive ROLES

I am serious about

I take for granted

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

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Chart A If desired, you may also fill in more boxes with some of these headings: • Roles I avoid • Roles I am bad at • Roles I am good at • Roles that give me sense of pride • Roles about which I am clueless (don’t know what to do) • Roles that come unexpectedly/accidentally • Roles . . . • Roles . . .

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

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One Life, Many Roles: Role Inquiry Matrix Instructions: Two basic dimensions are required for any role: Interest and Involvement. Interest may stem from a combination of knowledge, skill, attitude, past experiences, or current challenges. Involvement essentially means the time one spends in the specified role. This gives us a matrix on which we can place different roles we play. Fill out the matrix below in relation to all the roles you listed on Chart A.

I-I Matrix H

I n v o l v e m e n t

Roles that interest me a lot (High), but I am not very involved with (give less time)

Roles for which my interest and involvement are both High

Roles for which my interest and involvement are both Low

Roles in which I am involved a lot (spend lot of time), but I am not very interested

L Interest

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

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One Life, Many Roles: Chart B Instructions: In the chart below, fill in your roles in the proper places (bringing pleasure or pain) and then decide what strategies you could use to enrich the roles or to lessen the pain of playing them. Roles and Strategies Those that give pleasure

Those that give pain

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

Our Unique Qualities Strengthening Self-Concept Activity Summary An experiential activity designed to help participants get in touch with individual qualities that contribute to an organization’s success.

Goals • To help participants get in touch with the unique qualities that help them fulfill their roles/positions. • To learn to respect differences and value them.

Group Size 15 to 20 from the same organization.

Time Required 2 hours.

Materials • One copy of the Our Unique Qualities Background Sheet for each participant. • One copy of Our Unique Qualities: This Is Me for each participant. • One copy of Our Unique Qualities: I Am Unique Because . . . for each participant. • One copy of Unique Qualities: I Learned from You . . . for each participant. • One copy of the Unique Qualities Next Steps for each participant. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Pens or pencils for participants. • A flip chart and felt-tipped markers.

Physical Setting Seating for participants. A room large enough for everyone to move around.

Facilitating Risk Rating Low to Moderate, depending on existing group relationships.

Process 1. At the beginning of the session, allow participants to sit wherever they would like. Tell them the purpose of the activity is to discover participants’ unique strengths and weaknesses. Give them copies of the Our Unique Qualities Background Sheet to read. (10 minutes.) 2. When everyone has finished, answer any questions they may have on the content and then distribute the Unique Qualities: This Is Me handout and pens or pencils and ask them to complete it. (10 minutes.) 3. After all participants have finished, ask group members to move around the room and form groups of five people they know the least well. 4. After the groups are formed, ask the group members to share their unique qualities with one another. Also tell them that, while listening, members should also look for ways in which they find themselves different from the others. (10 minutes.) 5. After all group members have finished sharing, give everyone a copy of the Our Unique Qualities: I am Unique . . . sheet and ask them to record the qualities on which they find themselves different from others in their group and to think of at least two situations in which they have used these qualities and drawn strength from them in the workplace. (10 minutes.)

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6. After everyone has completed this worksheet, ask group members to share with the others in their groups ways in which they find themselves unique and situations in the workplace in which they have used these qualities and they feel good about themselves. (15 minutes.) 7. As the sharing is drawing to a close, give each participant an Our Unique Qualities: I Learned from You . . . sheet. 8. Tell group members that, when they have finished sharing, one by one, each member should put his or her I Have Learned from You . . . sheet in the center of the table. Each of the group members fills in one space on the I Have Learned from You . . . sheet for the individual who put the sheet in the center, indicating what he or she has learned from that particular group member. Then another group member puts his or her sheet in the center to be filled in. After all the members of each group have finished the process, reassemble everyone in the larger group. (10 minutes.) 9. Explore the experience with participants, using the following questions as discussion starters: • What insights did you gain from this activity? • In what unique ways did others express their roles, aspirations, etc? • How were your insights different from those of others? • What will you do differently as a result of what you learned by doing this activity? (15 minutes.) 10. Conclude the session, pointing out that: Each employee has a unique position in the organization that “no one else occupies. All of us bring our own unique qualities/individuality to our roles, so it is important to be ourselves and operate with a sense of pride, while respecting the individuality and uniqueness of the roles that others occupy. This self-awareness is an important element in emotional intelligence, as it helps us to be aware of our strengths and of others’ strengths.” 11. Provide a short lecturette on how to develop our individuality while treasuring diversity. (10 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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12. Provide the Next Steps handout to everyone. Ask participants to write down two ways in which they would like to develop their individuality at work and encourage their team members to do so. Have them discuss their plans within their small groups and decide how to follow up with one another to follow through on the plans. (15 minutes.)

Variation Ask for volunteers to share a couple of examples for implementation.

Submitted by Rekha Bharadwaj Rekha Bharadwaj, senior deputy/general manager of human resource development, is a facilitator and member of the faculty in behavioral sciences in the Human Resource Development Institute, Bharat Heavy Electricals Limited. Her certifications include sensitivity trainer, MBTI trainer, and achievement motivation trainer. Ms. Bharadwaj is a professional member of the Indian Society of Behavioral Sciences. She has a master’s degree in counseling and psychotherapy and twenty-five years of experience. She joined Bharat Heavy Electricals Limited in 1983 and the Human Resource Development Institute in 1986. She has served as visiting faculty to many organizations, has edited a book of case studies in HR, and written several articles that have been published in various journals and newspapers in India.

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Our Unique Qualities Background Sheet Organizations are filled with diverse, unique people. Everyone has different talents and aptitudes. People might be logical, intuitive, scholarly, athletic, scientific, or humanistic. There are eloquent people, quiet people, impatient people, and easygoing people. Every personality type has its good and bad sides. Different people are likely to go wrong because of different facets of their personalities. Organizations require their human resource departments to use diverse talents and to creatively weave all employees together into a whole. In this way the organization compensates for any one type of weakness. For maximum personal and organizational effectiveness, all people must learn to work together, either by using aspects of others they are missing themselves or by developing their own attributes. In his writings, the 13th Century sage, Nichiren Daishonin, uses the metaphor of different flowering trees—cherry, plum, etc.—to express this principle. Each tree blooms in its unique way, with its own special blossom. Together, they create a brilliant seasonal portrait, bringing forth the positive qualities of each. To create this type of brilliant palate in an organization, it is important that all members of a team use their full potential, while helping those around them to do the same.

How to Cultivate Individuality Do you have a clear internal definition of what individuality is? Start with what individuality is not: • It is not blindly following the crowd. • Nor being controlled by appearance, popularity, or fashion. • Nor judging oneself by others’ standards. • Nor accepting all feedback at face value. Nor is it: • Being self-centered. • Being eccentric and blindly rejecting all feedback. Individuality, however, is not something as superficial and artificial as trying to be different. True individuality has nothing to do with how we dress or look. It comes from having discarded our attachment to shallow pretensions and devoting our energies to achieving value wherever we are. From listening to our own inner voices. From being flexible to accommodate the views of others in the organization, realizing that we are all connected. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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True individuality is not self-centeredness but a way of being that leads us in a positive direction. We must believe that we have a unique role/mission, wherever we are. Everything has meaning, and each living thing has its own unique identity, role, and purpose. We should spend our energy polishing our positive attributes, not dwelling on the negative ones. When we strengthen our positive attributes, our shortcomings can fade. We can polish our positive attributes by: • Having a clear purpose: take up a challenge and throw yourself into it with all your energy. • Listening to our inner voices to find our true purpose in life. • Working hard to achieve self-confidence, no matter what. • By maintaining discipline. A racecar that can reach speeds of hundreds of miles an hour also needs extremely powerful brakes. • By continuous self-improvement. The key is to keep moving forward. This is the natural way of things—a river meanders, but never stops. Continuous self-improvement can be facilitated by listening to the opinions of others. Refusing to listen to advice from others would be foolish. By following good role models, good books, and good friends, by becoming acquainting with the lives and achievements of courageous and admirable individuals, we gradually come to see the path we would like to follow. “The more you cultivate your innate individuality, the richer it becomes: the more you use and give expression to it, the richer it becomes. It never diminishes or disappears.” —Daisaku Ikeda, Buddhist Philosopher

Encouraging Others’ Individuality Understand what happens to you when you encounter someone who is different. Do you criticize or do you appreciate and learn from the difference? Normally, it is very easy to talk of one’s own strengths and the weaknesses of others. Carl Rogers, a well-known American psychologist, said, “I have found that one of the main obstacles to communication is people’s tendency to evaluate. . . . We all have a natural urge to judge, evaluate, and approve (or disapprove) another person’s statement.” Unfortunately, this habit translates into the formation of groups and subgroups based on “our way” versus “their way”! Energy is spent in either defending oneself or deprecating others. The problem is compounded if the people in positions of power are critical of other ways of thinking. Hendrie Weisinger, in his book The Critical Edge, says, “Criticism has power. Criticism affects almost all aspects of your job—the quality The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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of work you do, how you feel about it, your relationships with your boss, co-workers, and subordinates. Used productively, criticism is a powerful tool that helps you improve your work, enhance your working relationships, increase your job satisfaction, and achieve better overall results. Improperly used, it impedes performance, demoralizes you, discourages you from wanting to try again and creates friction in the workplace” (Weisinger, 1989, p. 1). Perhaps that is why Buddhist philosopher Daisaku Ikeda said, “Words are words, but they are something more. They are imbued with feeling and spirit.” In other words, words, either positive or negative, have power. Appreciate the difference. If we recognize that words have power, it is important to pay attention to the effect our words have on others. Make the first move by listening with understanding to the other person before speaking yourself. Listening with understanding means taking a very real risk . . . if you are willing to enter someone else’s world and see the way life appears to him or her, without making evaluative judgments, you allow the possibility of being changed yourself. • Stop fighting long enough to listen. • Learn from those who are different. • Take the risk to try new approaches. • Seize the initiative to build new relationships. • Develop the courage to not retaliate when you are being criticized. Gandhi has been quoted as saying, “It takes courage to be non-violent. By engaging in reprisals you only hurt yourself . . . just as fire is extinguished by water, hatred can only be defeated by love and compassion.” Cultivating our individuality and appreciating others’ too requires us to change our views of the world.

Readings Eternal Ganges. (n.d.). Discussions on youth (Vol. 1 & 2). New Delhi: Author. Gandhi, M. (2002). Quoted in D. Ikeda, The world is yours to change (p.15). New Delhi: Samskriti. Ikeda, D. (2007). The power of words. Mirror Weekly. Myers, I.B., & Myers, P.B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press. Rogers, C., & Roethlisberger, F. J. (1991, November/December). Barriers and gateways to communication. Harvard Business Review, pp. 106–107. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Schmidt, W.H., & Gallagher Hateley, B.J. (1989). Is it always right to be right? New York: AMACOM. SGI Quarterly. (2002, April). Weisinger, H. (1989). The critical edge: Creative criticism. Boston: Little, Brown.

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Our Unique Qualities: This Is Me • My strengths are . . .

• In organizations I focus on . . .

• In the organization I become irritated by . . .

• In the organization I need to be appreciated for . . .

• I feel appreciated when . . . (Write what someone should do for you to feel appreciated)

• I just cannot do . . .

• I love to make friends with people who are . . .

• I get hurt when . . .

• I feel sad when . . .

• I love to read books that are . . .

• Ten years from now, I dream of becoming . . .

• The following qualities I already have will help me get there:

• The qualities I need to cultivate to get there are . . .

• On the whole I think this symbol describes me: (Please choose a symbol from nature to describe yourself, e.g., flowing river, peaceful dove, or bright sunflower) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Our Unique Qualities: I Am Unique Because . . . 1.

2.

3.

4.

5.

6.

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Experiential Learning Activities

Our Unique Qualities: I Learned from You . . .

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Our Unique Qualities Next Steps . . . Please list what actions you will take to promote your own and others’ uniqueness every day.

Every day, I will promote my unique qualities by:

1.

2.

3.

Every day, I will help others promote their unique qualities by:

1.

2.

3.

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

Imaginary Objects Creating Awareness of Nonverbal Communication Activity Summary A physical exercise to demonstrate creativeness and nonverbal communication skills.

Goals • To illustrate the creativeness of everyone in a group. • To explore the value of nonverbal communication.

Group Size Any number up to 25, in smaller groups of 10 to 12.

Time Required 20 to 45 minutes, depending on the size of the group.

Materials None.

Physical Setting A room large enough for groups to stand in a circle.

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Facilitating Risk Rating Moderate.

Process 1. Have participants stand in a large circle. 2. Tell them that everyone is about to create and demonstrate an invisible object that everyone will be able to recognize by watching the action and using their imaginations or their abilities to imagine. 3. Begin by demonstrating an object yourself, preferably one that has movement. 4. After a minute or two, pass the imaginary object on to a second person, asking him or her to accept and honor it as it was demonstrated. 5. Tell the person who “received” the object to turn it into a new imaginary object and pass it on. Have each person in the circle take a turn. The last person will pass an object to you. (15 to 20 minutes.) 6. Debrief the activity by asking the following questions: • How do you feel that you accomplished the task you were given? • How do you think the group did overall in communicating non-verbally? • What could we have done better? • Was the group creative? Did everyone illustrate that he or she possesses the ability to do creative thinking? Give examples of why you say that. • What have you learned from your behavior during this activity that can contribute to better communication and/or creativity back on the job? • What could you do better in the future to improve your communication and/or your creativity? (5 to 15 minutes.)

Variation Have the groups create objects that relate to a specific topic or theme: communication, teamwork, leadership, etc.

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

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Submitted by Robert Alan Black. Robert Alan Black, Ph.D., CSP, is an international speaker and consultant who focuses on the developing of Cre8ng Communities throughout entire organizations from the front and back doors to the top floors. He has written and co-written over thirty books and published over four hundred articles on creative thinking, leading, communicating, and teamwork.

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

Speak Up Building Confidence Activity Summary A series of short activities to build self-confidence.

Goal • To give participants a tool to build their self-confidence.

Group Size 10 to 20 participants in pairs.

Time Required Approximately 2 hours.

Materials • Prepared flip chart with posted questions. • Deck of cards. • Blank paper for participants. • Pens and/or pencils for participants.

Physical Setting A large room where as many as twenty people can work in pairs without interrupting one another.

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

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Facilitating Risk Rating Low.

Preparation 1. Post the questions from Step 3 on a flip chart but do not reveal them until later. 2. Prepare the partial deck of cards see Step 2.

Process 1. Open by saying, “Many people are not confident when they speak up or make presentations to others at work or at school. Public speaking frightens many people, and the fear of giving the wrong answers in group activities affects others.” Tell participants that this activity can give them some tools to build their self-confidence. 2. In order to separate participants from their friends or seatmates, use a partial deck of cards with pairs of matched numbers. For example, if you have eighteen people, use eighteen cards, two of each number from 1 to 9. Shuffle the cards and pass them out. Have participants pair up with the other person who has the same number. (5 minutes.) 3. Once the group has formed pairs, hand out paper and pens or pencils and explain that each person will work alone at first to answer the following question(s), which you have posted on the flip chart. • What is self-confidence? • What is leadership? • Why are these two assets so important in corporate America? (10 minutes.) 4. After 10 minutes or when everyone has finished writing, tell participants that they now should work with their partners to reach agreement on the one best answer for each question. (10 minutes.)

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5. Call time. Have participants individually list up to ten things that motivate them and give them confidence, whether at work, at home, or during extracurricular activities. (5 minutes.) 6. Call time. Ask one person from each pair to stand and relate the pair’s answers to the first question (in Step 3). Say that those who are speaking should think of their lists of what motivates them and makes them feel confident. Say that, when people think of something that makes them happy while they are speaking, they will generally do better, as opposed to just standing up and talking. (10 minutes.) 7. Now address the group and ask: “How did your partner do?” Tell them to form into their pairs again and to be honest critiquing their partners and giving their partners some tips that may help them when they are speaking to a group in the future. (15 minutes.) 8. Now have the other member of each pair stand and give his or her answer to the second question. Repeat the process of feedback from partners. (25 minutes.) 9. Ask participants whether recalling their lists of things that motivate them helped them feel more self-confident than they expected to feel when addressing the group? Why or why not? 10. Ask each team member to stand in front of the group and briefly tell whether the exercise helped him or her and how (first recalling their lists). (15 minutes.) 11. Explain why self-confidence is an important asset for any employee. For example, they may be passed over for many opportunities if they do not appear self-confident. They may pass up networking opportunities with important people or even promotional opportunities if they hold back out of fear. Ask each person to discuss with his or her partner what he or she will do differently as a result of this experience and how he or she will find ways to use the lists. (15 minutes.)

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12. Wrap up by asking everyone to share some of the ideas they had and finding ways to help their partners remember this experience, perhaps through future email contact. (15 minutes.)

Submitted by TeAundra R. McCullough. TeAundra R. McCullough graduated from Michigan State University in 2006 with a bachelor’s degree in human resources. She is currently working in human resources at Wayne State University and is also working on her master’s degree.

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

Respect Is a Bridge Using Effective Communication Activity Summary An accelerated learning activity that uses the metaphor of a bridge to introduce the five components of effective interpersonal communication.

Goals • To introduce five components that contribute to effective interpersonal communication. • To create a tangible model of five elements of interpersonal communication.

Group Size Unlimited.

Time Required Approximately 60 minutes.

Materials • For each participant: • One 4-inch-by-5-inch cardboard square. • One 1/16-inch thick 4-inch-by-4-inch piece of balsa wood. • Four 3/4-inch wooden spools. • One stick of colored non-drying modeling clay. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Two popsicle sticks. • One felt-tipped marking pen. • One miniature toy car with wheels that move. • One copy of Respect Is a Bridge. • Flip chart and felt-tipped markers.

Physical Setting A room large enough for participants to sit at tables that have sufficient surface space for all of the materials each participant will use.

Facilitating Risk Rating Low.

Preparation 1. Prior to the beginning of the workshop, place sufficient materials on each table so that each participant will have: one piece of cardboard, one piece of balsa wood, four wooden spools, two popsicle sticks, and one felt marking pen. 2. In the center of each table, place a package of nondrying modeling clay with a variety of colors, so that each participant can select a different colored clay.

Process 1. Introduce the activity by saying that five components contribute to effective communication, which is a necessary basis for respect. 2. Explain that a good metaphor for these components is a bridge, which they will each be making with the materials in front of them. 3. Ask the participants to make sure that each has a piece of cardboard, a piece of balsa wood, four wooden spools, two popsicle sticks, and one felt marking pen. 4. Explain that the piece of cardboard will serve as the base for the bridge. (5 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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5. Introduce the first component, self-concept. Ask, “Why is self-concept important to effective communication.” Expect them to say that if we don’t respect and accept ourselves, it is very difficult to respect and accept others. 6. Ask the participants to each select a different color modeling clay. Say that this clay will represent their self-concepts. They need an entire piece of clay, because self-respect is the glue that holds the other four components together. 7. Instruct the participants to place four dabs of the clay on the piece of cardboard, spacing them so that they will be directly under each of the four corners of the balsa wood. (5 minutes.) 8. Introduce the second component, clarity of expression. Ask, “Why is clarity of expression important to effective communication?” Expect them to say that clarity of expression is the way that we express who we are and what we need to others or that clarity is the basis for good communication. 9. Say that clarity of expression is represented by the four wooden spools, which will serve as the piling supports for the bridge they are building. 10. Have the participants place each of the four wooden spools on top of the four dabs of clay on the cardboard bases. Tell them to make sure they have enough self-concept clay under each spool to cement it firmly to the cardboard. (5 minutes.) 11. Introduce the third component, listening. Ask, “Why is listening critical to effective communication?” Expect them to say that the way we extend ourselves to others is by actively listening to what they say and listening creates the bridge. 12. Have them place more clay (self-esteem) on top of each wooden spool and then cement their pieces of balsa wood onto the four spools to create the bridge surface. (5 minutes) 13. Introduce the fourth component, dealing with negative feelings. Ask, “How does the ability to deal with negative feelings contribute to effective communication?” Expect responses such as “We need to be able to focus The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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and stay on track with a relationship when we are angry or in conflict with another person.” 14. Explain that, to represent staying on track with a relationship, they should use more clay to cement two popsicle sticks on either side of the balsa wood bridge surface to act as guardrails. (5 minutes) 15. As the participants are performing this task, discreetly lay out a variety of different colored plastic mini cars on a back table. 16. Introduce the fifth and last component of communication, self-disclosure. Say: “When we trust someone else, we are willing to share our innermost thoughts and feelings without fear.” 17. Ask, “How could we use the bridge model to demonstrate that trust is a two-way street?” Use their suggestions, or if they need a hint ask, “How do roads make two-way traffic safe?” or suggest that participants use their felt marking pens to add a dividing line down the middle of the balsa wood bridge to create two lanes. (5 minutes.) 18. Once they have their two-lane bridges, invite the participants to walk to the back of the room to select colored plastic mini cars to try out on their bridges. (2 minutes.) 19. Lead a concluding discussion using the following questions, posting responses on a flip chart: • So how does a bridge represent self-esteem? Clarity? Listening? Dealing with negative feelings? Self-disclosure? • What other metaphors can you think of? • Why is it important for us to think of all these aspects of communication? • How are good communication and respect (the basis for our model) related? (15 minutes.)

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20. Hand out copies of Respect Is a Bridge. Have everyone read it together and then discuss in their table groups any new ideas reading the handout gives them. (10 minutes.) 21. Lead the total group in a discussion of ways they will use what they have learned about communication and how they may practice what they have learned when they return to their worksites. (10 minutes.) 22. Encourage the participants to take their bridges at the end of the session as a means of remembering the five components for effective interpersonal communication.

References Bienvenu, M.J. (1974). Interpersonal communication inventory. In J.W. Pfeiffer & J.E. Jones (Eds.), The 1974 annual handbook for group facilitators. San Francisco, CA: Pfeiffer. Chartier, M.R. (1974). Five components contributing to effective interpersonal communications. In J.W. Pfeiffer & J.E. Jones (Eds.), The 1974 annual handbook for group facilitators. San Francisco, CA: Pfeiffer.

Submitted by Deborah Spring Laurel. Deborah Spring Laurel has been a trainer and a consultant in workplace learning and performance improvement for over thirty years. She was adjunct faculty in executive management at the University of Wisconsin–Madison for thirty years. The principal of Laurel and Associates, Ltd., Deborah has her master’s degree from the University of Wisconsin–Madison. She is a past president of the South Central Wisconsin Chapter of ASTD and facilitates the three-day ASTD Training Certificate Program.

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Respect Is a Bridge Definition: A bridge is a structure that surmounts an obstacle and is used as a passageway. Respect R

Recognize that we each have the right to be treated with respect.

E

Each conversation can open or shut the passageway for trust.

S Self-esteem is the essential foundation for all relationships. P

Perceptive listening helps to complete the connection.

E

Every shared human experience draws us closer together.

C

Clear authentic expression allows others to know who we are.

T

Trust enables us to surmount the obstacles between us.

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

The Caterer Understanding the Negotiation Process Activity Summary An activity that enables participants to experience the negotiating process and obtain insights for enhancing negotiating skills.

Goals • To practice the process of negotiation. • To examine one’s strengths and limitations for being an effective negotiator.

Group Size 10 to 30 participants.

Time Required Approximately 3 hours.

Materials • One copy of The Caterer: Negotiation Process Theory sheet for each participant. • One copy of The Caterer: Case Description sheet for each participant. • One copy of The Caterer: Observation Sheet for each observer. • One copy of The Caterer: Negotiation Process Checklist for each participant.

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• A large whiteboard or a flip chart with markers. • Flip charts with markers for subgroups. • Pens or pencils for participants.

Physical Setting A large room with movable chairs and tables. There should be enough space for forming small groups for discussion and areas in which participants can role play the case.

Facilitating Risk Rating Low to Moderate.

Process 1. Ask the participants to make themselves comfortable. Explain the goals of the activity. 2. Give a copy of The Caterer: Negotiation Process Theory to each participant and ask them to read it carefully. Without going into detail, answer any questions they may have about the negotiation process. (10 to 15 minutes.) 3. Now hand out copies of The Caterer: Case Description and pens or pencils. Ask everyone to read the case silently and then answer any questions about the case, although you will not want to lead them to any conclusions. (10 to 15 minutes.) 4. Ask participants to volunteer for the various roles: Caterer, Tent Supplier, Management, and Observers. Aim for an equal distribution of roles. Note: You may wish to assign roles. Have them form subgroups by role and then meet to discuss their roles briefly in light of the Negotiation Process Theory they have read about. Tell them this is their time to organize and strategize about how they will deal with the other person during the negotiation process. (20 minutes.) 5. Now have participants regroup in order to role play the situation. Each group should have one member of Management, one Tent Supplier, one Caterer, and one Observer. Check to see that all groups are ready. Extra The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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participants can serve as Observers. Give copies of the Observation Sheet to Observers. State that the Observers should not speak or participate in the negotiation process. Tell participants that the Caterer/Tent Supplier and Management have 30 minutes to settle their disagreement. Assign a space to each group. Tell participants that you will give a 5-minute warning and tell them to begin. (30 minutes.) 6. After 30 minutes, call time and ask how many groups have negotiated a mutually agreed-on decision. For those groups who respond yes, ask for one thing that helped to achieve the negotiated agreement. Include the Observers’ comments. Keep this short. (10 minutes.) 7. Give each negotiations group a flip-chart page and a marker. Ask the Observers to lead the discussions and to post their ideas on the flip chart. They should list: • Factors that contributed to reaching agreement. • Factors that hindered reaching agreement. Tell the Observers to incorporate their observations into the discussion. Tell them they have 20 minutes for the discussion and to prepare for a brief presentation. (25 minutes.) 8. Call time and ask each group to present its comments. (10 minutes.) 9. Tell participants to read through their Negotiation Process Theory sheets again and then to discuss in their groups ways in which specific actions listed might have been used to make the negotiation go more smoothly. Allow about 15 minutes for the subgroup discussion. Stop the discussions and ask each subgroup for one example of a factor that would have helped them reach agreement and why (and why, although they had read the sheet, they did not use it). (25 minutes.) 10. Give everyone copies of the Negotiation Process Checklist. Tell them they should use this to list specific items they would like to remember for their The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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next negotiation experience. Give them time to work and to share and discuss their lists with others in their groups. Ask for ideas and post them on a flip chart. (15 minutes.) 11. Summarize the activity with these questions: • What part of the negotiation process seemed natural for you? • What was most difficult for you? • What was your greatest learning from this experience? • What will you do differently the next time you are involved in a negotiation? (15 minutes.)

Resources Fowler, A. (1986). Effective negotiations. London: Institute of Personnel Management. Hindle, T. (1988). Negotiating skills. London: Dorling Kindersley.

Submitted by Parth Sarathi. Parth Sarathi is a general manager and heads the Human Resource Development Institute, Bharat Heavy Electricals Ltd, Noida, India, a large engineering company employing over 40,000. He has over thirty-five years of managerial experience, including twenty-four in human resource management, training, and organization development. He is an accredited T-group trainer, MBTI trainer, competency assessor, and licensee of Thomas profile and SCL assessment tools. He has authored five books and eighty papers, including two in the Pfeiffer Annuals. He possesses a graduate degree in metallurgical engineering, has done post-graduate work in industrial engineering, and has an MBA in management with a specialization in human resource management.

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The Caterer: Negotiation Process Theory Negotiation is a process by which two or more people with common but conflicting interests come together in an attempt to reach an agreement. The negotiation process has three main stages: 1. Preplanning for negotiations 2. Conducting negotiations 3. Closing the negotiations Each of the stages has many important steps or activities, as outlined below.

1. Preplanning for Negotiations a. Clarifying Expectations • What negotiating elements (tangibles and/or intangibles) do you want to receive or give? What do you expect from the negotiation? You should be clear before starting the process. Responses to the following questions provide the necessary information: • Ideally, what desire must be satisfied by the negotiation? • What are the negotiating elements (tangibles/intangibles?) you must receive or give in the negotiation? These are your “musts.” • What are the things you should receive or give in the negotiation? These are your “shoulds.” • What are the things you would be happy to receive or give but may not feel strongly about? These are your “coulds.” b. Determining Your Stance • This means determining the extent to which you want to apply pressure to obtain what you desire. The consequences of applying pressure or not to various extents should be examined. • The future relationship desired with the other person or party may be one of the key determinants of the stance. • Clarifying expectations, as mentioned above, will be helpful. It is also desirable to identify a central balance point and then space various considerations around it. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Clarifying your stance enables you to have a clear picture of the range of your assertive, submissive, and aggressive behaviors and also the range of what to accept and what not to accept, keeping in view future business or personal relationships. c. Equipping Yourself for Negotiations • It is necessary to carefully examine, in advance, the data, facts, figures, instances, and precedence likely to be helpful. Have a logical sequence of your requests supported by data with different options. d. Assessing the Other Party/Parties • What are the possible motives of the other party? For example, is the other party negotiating to maintain or strengthen the relationships or negotiating to get the tangibles with little or no consideration of relationships? Consider these questions: • Should you place emphasis on future/long-term gains or on one-time/ short-term gains? • What are the possible expectations of the other party? (The must(s), should(s), could(s))? • What are the strengths of the other party in terms of skills, data, facts, figures, and others’ support? • A clarification of the above-mentioned issues will be helpful in conducting negotiations in a confident and peaceful manner. e. Building Your Strategy for Negotiations • Your strategy or game plan for the negotiation should be worked out in advance by visualizing various alternatives and probable ploys likely to be used by the other party. (Ploys are tactics employed to enable one party to benefit while offering as little as possible for the opposite party. The party uses a ploy to create a perception that it is more powerful than the other party in getting what it wants through the negotiation process. • The overall strategy/game plan you are going to use to achieve specific objectives should also be carefully designed. Detailing the approaches/ methods you are likely to use in your strategy should also be mapped clearly with alternative courses of action. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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f. Assigning Roles • If it is a group negotiation, assigning different roles to people on your side will be helpful in avoiding chaotic and confusing situations. Some of the roles to be assigned could be: • The leader of the group, a good person who will state good things in a sober manner. • Bad person—the person who will use aggressive negative tactics and ploys to harm the other party. • Tough person who will not easily yield to pressure. • Gatekeeper who will direct the flow and intensity of the conversation by asking the opinions of silent members and reducing the monopoly of time to the undesirable persons. • Harmonizer who works toward harmony in the group after some unpleasant or aggressive statements may have been made. • These should be used strategically for deriving optimum benefits. If there are not enough people on the team to play all the roles, then the available members will play each of the roles whenever necessary. g. Planning the Logistics • A conducive physical and emotional climate is essential. Consider these suggestions: • Peaceful and convenient location • Comfortable ventilation, temperature, and light • Comfortable furniture and seating arrangement • Face-to-face seating with a specified seating plan for people playing different roles, for example, the leader should be in the center and opposite the leader of the other party. • Create a conducive atmosphere by gracefully greeting the members and exchanging informal greetings at the beginning. • Negotiations are more likely to be successful in a non-threatening atmosphere, and planning in advance is required to determine the actions that will help to create such an atmosphere. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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2. Conducting the Negotiations The negotiations should be initiated in a cordial atmosphere with a happy note. a. Build Rapport • Each negotiator should welcome the members of the other group when they arrive. Exchange pleasantries and respectful comments. • Members should introduce each other, and an effort should be made to initiate the process by building rapport. b. Initiate the Process • Before presenting your point or proposal, be aware of the mood of the other party. • Wait if the other party wants to make the first proposal, listen carefully, and then respond with your comments. • Take care that your comments are not value-based statements that may evoke a negative reaction. • If the other party has made a proposal, respond by seeking clarification if required. If you don’t want to respond immediately, use a tactic that gains some time in the negotiations. • You may also propose alternatives or solutions, make demands, or present proposals. c. Respond to Offers • If you don’t agree to another’s proposal, be clear and humble in stating why. Be firm in your tone of voice, state your points clearly and strongly, but take care that the other party doesn’t feel demeaned or demoralized. • If the other party makes a value-based judgment, don’t become provoked; ask the other party to explain how this affects the negotiation. Ask for a tangible impact, instead of retaliating. d. Present your Demand(s) • In general, your demands should be more than what you expect to receive. If you make an offer, your offer should be less than what you have decided to give. • If the other party does not take the initiative to make a proposal, make your own demand assertively, logically, and rationally. Be persuasive in both voice and body language. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• You may occasionally cite incentives or benefits to the other party. Also mention your concern and empathy for the other party. In the case of a stalemate, you may also emphasize your common goals. • Throughout the negotiation, be fluent, natural, and confident while introducing your points. Your language and mannerisms should emphasize the need to reach an agreement in a cordial manner. • If there is anything that you are willing to offer, be explicit about what you will give up. You should occasionally summarize and paraphrase what the other party is saying. This helps create a conducive climate and reassures the other party that you are listening. e. Listen Carefully • Listen attentively and actively with clear understanding of what you agree with and what you disagree with. • While debating an issue, search for common ground to create a mutual movement toward acceptable solutions. Try to understand the emotions of the other party and manage your own emotions. • Keep your potential gains in your mind and remind the other party of the potential losses if he or she does not accept your proposal. f. Offer Alternative Solutions • It is not wise to stick to only one proposal. Help create alternatives. Also encourage the other party to explore and propose other options. • After sufficient alternatives have been generated, both parties should mutually evaluate them to find the most acceptable alternative. g. Respond to Ploys Carefully • If you are not able to respond to the opposition in a positive manner or you are finding it difficult to respond directly, you may divert the issue or seek a temporary adjournment of the negotiation. • The other person’s non-verbals and body language will give you important clues about his or her emotional state. h. Exhibit a High Degree of Concern for yourself and Others • For successful and positive negotiations, you should always demonstrate a high degree of concern for both yourself and the other party. • Be assertive, yet also as cooperative as possible. Being flexible puts you at an advantage. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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i. Identify the Ultimate Goal and Strive for Its Achievement • Take a long-term view of the situation, which helps in reaching mutually agreed-on solutions. • Even compromising will be less painful if you know you are going to achieve the ultimate goal. j. Weaken the Opposition • Although not advisable, sometimes it becomes necessary to weaken the other party’s confidence and/or credibility. Look for weaknesses in logic or facts. You may test the person’s statements, but don’t be aggressive. • Some of the tactics you might use include the following, but remember that these should only be used in extreme situations: • Emotional pressure may be exerted by saying that the person is responsible for not arriving at a satisfactory conclusion, which creates a sense of guilt. • Social pressure can be applied to convey that the other party is not obeying norms and is not making an effort toward harmony, togetherness, and mutual well-being. • Sometimes, causing humiliation to the opposition party is desirable, especially when negotiating with a highly egoistical and forceful opponent. Point out instances of selfishness or the tendency of taking advantage at the cost of others and also stress how the other party is working against the ultimate goal. • The other party may be weakened also by hinting at the financial consequences of not reaching an amicable agreement. You may also hint at the consequence of violating laws and norms. However, these negative tactics should be used only in extreme situations after other methods fail.

3. Closing a Negotiation The closing of a negotiation should also be planned. a. Offer Concessions • If necessary, for goodwill or future prospects or for the prestige, do not hesitate to make concessions or compromises without feeling humiliated or demoralized. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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b. Package the Solution • If individual issues are creating a problem in arriving at a common agreement, they may be negotiated as a package. • While moving toward closing the negotiation, the focus should be on the “musts,” “shoulds,” and “coulds.” c. Make and Respond to Final Offer • Clarify or seek clarification to avoid multiple interpretations. Make your final offer when you know the other party is listening and is also willing to end the negotiation. While making the final offer, state the positive considerations, behaviors, or offers from the opposite party. At this point, you should be polite and careful in your choice of words. • Do everything you can for mutual acceptance. Emphasize energetically what the other party is going to gain by accepting your offer and lose by rejecting your offer. • You should indicate that this is your final offer and increase your degree of urgency and assertiveness, but don’t close abruptly. This may be your final opportunity to offer concessions, find middle ground, present alternatives, or interject new ideas. Propose an adjournment if nothing has worked. • You should respond to any final offer by the other party with poise and dignity. Your agreements/disagreements should be expressed assertively, but in a peaceful manner. Your reasons for acceptance or non-acceptance should be explained explicitly. • Note: This is also a time when you may also consider using a third-party intervention, such as a mediator or arbitration if the stakes are high. d. Work Out an Implementation Plan • Once an agreement is reached, work out a plan for implementation. • If an agreement is not reached, depart gracefully with hope for the future.

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The Caterer: Case Description The top management of a large, prestigious company decided to hold a week-long, combined induction training program for 250 executive trainees at Delhi. These executive trainees, most of them engineering graduates, had joined various units and sites of the multi-unit, multi-location organization situated at different parts of the country after undergoing a rigorous selection process. The purpose of holding the one-week combined induction training was to allow them to see each other, interact with each other, and also have an opportunity to interact with top management. Since the Management Development Institute (MDI) had limited rooms in the hostel, the executive trainees were expected to stay at a number of guest houses in a radius of 10 kilometers. Transportation was provided to them for attending the sessions, which were being held at another location at the Management Institute of another company (MI), adjacent to the MDI from 9 A.M. to 6 P.M. every day. The classes were held in a big hall in MI and only the contractor of the MI served lunch there. After classes, a cultural program was to be held every day from 7:00 to 8:30 P.M. For this, a shamiana (large tent covered from all sides) was erected for the six days on the campus of the MDI. This was provided by an outside vendor chosen by the lowest bid. In addition, a caterer was selected in the same manner by requesting bids to provide dinner for about three hundred people with a for specified menu for the six days. The party offering the lowest bid was awarded the contract. The dinner was to be served in the shamiana mentioned above. The selected caterer had a good reputation in the area and was very keen to win this order due to future opportunities with the company, as well as the fact that this contract would further enhance the caterer’s credibility in business circles. Thus, the price quoted by this caterer was much below others: Rs. 70/(approximately US $1.75) per head per meal, including complimentary tea/coffee. The other parties had quoted Rs. 84, 95, 115, and 120 (US $2.10, $2.38, $2.88, and $3.00, respectively) without complimentary coffee. A committee of two senior officers of the MDI and a representative from the finance department made the selection. A letter confirming the rate and duration (six days) was issued by the purchasing department without consulting the committee. The letter did not give any significant terms and conditions except the line: “Full payment will be made after satisfactory service” and the total duration of the service required, six days. The tent was erected by bringing all the material, including the bamboo and steel structures. Six persons worked on this for two days and nights. All these materials and the laborers belonged to the supplier of the tent. The induction-training program was organized as per the schedule, and for the whole day it proceeded well. In the evening of the first day of the program, there was a sudden change in weather and the temperature dropped. A good number of The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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participants were from southern India, where the weather is quite warm throughout the year and therefore were not wearing adequate warm clothes, although it was January, the peak winter month, and they had been informed of the likely temperature in their invitation letter. They had been very clearly advised to bring adequate warm clothes. At the time of dinner, one of the top management personnel commented to the head of the Institute that executives from the south would die in the shamiana in this cold weather. He also commented adversely regarding the quality of food during the dinner. A few others also criticized the dinner, especially the thin gravy of chicken, although they liked the taste. Spices were cautiously used, and most of the people liked the meal and appreciated the organizers and the caterer. Over four hundred persons ate the dinner, although the original order called for three hundred, without any disruption or food shortage. There were no other complaints, in general. A shortage of food would have created great embarrassment and inconvenience. Everybody appreciated the caterer for providing enough. The following morning the head of the Institute called a meeting of the officers for a review of the event and talked about the previous night’s comments by the top management person. He asked the administration manager to cancel the tent and caterer contracts effective immediately and make arrangement for cultural programs in the same place in which the training program was being held. He also asked to give the contract for dinner to the same caterer who was serving lunch. As mentioned earlier, lunch was being served by the in-house caterer of MI @ Rs. 80/(US $2) per head and a service charge of 20 percent. Incidentally, this same caterer (in-house caterer of MI) used to serve the same food at Rs. 30/(US $0.75) per head in the Management Development Institute of the client regularly under an annual contract to the participants of various management development programs. In the meeting, some managers tried to convince the head not to cancel the food and tent (shamiana) contracts, considering that the parties had quoted their rates for six days of service and they would adamantly oppose the cancellation. The managers also were told that cancellation was a type of breach of contract and would also tarnish the image of the company and the Institute. But the decision of the head was final and the head of the administration department was asked to issue cancellation letters immediately. Realizing the implications, he sent a note to the members of the two committees that had been assigned the responsibility of selecting the caterer and tent supplier, but both committees returned the note saying that cancellation was not in the purview of the committee and that it was an administrative issue that should be addressed by the representative of the administration department. The purchasing department was also under administration. Letters were ultimately issued the same day for the cancellations of dinner and the shamiana (tent) beginning the next day. For the caterer, the poor quality of The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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food was given as the reason for cancellation, and for the tent supplier the reason given was: “The tent is of poor quality, too much cold air was entering, which was making participants from the South shiver in the cold.” Obviously, the caterer and the tent supplier were shocked with the decision and lodged their protests. Initially, they attempted to persuade the Institute to continue with the contract, but that soon changed to a forceful demand. As mentioned earlier, there was no clause regarding premature cancellation of the services in either of the letters awarding the contracts. They started threatening to register a complaint with their associations, to hold a rally in protest, and even to take the case to court. Management was also worried because making any sort of extra payment for the period not served would invite opposition from the accounting department. After their repeated protests and threats, management decided to resolve the matter by negotiation.

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The Caterer: Observation Sheet You are to observe the negotiating process. Listen to all the instructions given to participants and observe the process without interacting with the participants. Do not take part in discussions, interfere with, or guide participants. Listen carefully and observe the content as well as the process of their negotiation. Content deals with subject matter or task upon which the group is working. Process is what is happening between and to the group members while the group is working. This includes such issues as feeling, tone, type of communication, atmosphere, influence, participation, style of influence, leadership struggles, competition, morale, cooperation, the way decisions are made, etc. Give your overall evaluation of the negotiation process on a 10-point scale ranging from 1 (the lowest score) and 10 (the highest score) for the groups you observe. 0

1

2

3

4

5

6

7

Not at all

8

9 Very high

1. Clarity of Objectives and Desired Results. The extent to which the group has established specific desired results before negotiation begins and is very clear about the process. Management__

Caterer/Tent Supplier__

2. Readiness. The extent to which each person appears to have all the information needed for participating in the negotiation. Management__

Caterer/Tent Supplier__

3. Understanding Others. The extent to which each group is trying to understand the other group (their goals, intentions, behaviors, hidden agenda, etc.) Management__

Caterer/Tent Supplier__

4. Exploring Alternatives. The extent to which the person suggests alternative solutions for settling the issue. Management__

Caterer/Tent Supplier__

5. Assertiveness. The extent to which the group expresses its demands or points strongly, clearly, and forcefully, but without insulting or demeaning the other person. Management__

Caterer/Tent Supplier__

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6. Cooperation. The extent to which the person is eager to listen to the others’ viewpoints. Management__

Caterer/Tent Supplier__

7. Respect and Regard for Others. The extent to which the person expresses respect and regard for the other person. Management__

Caterer/Tent Supplier__

8. Group Atmosphere. The extent to which the person has contributed in building up a conducive climate for negotiations. Management__

Caterer/Tent Supplier__

9. Feelings. The extent to which the person expresses feelings in an effective way. Management__

Caterer/Tent Supplier__

10. Win-Win. The extent to which the person is striving to seek a win-win solution. Management__

Caterer/Tent Supplier__

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The Caterer: Negotiation Process Checklist Preplanning for Negotiations Clarifying expectations Determining your stance Being ready for negotiation Assessment of the other party/parties Building your strategy Assigning roles Logistics planning Conducting the Negotiation Building rapport Initiating the process Responding to offers Presenting demand(s) Listening carefully Offering alternative solutions Responding to ploys Exhibiting a high degree of concern for oneself and others Identifying the ultimate goals and striving to achieve them Weakening the opposition Closing a Negotiation Offer concessions Create a total solution package Make and respond to a final offer Work out an implementation plan If an agreement is not reached, depart gracefully with hopes for the future

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Ore Wars Deciding on Tactics Activity Summary A scoreable, iterated, “prisoner’s dilemma”-style negotiation.

Goals • To understand the effects of communication on conflict escalation. • To experience and consider adopting a cooperative stance or a competitive strategy. • To appreciate the fragile nature of trust and explore ways for building and preserving it.

Group Size Best with two teams of 3 to 6 players. If there are more than 12 participants, it is recommended that you run two games simultaneously.

Time Required Approximately 2 hours: • 25 minutes for setup and preparation. • 60 minutes for simulation. • 30 minutes for debriefing.

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Materials • One copy of the Ore Wars Background Information for each participant. • One Copy of the Ore Wars Monthly Price Offer Slips per team. • One copy of the Ore Wars Planet Profit Record per team. • One DataPorter (a small box wrapped in tinfoil) for each team. • Scissors for each team. • A watch with a second hand. • Flip chart and markers.

Physical Setting Preferably, teams will be seated in two separate rooms. If this is not possible, place them on two sides of a large room with some sort of screen (such as a large whiteboard) between.

Facilitating Risk Rating Moderate to High.

Preparation Prepare a “DataPorter” container for each team by wrapping small boxes in foil.

Process 1. Do not cover the purpose of the activity at this time. Divide participants into teams, assigning one team the role of Plumit and the other the role of Cloud Planet. 2. Hand out the Ore Wars Background Information to all participants. Read the general information out loud, stressing the following points: • Participants may communicate with their teammates, but there is to be no communication between teams. This will be enforced by fines imposed on teams who attempt any form of communication with each other. • The Erandum market is a closed one: The Empire must buy Erandum, and it can buy it only from the two planets; the plants must sell The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Erandum in order to support their populations, and the Empire is their only customer. The planets cannot negotiate Erandum prices or quantity with The Empire. (The Empire is not an active player in the game.) • Each planet must make only one decision each round and then make another ahead of the next round: whether to ask for 20, 40, or 60 Imperial Credits per ton of Erandum. • As the planets’ survival and well-being depend on proper utilization of their resources, each has only one goal: Maximize Profits! (10 minutes.) 3. Give a copy of the Ore Wars Monthly Price Offer Slips to each team, instructing them to cut the sheet into eight squares. Explain that each round, they will write an offer for that month only on one of these slips and transmit it to the other planet via DataPorter. 4. Give each team a DataPorter. (If you do not have anything suitable, participants can simply fold up their offer slips and throw them to each other.) 5. Explain the basic game dynamic: “As a representative of The Empire, every round I will request an offer from each team, giving them a certain amount of time to decide what to offer. Before time is up, each team must fill out its offer—20, 40, or 60 Imperial Credits—on one of the offer slips and insert it into the DataPorter. Failure to enter a bid (or, in terms of the story—not operating your planet’s mines for a month) will incur operational losses of 300 million Imperial Credits [You must not let this happen in reality, as it throws the mathematical structure of the game out of equilibrium.] At the end of the allotted time, participants must ‘launch’ their DataPorters at each other simultaneously by throwing them across the hall or over the screen. Each team should extract the other’s offer slip, compare it with their own offer, and calculate their profit or loss according to the chart on the Ore Wars Background Information form. Each team will enter its profit or loss on the Ore Wars Planet Profit Record (which I will hand out in a few moments), and keep a running balance.” (5 minutes.) 6. Explain that, although the story may seem confusing, in the end all the information they need is summed up simply by the chart, which details The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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what will happen in any given situation. Hand out the Plant Profit Record chart and go over it briefly, making sure it is understood. (5 minutes.) 7. Note: During the setup period, avoid letting participants ask questions, as this often has the effect of communication between teams. Promise participants that they will have time to go over everything within their teams and that you will go around later and clear up any individual questions or misunderstandings. 8. Remind participants of the no-communication rule between teams, then separate them into their rooms or sides of the room. Announce that teams must launch their DataPorters with their offers for Month 1 in 5 minutes. Recommend that they use their time to make sure everybody understands the rules, to decide on their general strategy, and to decide on their offer for Month 1. As they hold team discussions, rotate between them, making sure each team understands the rules and the chart. (10 minutes.) 9. Announce, periodically, how much time is left until the offers must be placed. Make it clear that The Empire will not accept late bids. (5 minutes.) 10. As time runs out, have the teams prepare to launch their DataPorters. Count down the final seconds and make sure they launch on time. As the teams extract the offer slips from the DataPorters, make sure all participants can track the outcome on the chart and that each team enters the outcome on their balance sheet. Announce that in 3 minutes you want to receive offers for Month 2. (5 minutes.) 11. Repeat the process for Month 2 and Month 3. (10 minutes.) 12. Before Month 4, make the following announcement: “The Empire intends to declare war on the spice smugglers in the Kessel system. The Imperial Star Fleet estimates it will need twice the usual amount of Erandum ore for use while pursuing the notoriously fast crafts used by the smugglers. Therefore, for Month 4, each planet’s profit will double. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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“Scientists from both planets have developed a prototype HumaPorter—a machine based on DataPorter technology, capable of transferring a human being from one location to another for a limited amount of time. The Ministries of Science on each planet have agreed to let the Ministry of Resources attempt to use this technological breakthrough in order to initiate contact with the other side. The limited power and range of the machine allows it to send one person to the planet’s shared moon of Ariel for a period of up to 3 minutes, at the end of which the person will be brought back home. “Each planet can consider sending an ambassador to Ariel for brief talks with a representative of the other planet before making this month’s offer.” 13. Designate a meeting space or “moon” in the hall between the rooms, or outside the room the group is working in. This should be someplace where representatives can meet without the rest of their teammates hearing their conversation. Explain the following rules to the group: • Each team must decide whether or not to participate in talks (they do not have to), who will represent them, and what they want their representative to say to the representative of the other planet. • Representatives meet outside on Ariel; while they negotiate outside, the no-communication rule still applies to the remaining team members. • After the representatives return (with an agreement or due to time running out), they will rejoin their teams and update them on the talks. Two minutes later the planets must launch DataPorters with their offer slips. 14. Remind the teams that they have 3 minutes for discussion before “launching” an ambassador. Enforce the time limit. Ensure that no further communication takes place, and that the Ambassadors go back to their groups on time. Then be certain that DataPorters are launched on time. (10 minutes.) 15. After DataPorters have been exchanged, remind everyone of the doubled value of profits; enforce the non-communication rule if necessary. 16. Announce that the rules and value have returned to normal for Month 5. Conduct the Month 5 process as normal. (5 minutes.)

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17. Before Month 6, make the following announcement: “The Imperial Senate has released the following statement: ‘We call upon all planets in The Empire to cease trade wars between them.’ Ministries of Science on each planet have offered the Ministries of Resources to test out their new HumaPorter II, capable of launching several people at a time out to Ariel for up to 5 minutes at a time. Each planet must decide whether it is interested in sending any or all of its co-ministers to a summit with the other planet’s co-ministers on the moon of Ariel.” 18. Instruct teams that, should they choose to go to Ariel, the no-communication rule is lifted for the duration of the summit (up to 5 minutes); teams or individuals may speak to each other freely. 19. When time is up, re-enforce the no-communication rule, have participants return to their teams, and give them 1 minute to prepare their offer slips before conducting a DataPorter launch. (10 minutes.) 20. Before Month 7, make the following announcement: “The Empire is massing its forces to strike against the Rebel Alliance base on the moon of Yavin, on the far side of the galaxy. The Imperial Star Fleet estimates it will need four times the usual amount of Erandum ore for use in this campaign, which it estimates will last two months. Therefore, for both Month 7 and Month 8, each planet’s profit will quadruple. Although there will definitely be no time to meet between Months 7 and 8, you have a little breathing space to meet now, before the intensive mining operations commence. The HumaPorter II has broken down, but you can still use the HumaPorter I to initiate talks with the other planet (sending only one person for 3 minutes). Consider sending one ambassador to the planets’ shared moon of Ariel, for 3-minute talks before you make this month’s offer.” Explain the following rules to the group: • The rules from the first meeting on Ariel are once again in force. • After the representatives return (with an agreement or due to time running out), they will rejoin their teams and update them on the talks. Two minutes later each team must place its offer for Month 7 in the DataPorter. • Between Month 7 and Month 8 there will be no time for talk, and no communication between the teams (they will all be busy digging up Erandum). The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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21. Enforce the time limit, and return the representatives to their rooms. Ensure that no further communication takes place and that the DataPorters are launched on time. (10 minutes.) 22. After DataPorters have been exchanged, remind everyone of the doubled value of profits; enforce the non-communication rule if necessary. 23. Allow participants 2 minutes intra-team discussion before launching DataPorters for Month 8. (10 minutes.) 24. Announce the end of the game. 25. Ask teams to total up their balance sheets. 26. Meanwhile, draw the following chart on a flip-chart page.

Planet

Round 1

Round 8

Sum Total

Plumit Cloud Planet

27. Ask teams what they offered in Round 1 and in Round 8, and enter the numbers in the chart. Ask the teams what their final balance was, and enter the sums in the chart. This gives you good information that you can use as an anchor while debriefing the game, and also serves as a transitory phase between the game and the debriefing. You can add additional columns according to your training goals or interesting game dynamics, such as “Agreed-On Strategy” or “Round 4” (you might choose to write these in during the debriefing, as writing them now may trigger a premature discussion). 28. Debrief either chronologically (month-by-month, touching on issues that arose during each month) or topically (focusing on one issue at a time). The following are some of the topics you may choose to raise. The game will usually provide enough material for in-depth discussion of all of them: • Strategy: Ask each team to describe its strategy or general game plan going into the game. Try to help them formulate it into one phrase (such as “Getting the best out of our Erandum,” “Minimizing losses,” “Sharing,” or “Winning the game”). The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Did teams discuss this strategy explicitly before the game began? Or is it just a post-facto formulation of what happened? Comment on how we often enter negotiation situations without a clear strategy—a habit we need to break. • Explain the difference between a defensive strategy (“minimizing losses”) and a proactive one (“maximizing gains”); between a competitive strategy (“beating the others”) and a cooperative one (“making sure we all profited”). • How many of the participants saw “earning more than the other planet” as one of the goals of the game? Perhaps others saw it as a secondary goal or subconsciously let it affect them. Comment on the ingrained competitive stance we put ourselves into, viewing negotiation as a dog-eat-dog environment. • Trust/Relationship/Communication Triangle: Begin by referring to the board and to the dominant tendency of most teams to offer 20 during each of the first three rounds. Ask participants why they did so. Stress that they all knew that if everybody would offer 60, they would all have gained; why did this not happen? As participants offer answers, capture key words on the board. Specifically, stress phrases relating to trust, relationship, and communication, and demonstrate how one affects the other. You might draw a triangle on the whiteboard, with the three terms at the points, and show how they interact. • Discuss the dynamics of the meetings on Ariel: Did both teams participate? If not, ask the abstaining team why they did not send representatives. Ask the other team how they viewed this abstention. What was the first sentence said at each meeting? How did this affect their tone? Were agreements reached during the discussions? Were agreements reached at the meetings upheld? Ask why or why not. Were later discussions affected by prior discussions and subsequent upholding/breaching of agreements? • Intra-Team Dynamics: If intra-team issues cropped up dramatically during the game, start by asking: Is anybody feeling frustrated with his or her teammates? Why? • Did team members assume they shared the same interests? Ask whether they would have done anything differently in order to verify this. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Do participants think their initial team preparation was sufficient? Ask whether they would have done anything differently. • Were there obvious differences of opinion/approach between team members? • Did any disagreements arise between the representatives taking part in the negotiations on Ariel and their own teammates? Ask why they think this occurred. • The Negotiator’s Dilemma: Explain how, in negotiation, the negotiator constantly faces a struggle between the economic and relational sense inherent in cooperating with the other person in order to create value that will be portioned out later, and the urge to claim value by grabbing whatever possible, as soon as possible. In the game, each team faced the choice between creating value by offering 60, or claiming value by offering 20 (or by promising to offer 60 and then actually offering 20). Ask participants whether they dealt consciously with this dilemma. Were there different approaches to it inside each team? 29. Point out the final outcomes of each team, and then total up the joint sum earned by both planets together. Explain that if they had cooperated by offering 60 on all eight rounds, they would have jointly earned 528 million Imperial Credits (which they might have divided “automatically” at 264 million apiece). Anything less than that can be measured as a loss from the perspective of the Erandum market. Thus, if the teams jointly earned 100 million credits, they actually lost 428 million credits; if they cumulatively ended up with a 228 million credits, they actually jointly lost 300 million, and so on. This can be used to point out the benefit of creating value, before deciding how to claim it. Stress that you are not chastising them for acting “wrongly”—the game never plays out with all teams offering 60 throughout the game. Instead, you are pointing out how human nature manifests itself in conflict situations and in negotiations, and you are making observations. Additionally, the “joint-losses” calculation emphasizes another important point: if they have lost money, somebody else has profited. Ask who they think profited from their conflict. In this case, the answer is The Empire. In every conflict, there is an external beneficiary who is quite happy with its existence. Ask participants who they think benefits from the existence of conflict (expect answers such as lawyers [always first!], the steel and oil industry, insurance companies, judges, mediators etc.). The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Prisoner’s Dilemma: Raise this topic only if you believe that most of the participants are familiar with the Prisoner’s Dilemma in theory, and wish to demonstrate how it plays out in practice. • Ask whether any of the participants realized, during the game, that they were in a Prisoner’s Dilemma. Did this realization help them to plan their actions better or to achieve better results? • Explain the basics of the Prisoner’s Dilemma so that all participants are on the same page: A situation in which two or more participants must choose between cooperating with each other or breaking faith (“defecting”), and the outcome of the interaction depends on the aggregate of their decisions. This simulation is a two-player Prisoner’s Dilemma, with each planet deciding, from round to round, whether to cooperate with the other or defect. • What actions did teams take in order to extract themselves from the tendency toward self-preservation (and therefore mutual loss) that characterizes Prisoner’s Dilemma situations? In hindsight, what else might they have done? Stress answers relating to the Trust/ Relationship/Communication triangle. 30. Conclude by stressing the lessons learned: • Which of the issues that we’ve discussed seems to you to be most pertinent to your own real life-situation? • What have you learned about this topic from our interactions and discussion? • What will you be doing differently in the future on the job as a result of what you learned? (30 minutes.)

Variation After Round 8, you might choose to surprise participants (who expect the game to end, due to the number of offer slips and months in the year). Announce that in Month 9 The Empire is planning to exert its dominion over another galaxy by sending its entire fleet to this galaxy, which is located far, far away. In order to do so, the fleet will require ten times the usual amount of Erandum (with the profits multiplying similarly). You may choose to give teams time to communicate through

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some medium beforehand, or not. Do not count this round when tallying up the scores; rather, use it to make points during debriefing (the value of relationship, the potential of future encounters).

Submitted by Noam Ebner. Noam Ebner, an attorney-mediator, teaches negotiation and conflict management in corporate settings and universities around the world, including the United States, Israel, Costa Rica, and Turkey. Among his previously published simulations are THE PASTA WARS (with Yifat Winkler), published in Simulation & Gaming, and CONVERGING! (with Yael Efron), named one of the Top 5 Teaching Simulations of 2007 by the Program on Analysis and Resolution of Conflicts at Syracuse University.

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Ore Wars Background Information Plumit and Cloud Planet are located on the outskirts of The Galactic Empire. Although neighbors, in different orbits around their sun, Plaedis, they are as different as night and day. Plumit is a jungle planet whose inhabitants live in harmony with nature in houses made out of natural materials that blend into the forest, whereas Cloud Planet’s inhabitants live on huge platforms raised miles into the sky so as to escape the unpleasant swamps below. Although both are relatively small and not particularly rich or developed, the one thing they have in common are large resources of Erandum, an extremely rare mineral, found only on these two planets. Erandum is used to fuel mega-hyper-drive engines. These engines are used by the Imperial Space Fleet to power their huge Star Destroyers to the farthest parts of the galaxy. Imperial law prohibits any local planetary government developing a battleship of such a size that it would need a mega-hyper-drive engine; therefore, The Empire is the only purchaser for the otherwise worthless mineral. Historical treaties with The Empire dictate that each planet set the price per ton of mineral ore at 20, 40, or 60 Imperial Credits. This is done once a month, before the Imperial Space Fleet purchases its Erandum stockpile for the next month. Having set these sums as the only possible terms with both planets makes it easy for the Space Fleet procurement officers to reach a purchasing decision each month. They will buy as much ore as they can from the planet offering the cheaper price and make up the rest from the other (neither planet has the ability to provide the entire quantity needed on its own). As the Space Fleet buys a stable amount of Erandum each month, the monthly profit that each planet stands to make from its sale of minerals to Space Fleet is also stable and is depicted in the chart below. The figures in the upper right of each box signify Cloud Planet’s profits; the figures in the lower left signify Plumit’s profits (in millions of Imperial Credits). You are Co-Ministers of Resources of your planet. Your responsibility is to make sure your planet receives the most compensation possible. Each month of the eightmonth year, you must decide what price per ton you will offer the Imperial Space Fleet. Plumit and Cloud Planet have fought several wars between them, seeking absolute control of Erandum production. The Empire put an end to this by threatening to send its Star Destroyers to intervene. The planets have no diplomatic relations and contact with a citizen or minister of the other planet is considered treason, punishable by beheading with a dull laser sword; this is one law you have no wish to break. In order to lessen hostilities and preserve some image of an open and transparent market, the Empire has set up the following system for conveying your offers. Every month, you must decide the price per ton you wish to send, insert a slip of paper with the number written on it into your DataPorter, and launch it to the other planet. Both planets must do this simultaneously, or the planet that delays The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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its launch must pay a huge fine. Once the offers arrive on the other planet, they are also recorded at the Imperial Space Fleet Headquarters, where the purchasing decision is made according to the following chart. Price Offered by Cloud Planet

60

40

Price Offered by Plumit

22

20

36

30

60 22

4

4

16

4

30

40 36

16

4

6

6

10

20 30

30

10

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Ore Wars Monthly Price Offers Month 1

Month 5

Our Offer:

Our Offer:

Month 2

Month 6

Our Offer:

Our Offer:

Month 3

Month 7

Our Offer:

Our Offer:

Month 4

Month 8

Our Offer:

Our Offer:

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Ore Wars Planet Profit Record Month 1

Our Offer

Their Offer

Our Monthly Profit

Our Cumulative Profit

2

3

4

5

6

7

8

Total:

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Meeting of the Minds Creating Interaction and Appreciating Diversity Activity Summary Simple but powerful group activity to generate interaction, start people talking, and quickly set the stage for appreciating similarities and uniqueness.

Goals • To encourage comfort with interaction and sharing. • To appreciate the similarities among individuals, as well as to recognize the uniqueness of each person. • To enhance camaraderie and team spirit.

Group Size Unlimited, with a minimum of 12.

Time Required 25 minutes.

Materials Flip chart and markers.

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Physical Setting A room large enough for people to move around, form small groups, and talk together.

Facilitating Risk Rating Low.

Process 1. Introduce the activity by explaining that we each bring different things to a team setting, and this is an opportunity to learn a little more about one another in a fun way. 2. Explain that you will be shouting out one criterion at a time, and the challenge is for the participants to form small groups of no fewer than five and no more than seven per group, so that everyone in the group meets the criterion you shared. Once groups have formed, you will ask a question, which the group will then discuss. 3. Explain that, at some point, you will arbitrarily call out a new criterion, at which time the participants are to stop the discussion they are having and immediately form new groups of no fewer than five and no more than seven, so that everyone in this new group meets the new criterion. At this time, you will throw out another question, to be discussed in the new group. This will continue until the activity is finished. 4. At this point, call out the first criterion: “Form groups of no fewer than five, no more than seven, where everyone in the group is wearing some article of clothing the same color.” 5. Once it seems groups have formed, ask the question for them to discuss: “What is something you have done that you are extremely proud of? Share your answers with one another.” 6. After a few minutes, interrupt with a new criterion: “Form groups of no fewer than five, no more than seven, where everyone in the group is wearing the same number of rings on his or her fingers.” 7. Once it seems groups have formed, throw out the discussion question: “If your organization (or department or work team) were a circus, what role would you be playing? Share your answers with one another.”

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8. After a few minutes, interrupt with a new criterion: “Form groups of no fewer than five, no more than seven, where everyone in the group was born in the same season (summer, spring, winter, or fall).” 9. Once it seems groups have formed, throw out the question for them to discuss: “Think of as many ways as you can that everyone in your group is the same.” 10. After a few minutes, interrupt and have groups feed back how many ways they came up with, and invite groups to share some of the more unusual ways they identified. List them on the flip chart. 11. Now give these same groups another challenge: “Make a list of as many ways as you can come up with whereby everyone in the group is alike except one person. For example, everyone is female except for one person, who is male. Try to find a way each person is different from everyone else in the group.” (5 minutes.) 12. After about 5 minutes, interrupt and have groups feed back their most unique responses. Then celebrate with cheers and applause and allow everyone to be seated for the debriefing. 13. To debrief, use the following discussion questions: • What kinds of things happened in your group as you went through this activity? • What did you enjoy about this activity? • What were the benefits of the activity for you personally? • What was the most difficult thing about this activity and why? • What surprised you as you went through the process? • Particularly when presented with the challenge of finding ways you were all alike, what did you learn about other people in the group? What did you learn about teamwork? • What did you learn from the challenge to find ways everyone was alike except one person? • How can we translate what happened during this activity to how we work together as a team? (Possible answer: There are so many ways we

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are all alike, even though we may not see it at first. Focusing on our similarities helps us feel more comfortable with one another. On the other hand, each of us brings a uniqueness to the team, and it is important to identify those unique skills so we can make the best use of them.) (10 minutes.)

Variations • Instead of focusing on ways they are alike and different, the group could brainstorm a specific issue, such as “How can we deal with the irate customers we expect to have when we make changes?” • Use this activity simply as an icebreaker and add a few more groupings (everyone has the same number of siblings; everyone has the same favorite ice cream, etc.) and questions (“If you could be in an advertisement for anything in the world, what would it be?” “If you could have dinner with any living person, who would it be?” etc. A great source for questions is the book Suppose . . . Questions to Turbo-Charge Your Business and Your Life.) • This is a great activity to use to create a “wish list” for the course. On the final grouping in this case, the question is: “What will it take for you to leave this course and say ‘WOW’?”

Reference Holton, B., & Holton, C. (2000). Suppose . . . Questions to turbo-charge your business and your life. Raleigh, NC: Liberty Publishing Group.

Submitted by Cher Holton. Cher Holton, Ph.D., president of The Holton Consulting Group, Inc., is an impact consultant focusing on bringing harmony to life with customers, among team members, and in life. In addition to being one of fewer than a handful of professionals world-wide who have earned both the Certified Speaking Professional and Certified Management Consultant designations, she has authored several books, including The Manager’s Short Course to a Long Career, Living at the Speed of Life: Staying in Control in a World Gone Bonkers!, and Crackerjack Choices: 200 of the Best Choices You Will Ever Make.

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Brown Paper Bag Shaking It Up Activity Summary Icebreaker activity to ensure all participants know other members better before starting a group learning exercise.

Goals • To assist participants in providing feedback about themselves to other group members. • To help new team members feel at ease and comfortable.

Group Size An even number of participants, up to 20.

Time Required 50 to 60 minutes.

Physical Setting A room large enough to accommodate all participants.

Facilitating Risk Rating Low.

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Materials • Two pieces of standard 8½ by 11-inch paper per participant. • Colored pencils, colored felt-tipped markers, pens, and/or pencils. Each participant needs two or three different colors. • One large paper grocery bag.

Process 1. After saying that the purpose of the activity is simply to become better acquainted, give each participant two sheets of paper. Ask them to fold one of the sheets in half (horizontally), so that the size is approximately 8½ by 5½. They should leave their other sheets flat. 2. Distribute colored pencils, felt-tipped markers, or similar writing utensils. (You may also leave them on a table for participants to select on their own.) 3. On the top portion of the pieces of paper they have folded, above the fold, ask each participant to draw something about themselves. (These can be very rudimentary. You are not looking for their artistic ability.) Say that each drawing should be a nonverbal clue that represents one or two items about themselves. It can be related to community activities, home life, hobby, profession, sports, etc. Say that it should be something that expresses a part of their personalities. (10 minutes.) 4. When everyone has finished, ask them to fold their papers so that the images are covered and then write their initials on the top left-hand corners of their papers so that you can tell who the sheet belongs to later in the activity. Collect the sheets of paper. 5. Now ask participants, on the second sheet of paper, to record their ideas, thoughts, feelings, beliefs about, or descriptions of the items they drew on the first sheet of paper. What did it mean to them? Why did they pick this particular thing to describe something about themselves? While they are working, place the sheets of paper you collected into the brown paper sack. (10 minutes.) 6. Tell them to keep their second sheets of paper for later discussion. Stand in front of the group with the paper sack. Hold it up so that everyone can see it. Shake it so that the papers inside the bag are mixed thoroughly. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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7. Next, ask participants to each select one piece of paper from the bag as you move clockwise around the room. Ask them NOT to do anything with the papers until you have finished and given them further instructions. If by chance a participant selects his or her own sheet of paper, he or she is to put it back and select another piece. 8. When each participant has another participant’s drawing in front of him or her, tell them to list their reactions to the drawing on the bottom, blank section of the paper. Remind the group to keep their reactions and comments positive, listing at least five or six short phrases that describe what they see and that they can use later to introduce the person who drew the picture. Tell them that they have 10 minutes to finish the task. Check for understanding before they begin. Roam the room to check on progress. Give a 3-minute warning. (10 minutes.) 9. Call time. Ask participants to move around the room and find the person whose drawing they have. Tell them that there may be some confusion because there will be multiple partners. Remind participants that their initials are on the top left-hand corners of the papers if they need a clue. After they have found the pictures’ owners, have them discuss their perceptions of the pictures’ meanings. Have them correct any misperceptions. Note: Be sure to allow time for two discussions to occur, since there will be multiple pairings. (10 to 15 minutes.) 10. Ask participants to take turns introducing each other by name, using the phrases they have written on the bottom of the sheets under the drawings. Ask them to report any discoveries they had about the other person. 11. Wrap up discussion once all participants have been introduced. Each should have had the opportunity to discuss feedback with the person who reviewed the drawing AND to discuss someone else’s artwork and/or drawings. Wrap up with a discussion based on the following questions: • What were your reactions to the characteristics that were drawn on the paper you received? Did you see the person in a new way after viewing the drawing? • Did the person who received your drawing have the same thoughts about what you had drawn as you yourself wrote on the second sheet of paper? The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• What were your first impressions about disclosing personal information about yourself? • Did people’s thoughts about themselves match what others saw in the artwork? • Were there any surprises? (10 to 15 minutes.) 12. Note that first impressions are not always correct and remind them of the old saying, “You can’t judge a book by its cover.”

Submitted by Gerald A. Goik. Gerald A. Goik is a master’s candidate in the MAIR program with a concentration in industrial relations at Wayne State University in Detroit, Michigan. His professional career has been in the automotive industry for the past twenty years, and he currently specializes in salaried personnel administration at a manufacturing assembly facility.

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I Wanna Be . . . Getting Past Awkward Introductions Activity Summary Introductions by way of objects that appeal to participants.

Goal • To give participants a non-threatening avenue to introduce themselves to a group.

Group Size Any number of groups of ten to twelve members each who are members of a common class, such as Gen Y, new employees, or new managers.

Time Required Approximately 30 minutes.

Materials • Fifteen to twenty creative objects such as (for a Gen X audience): • A guitar from a video game like Guitar Hero. • A few cans of different brands of energy drink. • A few modern music CDs. • A selection of popular electronic devices. • A selection of balls. • Popular restaurant and food items such as boxes, cups, or bags.

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• A few textbooks on current topics. • Recognizable logos from organizations or teams or a picture of a tattoo. • Nametags that directly relate to objects above (i.e., a nametag in the shape of a guitar or an energy drink can, etc. • Variety of colored markers, writing paper, and pens or pencils.

Physical Setting A table in front of the room on which participants can see the objects on it as they enter and while they are seated waiting for the activity to begin. Markers should be set at both ends of the table and paper and pens or pencils be available near each participant.

Facilitating Risk Rating Low.

Process 1. Briefly discuss the goal of the experience. 2. Ask participants to take a look at the items on the table and be prepared to select one that seems to fit how they would describe themselves in twenty words or less. 3. Ask any participant born in a pre-determined order or calendar months (for example, January, February, March, etc.) to move to the table and select one item that appeals to him or her and its corresponding nametag. If more than one participant is born in any particular month, determine order of introductions by date of birth within that month. Ask participants to pick markers and write their first names on the name tags that correspond with their items. 4. Ask each participant to briefly state his or her name and why the object was appealing, including how it relates to him or her (for example: “My name is Rocky. I love music and think I am a rock star so I selected the Guitar Hero guitar”). Remind participants to be respectful of fellow participants by using appropriate language, gestures, etc. 5. After he or she has given a twenty-word-or-less statement, tell the participant to return the object to the table and sit down, wearing the newly created name tag.

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6. Continue calling months until all participants have introduced themselves and briefly described their relationships to their selected items. 7. Suggest that, during the introductions, participants can note names of other participants and words relating to their introductions that will help them recall their fellow participants. 8. Wrap up with a discussion around the experience of selecting an object and the comfort level within the group now that introductions have been completed. Answer any questions or comments from the participants. Point out that using a name tag that resembles the item each participant selected will make it easier to recall that participant’s name and something about that participant, which will be helpful for breakout sessions, networking throughout the session, lunch breaks, etc.

Variations • Modify the objects based on known or projected makeup of participants (i.e., age, special interests, etc.). • Modify how participants are selected to choose an object and introduce themselves, for example, by height or length of time with the company. • Encourage participants by using lead-in phrases such as: • I am like this object because . . . • This object reminds me of a time when . . . • You can easily remember me because . . .

Submitted by Karen M. Reed. Karen M. Reed is a graduate student in the industrial/organizational psychology program at Wayne State University. She is an operations analyst at DTE Energy in Detroit, Michigan.

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Leadership Discovering the Dangers of False Perceptions and Self-Deception Activity Summary An individual discovery activity that allows participants to gain deeper insight into their personal leadership competencies.

Goals • To discover how perception and self-deception play a significant role in leadership development. • To examine individual reactions to common leadership challenges and discover possible blind spots. • To discover ways to overcome perception and self-deception challenges.

Group Size Best suited for a group of 5 to 25 participants who are in some sort of supervisory role. Pairs or trios are recommended for the small group activity.

Time Required 45 to 60 minutes.

Materials • One copy of the Leadership Mini-Assessment for each participant. • One copy of the Leadership Perception and Self-Deception Primer for each participant.

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• One copy of the Leadership Mini-Assessment Debriefing Guide for the facilitator. • A writing instrument for each participant. • A flip chart and felt-tipped markers.

Physical Setting Participants should have a writing surface and enough space to form pairs for breakout discussions without interfering with one another.

Facilitating Risk Rating Moderate.

Process 1. Introduce the session by stating that perception and self-deception are common problems for leaders at all levels. Review the goals of the activity and say that, as the facilitator, you are providing limited introductory information by design. Additional discovery and directions will be provided as the activity evolves. Welcome any initial questions, but be cautious not to stimulate a great deal of initial discussion, which may affect the participants’ reactions to the mini-assessment. (2 to 3 minutes.) 2. Distribute copies of the Leadership Mini-Assessment to all participants and explain that they should not spend a great deal of time on any one statement but that honesty and their first reactions will likely produce the best results. Participants should use their first reactions to each statement and not over-think it. Ask that they remain quiet when they are finished while others complete the assessment. (5 to 8 minutes.) 3. When all participants have completed the assessment, distribute copies of the Leadership Perception and Self-Deception Primer. Ask participants to review this short piece and to consider individual experiences they have had that may relate to the concepts presented. Allow all participants to finish reading or call time as appropriate. (5 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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4. Provide additional background information by reviewing each of the ten items on the mini-assessment. Begin debriefing each statement by indicating that there are not right or wrong answers but that there are likely best-case scenario reactions or reactions that would likely yield the best leadership traits. Tell participants that the “best” reactions lean toward usually/occasionally/seldom.” Use the Leadership Mini-Assessment Debriefing Guide as a reference. (10 to 15 minutes.) 5. Ask participants to select three of the ten statements that they found most interesting to them as individuals. This could represent something that they feel they have trouble dealing with or it could be a trait they have witnessed from others in the past. Their selections should simply be items of interest for discussion, not any kind of ranking. (3 minutes.) 6. Have participants form pairs or trios. Each participant should share his or her reactions to the three statements they found most interesting. Tell them to include in the discussion the reasons why they chose each item and to share any experiences that they may have had in the past that made them choose the item. (20 minutes.) 7. Bring the whole group back together and provide a whole group debriefing, using these questions: • What did you learn from participation in this activity? • Which statements were the same within your teams? • Have you ever observed leaders who had difficulties associated with false perceptions or self-deception? Describe these cases. • What guidelines could we offer leaders who are facing workplace challenges involving perception or self-deception? • What will you do differently in the future as a result of what you have learned today? (15 minutes.) 8. Wrap up by tying the activity goals to the discussion and giving specific examples. (5 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Variation Change the Leadership Mini-Assessment by changing or adding or deleting statements as may be appropriate for the group or organization.

Submitted by Dennis E. Gilbert. Dennis E. Gilbert is the president of Appreciative Strategies, LLC, a human performance improvement training and consulting business. He combines his expertise in private for-profit business management with his experience in the non-profit educational sector to deliver outstanding results through training and consultation. An accomplished executive, consultant, and trainer, he delivers exceptional human performance improvement solutions to businesses and organizations. His focus is on leadership development, communication, and group dynamics.

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Leadership Mini-Assessment Instructions: Circle the word after each statement that seems to fit best, in your experience. Your first reaction is probably best. 1. I am consulted on matters on which I have a great deal of experience and knowledge to offer. Usually Occasionally Seldom 2. For many workplace challenges that are very simple to resolve, employees tend to get stuck and dwell on issues rather than seeing the solution. Usually Occasionally Seldom 3. People don’t share enough information with me. I find out about problems or issues after they are nearing disaster. Usually Occasionally Seldom 4. When selecting teammates or employees for tough assignments, I make my selections based on those recognized as easy to get along with or those who will go with the flow. Usually Occasionally Seldom 5. I feel that I am overlooked when new challenges or opportunities are presented. Usually Occasionally Seldom 6. During strategy discussions, I feel two steps ahead and often believe discussions are wasting time and slowing progress. Usually Occasionally Seldom 7. When presented with problems or issues, I first consider the source of the information, then analyze the facts. Usually Occasionally Seldom 8. I listen carefully to workplace discussions about problems and successes, always being cautious about which are facts and which are opinions. Usually Occasionally Seldom 9. Typically, when in doubt I rely on old behavior patterns that were successful in the past. Usually Occasionally Seldom 10. When I am under a lot of stress, others may feel I am unapproachable. Usually Occasionally Seldom

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Leadership Perception and Self-Deception Primer Perceptions Few people would argue that confidence is a necessary leadership competency. When does confidence go too far and start to limit or, even worse, damage good leadership and decision-making skills? Leaders are sometimes seen as having narcissistic personality traits—traits that could be doing more damage to organizational growth and stability than they realize. Most leaders believe that they are in their roles to make good decisions and often make them quickly, seemingly knowing the precise next move to take the organization forward or to solve a critical workplace challenge. How much of this decision-making ability is based on experience? How much of that experience is based on perceptions of the situation? A leader’s perceptions could cause organizations more difficulty than they realize. Consider the following three cases:

Case 1 A plant manager at a manufacturing facility is convinced that production inefficiencies are the result of aged capital equipment. The manager makes his case to the business owner and the company invests in new equipment. After a short decline, production efficiencies remain stable. Why? Production efficiencies were related to the processes and people, not to the equipment. The manager’s perception was false.

Case 2 A sales manager is convinced that customer satisfaction and the sales process are limited by a lack of customer relationship management software tools. The organization invests in new software and training for the sales and customer support staff. Sales remain stable or, even worse, decline. Why? Organization policy and procedure, including sales tactics and customer service resolutions, were limiting sales by creating a low percentage of repeat customer transactions. Again, the manager’s perception was false.

Case 3 An employee complains to the manager about a difficult situation being experienced with a particular employee—a workplace conflict. Eventually, more employees complain about the same person. The manager has a reasonable relationship with the employee in question and disregards the complaints. Eventually, one employee who has complained quits and sues the company for harassment. The former employee wins the suit. Why? The company was put “on notice” about the difficulties The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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and did nothing about it. A false perception of the magnitude of the problem created this situation. We can quickly argue that these leaders did not do an appropriate study, did not thoroughly understand the data, received biased or unreliable data, or made an error in judgment. Regardless, decisions were made based on a manager’s perception that not only did not solve the problem but also cost the organization.

What About Self-Deception? Self-deception, by definition, would indicate that leaders sometimes deceive themselves as they face workplace challenges. In the workplace, employees often complain about the repetitive nature of problems. The same or similar problems continue to happen over and over again. While there may be many reasons that this occurs, one sometimes unforeseen reason is that the leadership continues to implement changes that are not addressing the root cause. Instead they are addressing issues that the leadership views as problems, based on their perceptions. Convinced that they are implementing practical, intelligent, and appropriate resolutions, these leaders are suffering from self-deception, being so fixated on a problem that they fail to see other problems that are happening right before their eyes. Confident of the answers to the problems they face, they fail to realize that it is their own solutions to the problems that are causing these problems. Organization employees, often not realizing what they are describing, can tell you exactly what is happening with leadership perception and self-deception. They may indicate that the organization suffers from low morale, lack of motivation, and, as they describe it, “poor communication.” Great leaders everywhere listen well and work hard to overcome biases and bad data, and to set aside their perceptions of situations. So how do they know whether they suffer from false perceptions and self-deception? What perception or self-deception scenarios can you describe from your workplace?

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Leadership Mini-Assessment Debriefing Guide Allow the participants to discuss their reactions to each statement on the assessment. Many of the statements should draw some challenges from and debate among participants. This is good, as it is a large part of the knowledge exchange and transfer for this activity. Utilize the following to debrief each statement on the assessment: 1. I am consulted on matters on which I have a great deal of experience and knowledge to offer. Your response: “The answer to this statement should lean toward usually.” If leaders feel that they are not consulted, it could indicate a blind spot or weakness. Possible blind spots could be that the leader: • Reacts poorly to persons presenting new problems. • Does not have the necessary expertise (but does not realize that). • Is not visible to staff and thus the staff believes the leader does not possess the appropriate expertise. 2. For many workplace challenges that are very simple to resolve, employees tend to get stuck and dwell on issues rather than seeing the solution. Your response: “This answer should lean toward seldom.” Sometimes leaders think that they absolutely know the best answer, thinking that they are the experts and definitely correct in their assessment of a situation. This could be a perception problem. Leaders should see that most employees truly care about the success of their projects and the organization as a whole. Although they may not have the expertise of the leaders, the leaders should listen carefully to their input. 3. People don’t share enough information with me. I find out about problems or issues after they are nearing disaster. Your response: “This answer should lean toward seldom.” Employees may not be sharing information for many reasons. As it relates to perception or self-deception, consider that the leader: • Has reacted in an unpleasant manner in the past when presented with problems and the employees are hoping that they will never have to involve the leader. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Has been known to disregard any information that is not at a crisis level, and thus informing the leader will only mean embarrassment. • Puts blame on others and then steps in to “save the day,” making it clear to everyone that he or she is in charge. 4. When selecting teammates or employees for tough assignments, I make my selections based on those recognized as easy to get along with or those who will go with the flow. Your response: “This answer should lean toward seldom.” Often leaders want to select employees who are like themselves. While in some circumstances this may be good, in others it may not. Advisory boards or boards of directors are a common place where this perception problem appears. In the true spirit of a board, there should be diversity in the group. The phenomenon of selecting people like oneself can lead organizations down a path of self-destruction. An organization could conceivably fail because of poor choices, decisions, and strategies and no one who can see them. 5. I feel that I am overlooked when new challenges or opportunities are presented. Your response: “This answer should lean toward seldom.” Feeling “overlooked,” whether true or not, could indicate that a leader has some blind spots. There may be many legitimate reasons why new challenges or opportunities are going to other qualified leaders, so a leader needs to rethink his or her feelings about the situation. 6. During strategy discussions, I feel two steps ahead and often believe discussions are wasting time and slowing progress. Your response: “This answer should lean toward seldom.” As with many workplace discussions, decision-making processes, and perhaps debates, a leader needs to carefully consider the input that others offer. The point is for leaders to be cautious and not allow their own perceptions to make a team hurry through a decision or fail to express their reservations and reach consensus. 7. When presented with problems or issues, I first consider the source of the information, then analyze the facts. Your response: “This answer should lean toward seldom.” The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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You should not assume that the source of information means that it is valid or reliable or that it is not. Analyze all information carefully and completely. Do not be quick to judge. 8. I listen carefully to workplace discussions about problems and successes, always being cautious about which are facts and which are opinions. Your response: “This answer should lean toward usually.” Leaders need to be cautious of the difference between a fact and an opinion. Many times people offer their opinions as statements of fact when they are not. Consider the statement “That movie was good.” Is that a fact or an opinion? Of course, it is an opinion, but simple statements are often taken as fact. Leaders beware. 9. Typically, when in doubt I rely on old behavior patterns that were successful in the past. Your response: “This answer should lean toward seldom.” Much debate could occur over this statement. Our economies and world are rapidly changing, so are the old ways of doing things still the best? Perhaps, but leaders should beware of applying a strategy from the past that does not stand a chance of success today. 10. When I am under a lot of stress, others may feel I am unapproachable Your response: “This answer should lean toward seldom.” This could represent a leadership blind spot. Perception is driving both the leader and others to make assumptions based on body language or other verbal or nonverbal cues. History is also a factor driving this perception. If an employee has had an unpleasant experience in the past, he or she may avoid the leader at what is perceived to be a stressful time. Here the group should discuss observations that are driven by perception.

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

Leader Style Effects Communicating Chaos in a Box Activity Summary An activity that illustrates the effects that different leadership styles have on group decision making and productivity, group member attitudes, and ad hoc project outcome.

Goals • To illustrate the ancillary effects of different leadership styles. • To examine how decision making and task outcome are affected in a time-constrained environment.

Group Size Four groups of 5 to 6 people from the same organization.

Time Required 60 to 70 minutes.

Materials • One Leader Style Effects Leadership Style Descriptions for each participant. • One box of random materials per group (some possibilities include sunglasses, a flashlight, facial tissues, dryer sheets, a picture frame, antibacterial soap, a pocket folder, and a bandage). • A flip chart and felt-tipped markers. • Masking tape.

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Physical Setting A room large enough for the groups to work without disturbing one another. Writing surfaces should be accessible, and wall space is required for posting flipchart sheets.

Facilitating Risk Rating Moderate.

Preparation 1. Prior to the activity, contact four participant confederates and assign them each one particular leadership style to enact during the activity. Give each confederate a description of the type of leadership that you would like him or her to portray from the Leader Style Effects Leadership Style Description sheet. Be sure each person understands his or her role. 2. Gather materials that will be utilized by the groups during the activity.

Process 1. Introduce the session by explaining to participants that they will work in small groups in order to examine group performance issues and, ultimately, will be responsible for developing a marketable product. 2. Tell participants that each of the groups will be responsible for using the items provided to them to create a product that is suitable for sale. Inform participants that they will also be responsible for developing a product name and will be expected to do a “sales pitch” to the large group at the conclusion of the activity. 3. Evenly divide the participants into four groups. Assign your participant confederates as leaders. Be careful to do this in a non-obvious manner. The activity will be most successful if the other participants do not know that the leaders have received earlier instructions. 4. Inform the participants that the leaders will be responsible for keeping the groups on track. 5. Once participants are in groups, have their leaders collect items to use. Inform participants that they will have 20 minutes to develop a product from the items and should also use this time to devise a name and sales pitch. (10 minutes.)

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6. Provide flip-chart paper and markers to each group. Inform everyone that the delivery format for their presentations is up to them. The flip chart does not have to be used; it is only one option. 7. As participants interact and prepare their presentations, walk around and observe the dynamics taking place in each group, being especially cognizant of how the leadership styles are affecting the groups. 8. After 15 minutes, give the participants a 5-minute warning prior to calling time. 9. Conclude the activity at precisely 20 minutes, despite group project status. (Keep in mind that the time constraint adds an interesting element for discussion and affects group decision making, dynamics, and overall project quality.) (20 minutes.) 10. Have each group present its product and the sales pitch they would give to promote it to the rest of the participants. Each group should be granted no more than 5 minutes. The order of presentation is irrelevant. (20 minutes.) 11. After the group presentations, distribute the Leadership Style Descriptions handout to all participants and ask them to read it silently. 12. After everyone has read the handout, begin the debriefing, using the following questions: • What was it like to be in your team? • Which of the leadership styles you read about was used in your team? • What was your reaction to your leader’s style? • How did the style affect the group’s productivity? • How was the communication in your group (frequency, intensity, tone)? • Describe your group dynamics? How well did you work together? • Did the group’s dynamics help or hurt the outcome of your project? • Are any of the leadership types illustrated in this activity present in your workplace? Is any more effective than any other? • What lessons will you take back to your worksite based on the outcomes of this activity? (15 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Trainer’s Note Several variables can be manipulated in order to alter the overall outcome of the activity, including time allowance, group size, and presentation requirements. By allowing additional time or subtracting time from the groups’ efforts, the level of stress is directly affected. Therefore, you can modify any of these in order to better illustrate the points you wish to make. Additionally, the number of members in a group will affect its dynamics. Increasing the standards for the sales pitch can add an additional stressful element, so observe how project outcomes as well as group decision-making capabilities are affected.

Submitted by Leah Omilion. Leah Omilion is a Ph.D. candidate at Wayne State University. Her focus is organizational communications, with subspecialties in behavioral research and crisis communication. She is also a marketing communication specialist for a hospital in the Detroit area.

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Leader Style Effects: Leadership Style Descriptions Leader 1: Trait Approach One way to look at leadership is that leaders are effective or ineffective due to their personality traits or, to stretch it a bit, are effective or lack effectiveness because of their beliefs, values, and ethics. A successful leader can be seen as compassionate, sensitive, and attentive, but he or she may lack technical and conceptual skills. In this activity, this type of leader was weary, second-guessing, and wondering aloud about how other groups might be doing the task successfully.

Leader 2: Participative Approach A participative leader, rather than making autocratic decisions, seeks to involve other people in the process, possibly including subordinates, peers, superiors, and other stakeholders. This leader consults with subordinates and shares power and influence. In this activity, the participative leader demonstrated superior levels of leadermember exchange, worked to include all teammates as equally as possible, and attempted to foster positive and productive relationships with all. This type of leader is still the final decision-maker and indicates this to team members.

Leader 3: Authoritative Approach A dictator is an extreme example of an authoritative leader. This type of leader has a high desire for control, often at the expense of the overall well-being of the group, as he or she may ignore others’ opinions or points of view. This leader typically uses low leader-member exchange, and thus group members may feel as though their ideas are not being acknowledged. This type of leader does not support most ideas that are provided by subordinates. He or she makes decisions based solely on his or her own preferences. This leader may single out one or two team members for their thoughts/guidance, which creates an “in” group and an “out” group.

Leader 4: Transformational/Charismatic Approach Transformational leadership usually begins with the development of a vision or a view of the future solicited by the leader in order to excite and convert potential

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followers. This leader attempts to influence group members through grand ideas/ visions. He or she is encouraging, inspiring, and motivating. A transformational leader empowers subordinates to become leaders too. It is necessary for a transformational leader to share the process, but he or she still guides the group by presenting a lucid vision of what can be.

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Managing Talent Using EI to Retain Talent Activity Summary A series of activities for managers, grounded in the relationship aspects of emotional intelligence (EI), to support talent management.

Goals • To experience the value of emotionally intelligent relationships in order to bond work teams. • To determine skill level in working with relationships and talent management.

Group Size From 8 to 30 managers from the same organization.

Time Required 3 to 4 hours.

Materials • One copy of the Managing Talent Background Information sheet for the facilitator. • One copy of the Managing Talent BarOn EQ-i® Components for each participant. • One copy of the Managing Talent Case Study for each participant. • One copy of the Managing Talent Assessment for each participant.

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• One copy of the Managing Talent Self-Examination for each participant. • Pens and paper for participants. • One flip chart with pad for each small group. • Markers for groups. • Flip chart and markers for the facilitator. • Masking tape.

Physical Setting Standard training room with movable tables and chairs that accommodate four to six participants at each table. One flip chart, easel, pad, and markers should be placed near each table. Wall space is required for posting flip-chart sheets.

Facilitating Risk Rating Moderate; some knowledge of the subject matter/field of emotional intelligence is useful.

Process 1. Use content from the Talent Management Background Information sheet to introduce the topic, or use the sheet as a lecturette if desired. (10 minutes.) 2. Ask the following questions after the introduction as the opening activity of the session. Note the participants’ answers on a flip chart. • How have contemporary work arrangements changed teams and teamwork in your organization? How have new ways changed talent management and retention? • Have disbursed teams changed the effectiveness of teamwork and the relationships among team members? • What have you done in the past, or are you doing now, to address the needs of disbursed or virtual teams? (Be sure to bring out visibility to management, rewards and recognition, and training issues.) • What do you think would help to build better teams in light of both new technology and generational challenges? (30 minutes.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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3. Following the discussion, comment on the dynamics of the group as well as the talent management challenges faced by the organization. (Add as much factual data about the specific challenges as possible, such as turnover rates, recruiting challenges, retirement issues, etc., at the company where this training is taking place.) (10 to 15 minutes.) 4. Make the following points to transition into what can be done about their current situation. • Since a primary component of emotional intelligence (EI) is relationship awareness and relationship management, understanding of this discipline is helpful for growing and sustaining high-functioning teams. • It is every manager’s job to create the environment in which each employee will be an engaged, integral, and valued part of the team. • The ability to form positive interpersonal relationships is one of the most important factors of success at work. It is absolutely essential for talent retention and talent management. • Employees are going to be more interested in cooperating with you, and following your lead, when they enjoy their relationships with you. Building trust and empathy involves accurately hearing what others are saying, both at an intellectual and an emotional level. Communication can occur verbally, through body language, or through behaviors. • Key factors in talent management are trust, respect, and empathy. These are not at odds. Empathy implies that we care about the other’s position, but it does not necessarily mean that we agree with it. 5. Introduce the Managing Talent BarOn EQ-i® Components handout by saying: “The key skills on this sheet are often critical for managers to attract, retain, and manage talent. While some of the facets of the BarOn model are intrapersonal in nature, the most effective managers are keenly self-aware and can use those skills to build and develop their relationships with subordinates.” 6. Ask the participants to read the handout and then to work in small groups and brainstorm strategies to develop their skills in the fifteen areas. Ask The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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them to generate one to three ideas for each area. Have them list the ideas on a flip-chart page and post the results around the room. (20 minutes.) 7. Once the results are posted, ask the participants to walk around the room to look at the work completed by the other groups to gain additional ideas. (5 minutes.) 8. Allow time for individuals to share with the entire group any “ahas” from the work they observed. (10 minutes.) 9. Give all participants copies of the Managing Talent Case Study and ask them to read it quietly. (5 minutes.) 10. Ask the participants to work in pairs and review the questions on the Case Study sheet. Ask them to answer the questions from their own perspectives, not those of Margaret or her manager. After they have read the case study, assign one or two questions to each of the pairs. Each pair should be prepared to share their ideas with the larger group. (20 minutes.) 11. Call time and ask the group to now turn from Margaret’s concerns to some of their own relationship-building issues. Give everyone copies of the Managing Talent Assessment. Note that each column has a separate thrust. On the left, the assessment measures some basic relationshipbuilding skills. Have the participants note on their assessments how important they think each of these skills is. (10 minutes.) 12. Ask each table group to report to the whole group the top three skills in the left-hand column that their group believes are the most important, in rank order. Capture these answers on a single flip-chart sheet. (20 minutes.) 13. Now refer the participants to the right-hand column, which allows them to rank their own current competency level for each item. Ask participants to work alone to complete this column. Mention that there is no ranking scale for the assessment. The only purpose of the assessment is to raise The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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issues for discussion and to raise overall awareness of how talent can be managed more effectively. 14. After participants have finished the right-hand column of the assessment, hand out the Managing Talent Self-Examination sheet and ask them to answer the questions, being prepared to discuss their answers in the group. (10 minutes.) 15. Ask the participants to change their seats and their work partners and to discuss their answers from the right-hand side of the assessment and the Self-Examination. Ask them to identify actions or best practices and post these on a flip chart, which they will read out to the larger group. As you begin this process, explain that everyone should come away with some new ideas. (20 minutes.) 16. Debrief the session using the following questions: • What did you learn about your organization today? • What did you learn about yourself today? • What ideas for improvement are you taking back to your workplace? • What are you willing to commit to change in the future? (15 minutes.) 17. Participants can commit with partners to try their new ideas and/or share their ideas and what they plan to work on with the larger group.

Variations • Divide the fifteen facets on the BarOn EQ-i® handout and ask each group to work on different facets and share their conclusions. For example, if there are three subgroups, each subgroup can work through five facets. This will save some time. • Adapt the case study by changing some of the specifics to suit the company dynamics where the training will be taking place. For example, Margaret could be in Product Marketing and move to Collateral Materials.

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Resources Bar-On, R. (1997). The emotional quotient inventory (EQ-i®): Technical manual. Toronto: Multi-Health Systems. Hughes, M., Patterson, B., & Terrell, J. (2005). Emotional intelligence in action: Training and coaching activities for leaders and managers. San Francisco, CA: Pfeiffer. Hughes, M., Thompson, H.L., & Terrell, J.B. (Eds.). (2009). Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies. San Francisco, CA: Pfeiffer. The Gallup Organization. www.gallup.com

Submitted by Charlotte S. Waisman and Linda M. Bedinger. Charlotte S. Waisman, Ph.D., is a hands-on trainer/coach/leader and team motivator. Her extensive work history includes both training and human resources positions. She is currently a principal with the AthenA Group LLC, a consulting firm that leads large scale organizational, leadership, and cultural changes. Dr. Waisman has a Ph.D. from the School of Communications at Northwestern University in Evanston, Illinois. She has published three books; her background also includes fourteen years as a tenured professor. She is certified in administrating and debriefing the BarOn EQ-i®. Linda M. Bedinger is a principal with the AthenA Group, LLC. She is chair of the Women’s Vision Foundation Leadership Institute, and she is a trainer/coach/leader. Emotional intelligence, leadership and diversity management, creativity, and innovation are among the topics she trains. Linda has been the president and CEO of several banks: Wells Fargo, Norwest, and United Banks. Involved in acquisitions and mergers, she has helped those acquired adapt to the newly formed organization culture. She is certified in administrating and debriefing the BarOn EQ-i®.

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Managing Talent Background Information A significant number of trends are affecting contemporary work life. Some of the variables in our work teams and work groups include gender differences, generational differences, cultural differences, and disbursed/virtual work teams. One thing has not changed. We want to find and keep good employees. But employees, especially those in Generation Y, are still leaving their workplaces in great numbers when they feel that their supervisors do not provide sufficient or frequent enough feedback or that the supervisor is not a strong supporter of their growth and development. Organizations that employ virtual work teams are also requiring that the managers of those teams be stronger leaders than we might have seen earlier. We have sometimes found that teams worked “despite” their managers or “without regard” for their managers. Now, with increased focus on teamwork and a new generation of workers, it has become clear that, to strengthen our work teams, we must strengthen their managers. This process will help organizations manage and retain their talent. So how do we create environments that encourage relationship building to retain and engage team members? How do we create workplaces that foster not only diversity, but inclusion? How do we begin (or renew or revive) the work to build effective teams? One way we have found successful is based in the tenets of emotional intelligence (EI). EI has been described as a “different way of being smart.” EI has been shown to be a better predictor of executive success than IQ alone—approximately, 80 percent better. The BarOn EQ-i® is one of the most widely used, statistically reliable, and valid assessments currently being utilized in the workplace to measure EI. If desired, it can be used as the basis for a corporate-wide development program. While it would be a valuable exercise to assess each and every team member across the enterprise and to use the results as a baseline for growth and development, we can also simply assess the team and then work on each area through teambuilding and relationship-building activities.

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Managing Talent: The Bar On EQ-i® Components According to Dr. Reuven Bar-on, creator of one of the better known assessments for measuring emotional intelligence (the EQ-i), emotional intelligence is made of the following facets. Self-Regard: The ability to respect and accept yourself as basically good and to like who you are “warts and all.” Emotional Awareness: The ability to recognize your feelings and to know why you are feeling a certain way. Assertiveness: The ability to express feelings, beliefs, and thoughts and to defend your rights without threatening others. Self-Actualization: The ability to realize your potential capacities through involvement in pursuits that have meaning for you. Independence: The ability to be self-reliant in your thinking and actions; to be free of emotional dependency. Empathy: The ability to be aware of, to understand, and to care about the feelings of others; to be able to “read” other people. Social Responsibility: The ability to be a cooperative, contributing, and constructive member of your social groups. Interpersonal Relationships: The ability to create and maintain mutually satisfying relationships that are characterized by intimacy and affection. Problem Solving: The ability to methodically confront, identify, and define problems as well as to generate and implement potentially effective solutions. Reality Testing: The ability to see things as they are, rather than as we wish or fear them to be; to keep feelings from overwhelming our perception of objective facts. Flexibility: The ability to adjust our emotions, thoughts, and behavior to changing situations. Stress Tolerance: The ability to handle bad events and stressful situations without “falling apart”; to manage through active and positive coping techniques. Impulse Control: The ability to resist or delay an impulse or temptation to act; to be able to tolerate frustration without loss of control. Happiness: The ability to feel satisfied with your present life, to enjoy yourself and others, and to have fun. Optimism: The ability to look at the brighter side of life and to maintain a positive attitude, even in the face of adversity; to have hope.

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Managing Talent Case Study Margaret has been at her company for four years. She started as an individual contributor and quickly rose to the position of manager, where she has done a good job in her company’s regulatory compliance area. She is smart, low key, and collaborative. As a manager, she supports her team’s growth, and two supervisors who have worked for her will become managers shortly. She has exceptional follow-up skills and a reputation for handling things well. When the company was audited for compliance complaints, Margaret led the fact-support team and was able to provide all of the appropriate and necessary supporting documentation. She listened very carefully to what was requested and was very helpful to senior management in synthesizing the requests. In addition to her strong work ethic, Margaret is an avid golfer and often represents her company when they sponsor charity tournaments; as a result she is well known to the senior management of the company. Margaret has risen through the ranks quickly. Recently, Margaret has done such a good job that she has been given a major promotion; she is now responsible for a team of four regional managers in the company’s investment group. She was picked because of her success in her prior job and her knowledge about compliance, a problem area for her new group. Her prior team is transitioning to their new manager smoothly with no work momentum lost. Unfortunately, Margaret is floundering in her new role. She can’t seem to switch gears and wrap her mind around the new job. Margaret continues to focus on the compliance side of the investment group. She has not been able to verbalize the issues that she is currently facing; her new team appears restless. She doesn’t appear to have a plan or a vision for the future of her new group. It is now thirty days since she has taken the job. Margaret is facing a whole investment group quarterly staff meeting in two weeks. She has had one group meeting and no one-on-one meetings with those working with her. In fairness to Margaret it should be noted that she has alerted Charles, her manager, to the fact that she is having problems getting traction in her new position. Charles asked Margaret to lunch, along with several of her peers. The discussion of the group centers on the relationships between Margaret’s peers and their direct reports and the interactions between this group and the management of the company. Everyone is quite comfortable in openly discussing these issues, despite Charles’ presence. Margaret’s behavior is very quiet; it appears she has little to add. Her nonverbal behavior shows her to be withdrawn. Following the lunch, Margaret scheduled a meeting with Charles. Charles is aware from the lunch and from observing Margaret in her first thirty days on the job that she needs help.

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• How aware do you think Margaret is of the relationships that will make her successful in her new position? • If you were Charles, how would you approach the conversation they will be having? You know Margaret is frustrated and that she has been an excellent performer in the past. • Craft the opening statement Charles might use to Margaret that will best preserve her self-esteem. What topics would you discuss at the meeting? • Describe Margaret with regard to her verbal and nonverbal behavior. How can you help her to see what changes she needs to make to be more successful? • As a leader in her company, who does Margaret serve? Does she serve herself, her direct reports, her management, shareholders, or the company’s end-customer? Why do you think that? How would you explain or discuss this with Margaret? • Using the list of emotional intelligence facets on your BarOn EQ-i® handout, identify three that will be the most helpful to developing Margaret’s overall effectiveness. • What is Charles’ responsibility in ensuring Margaret’s success in her new role? • Who else should be held accountable for effective teamwork? Explain your point of view. • How would you discuss the issue of talent management with Margaret? With all of the issues she is having, what aspects of talent management would it be important to highlight?

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Managing Talent Assessment Instructions: A score of 1 is low and 5 is high. Please complete the left-hand column first (Importance of the Skill) and wait for further instructions. Importance of the Skill

How Well I Use It

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(Continued )

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(Continued ) 13. Ability to preserve self-esteem in others 1 2

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Managing Talent Self-Examination Instructions: Answer the following questions in regard to your own management style. Be prepared to discuss your answers within your group. 1. How well do you routinely see the perspectives of others? What can you do to strengthen this skill?

2. What actions do you take to convey that you are truly interested in a mutually beneficial relationship with co-workers and peers? What words might you use? Provide some strategies that have worked well for you in the past.

3. How good are you at “abiding by the rules” and what do you think this has to do with relationship management? Be as specific as possible.

4. What part do you think emotions/feelings play in building positive working relationships? How do emotions and feelings hinder work relationships? What can you do to assure that relationships and feelings are supportive to the tasks at hand on the job?

5. How do you create and execute opportunities for individual learning, growth, and career satisfaction?

6. How do you go about ensuring recognition for those on your team? What do you do to be sure that their work is recognized across the enterprise?

7. How well do you deal with the emotions of others? Give an example of why you answered as you did.

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8. How well do you keep your team informed about company issues and keep your stakeholders informed about issues affecting them, either directly or indirectly?

9. How does your body language signal that you are in conflict with others?

10. What activities do you use to “on-board” new team members?

11. Do you have team agreements and accountabilities? If so, what input did team members provide to create them? What more could you do in this area?

12. Has the absence of appropriate emotions ever cost you, or anyone you know, anything? Be ready to discuss this as openly as possible.

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

Pitching Change Learning How to Manage It Activity Summary A kinesthetic activity that prompts participants to articulate their own preferences around change and explore how they can more effectively lead change in their organizations.

Goals • To create a shared vocabulary for discussing change and how participants typically manage it. • To prompt people to think about the roles they play in communicating and implementing organizational change.

Group Size Up to 50 participants in management positions.

Time Required Approximately 60 minutes.

Materials • One Pitching Change Worksheet for each participant. • A flip chart and markers for each group and for the facilitator. • Paper and a pencil for each participant. • One large diameter Koosh ball or similarly large, soft, and squishy ball for each group. • (Optional) Prizes for teams, such as bubble gum or a bag of M&Ms to share. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Physical Setting A room or outdoor space sufficiently large that “pitchers” can stand a minimum of 15 feet away from “catchers.”

Facilitating Risk Rating Low.

Process 1. Introduce the activity by inviting the group to recall any significant organizational change effort they have personally experienced in the last two years. 2. Give each participant paper and a pencil. Ask them to write a brief title for the change effort they recall and then focus on how they felt during this process. Ask, “What did it feel like when you first found out change was coming? Please list the words that come to mind.” (1 to 2 minutes.) 3. Solicit volunteers to share the change efforts they thought of and a few examples of how it felt as they learned that change was coming. Write their responses on the flip chart. (The goal here is to develop a representative sample of the typical reactions and feelings we experience when we perceive that change is coming our way.) (10 minutes.) 4. Have participants form groups of five. Hand one Koosh ball to each group. Tell participants to conduct a round of ball pitching. Give no further explanation. After 2 minutes say, “OK, now change.” Say nothing more. 5. After 3 or 4 minutes, call a halt to the ball tossing. Ask how well they did. If they don’t mention the lack of specific directions, ask a more pointed question such as these: • Did you keep score or even consider it (measurements)? • Did you know what to change? • Did you find out what the catcher needed to be successful? The answers to these questions will most likely be “no.” Then ask, “What would be helpful to bringing about successful change?” The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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6. Hold up your own Koosh ball and announce: “This ball represents change. Don’t be fooled by its size. Sometimes an apparently small change ends up permanently altering your world, your relationships, and how you think about yourself and your job. In our earlier discussion, you shared some of feelings and turmoil that the change can provoke. [Refer back to the flip chart of common themes.] Change and how we lead and participate in change is a serious business. We can either think consciously and carefully about how we can position and communicate change to make it easier for people to receive, or we can just let fly and hope for the best.” Demonstrate by tossing the ball to someone who isn’t quite ready to receive it. 7. Pass out the Pitching Change Worksheet. Ask the participants to individually take 5 minutes to complete the second column on the worksheet in relation to the ball-catching activity. Give a 1-minute warning before calling time. (5 minutes.) 8. Have participants share their ideas from their Pitching Change Worksheets in their small groups. Allow about 5 minutes for this. (5 minutes.) 9. Ask each group to appoint a pitcher and a catcher. Tell them the pitcher and catcher will be 15 feet apart. Ask them to use the ideas they discussed earlier when tossing and catching the ball. Have the pitcher and catcher pairs begin to toss the balls. After a few minutes, ask them to stop. (5 minutes.) 10. Call on each team to share the ideas they identified on their worksheets that improved their ability to catch the balls. Have the groups move back to their seats. Provide prizes (such as bubble gum) for all teams. 11. Ask the following questions: • What are some of the factors that cause us to “drop the ball” around change in our organizations? • What are some of the factors that cause change to “fall short” in our experience? • In what ways was it helpful to have a team thinking through how to pitch a ball? The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• What can you generalize about the role of the pitcher and catcher when planning for the success of a change effort in your organization? • Of the ideas that were suggested to improve the success of the pitch (and the likelihood of a successful catch), which might you try the next time you are responsible for leading change? Why do these ideas appeal to you? (10 minutes.) 12. Have participants return to their worksheets and complete the third column with some of the ideas they heard. (5 minutes.) 13. Bring closure with a few responses to these questions: • What are some lessons learned that you would recommend to others facing the prospect of leading change in an organization? • What is the most important lesson you are taking back to the workplace? (10 minutes.)

Submitted by Carol E. Willett. Carol E. Willet is chief learning officer at the U.S. Government Accountability Office, responsible for promoting knowledge sharing and continuous learning for 3,100 staff. The author of Games That Boost Performance, co-authored with Steve Sugar, Carol is currently focused on how to create and deliver sustainable leadership development programs for the federal government.

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Pitching Change Worksheet As you reflect on your experience with prior organizational change efforts and your attempt at catching the Koosh ball, please take 5 minutes to list your thoughts below:

Factors

Factors That Affect Catching the Ball

Factors That Relate to Successfully “Catching” Change

Information. What information about the pitch will help you receive (catch) it?

Personality. What should the “pitcher” know about you as the “catcher”?

Needs from Colleagues. What kind of support from colleagues helped you to succeed?

Method of Introduction. If you could choose the manner in which the ball is pitched (delivered), what would you request?

Other ideas for success:

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

Introduction to the Editor’s Choice Section Unfortunately, in the past we have had to reject exceptional ideas that did not meet the criteria of one of the sections or did not fit into one of our categories. So we recently created an Editor’s Choice Section that allows us to publish unique items that are useful to the profession rather than turn them down. This collection of contributions simply does not fit in one of the other three sections: Experiential Learning Activities; Inventories, Questionnaires, and Surveys; or Articles and Discussion Resources. Based on the reason for creating this section, it is difficult to predict what you may find. You may anticipate a potpourri of topics, a variety of formats, and an assortment of categories. Some may be directly related to the training and consulting fields, and others may be related tangentially. Some may be obvious additions, and others may not. What you are sure to find is something you may not have expected but that will contribute to your growth and stretch your thinking. Suffice it to say that this section will provide you with a variety of useful ideas, practical strategies, and creative ways to look at the world. The material will add innovation to your training and consulting knowledge and skills. The contributions will challenge you to think differently, consider a new perspective, and add information you may not have considered before. The section will stretch your view of training and consulting topics. The 2010 Pfeiffer Annual: Training includes three editor’s choice selections. Keep in mind the purpose for this section—good ideas that don’t fit in the other sections. The submissions by Halelly Azulay, M.K. Key, and Richard Whelan are valuable to the readers of the Training Annual, but simply do not fit in any of the other categories. Activities Case Studies Activity Frame, by Halelly Azulay Burrs in the Saddle: A Way to Create Workshop Dialogue, by M.K. Key Five (Minus Four) Easy Pieces, by Richard T. Whelan

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Case Studies Activity Frame Activity Summary The frame presented here can be used with a variety of topics when participants need to review and analyze multiple case studies depicting examples of concepts learned in a limited amount of time. The frame provides a structure for group-based experiential learning with minimal instruction and debriefing of the specific content by a facilitator.

Goals • To become familiar with six case studies depicting examples of concepts learned in the session. • To analyze various aspects of each case study. • To show knowledge of the concepts learned by recognizing them in other situations.

Group Size Several “pods” of six persons each. This activity is especially good for very large groups (60 to 120), when the standard case study analysis “reporting out” by each group would be impractical.

Time Required 60 minutes.

Materials • One copy of each of six case studies (provided by the facilitator and specific to the situation) for each participant.

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• One Instruction Sheet and a writing implement for each participant. • Index cards (one set per pod) in groupings of six with the letter/number combinations A1, A2, B1, B2, C1, and C2.

Physical Setting A room large enough for the groups to work without disturbing one another. Writing surfaces should be provided.

Facilitating Risk Rating Low to Moderate.

Description of the Activity The activity is facilitated in three rounds, plus a whole-room debriefing. The six-person “pods” divide into three pairs, and the pairings change between rounds. The participants in each pod are assigned a number (or see Variations). The pairings are as follows: Round 1 Partnerships (In Pods of Six) A1 ⫹ A2 → work on cases 1, 2 B1 ⫹ B2 → work on cases 3, 4 C1 ⫹ C2 → work on cases 5, 6 Round 2 Partnerships A1 ⫹ C1 → describe cases 1, 2 and 5, 6 A2 ⫹ B2 → describe cases 1, 2 and 3, 4 B1 ⫹ C2 → describe cases 3, 4 and 5, 6 Round 3 Partnerships A1 ⫹ B1 → describe cases 1, 2 and 3, 4 A2 ⫹ C2 → describe cases 1, 2 and 5, 6 B2 ⫹ C1 → describe cases 3, 4 and 5, 6 These pairings ensure that every person learns about all six case studies during the activity. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Process 1. Introduce the activity by explaining that participants will become familiar with six different case studies exemplifying the concepts just learned. Explain that the goal of the activity is that each person will become familiar with all six cases, but each in a different order from the others. 2. Distribute copies of the six case studies and the Instruction Sheet to all participants. 3. Divide participants into pods of six persons each. Within each pod, tell participants to divide into three pairs. Give the participants the letter/ number cards to assign them to their pairings for the three rounds (don’t share the pairings at this time—do it as you go). Round 1 4. Read through the instructions for Round 1 while participants refer to their Instruction Sheets. Explain that during Round 1 the pairs will read and analyze the two cases assigned to them by answering the case study discussion questions provided in their instructions. 5. Allow approximately 15 minutes for Round 1. Provide a 2-minute warning prior to the end of the time period, and again at 1 minute and/or 30 seconds, as needed. (15 minutes.) Round 2 6. Announce the end of Round 1 and ask participants to pair with their Round 2 partners. Announce the pairings according to the pairings chart shown above. Allow about 30 seconds for the rearranging of pairs. 7. Tell participants that they are to describe the cases they’ve read and analyzed to their new partners, taking turns. Say that participants should take turns sharing their answers to the case study questions on the Instruction Sheet. 8. Allow approximately 5 minutes per person, for a total of 10 minutes in Round 2. Provide appropriate warnings when the time is about to run out. (10 minutes.) Round 3 9. Thank participants for finishing Round 2 on time and provide them with their last pairing assignment. Allow about 30 seconds for the pairs to regroup. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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10. Explain that, in Round 3, they will follow a format similar to the one in Round 2, explaining the two cases they analyzed in Round 1 to new partners. Again, this round should take about 10 minutes (5 minutes per partner). Give warnings and call time. (10 minutes.) Debriefing 11. When Round 3 ends, thank the participants and invite them to share some of the highlights of their answers for each case study’s discussion questions. Also ask participants for their main take-away learning points from this activity. Finally, invite participants to reflect on what they can apply to their real-world situations as a result of learning from these case studies. Add other debriefing questions as appropriate to the specific topic and case studies. Take approximately 15 to 20 minutes for the debriefing discussion. (20 minutes.)

Variation Instead of assigning participants letter/number cards, consider printing the cases on three different colors of paper (e.g., Cases 1 and 2 on blue, Cases 3 and 4 on yellow, and Cases 5 and 6 on pink). Then give each pair in Round 1 matching color cases (i.e., pair 1 receives the two blue cases, pair 2 takes the two pink cases, etc.). During Rounds 2 and 3, instruct the participants to get together with another person who has a different color so that they will end up talking about all six cases and all three colors.

Submitted by Halelly Azulay. Halelly Azulay is president of TalentGrow, a consulting company focused on improving the human side of work, and has over sixteen years’ worth of workplace learning and communication experience. TalentGrow’s services include learning solutions, team building, performance improvement consulting, and coaching. Halelly has worked with all organizational levels in corporate, government, non-profit, and educational settings. Halelly specializes in leadership, communication skills, and emotional intelligence. She is the 2009 president of the Metro DC Chapter of ASTD.

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Instruction Sheet Round 1 • Work in “pods” of three pairs (six persons per pod) assigned by the facilitator. • Each pair reads and analyzes two case studies. • Answer the following case study discussion questions: • [Insert appropriate discussion question] • [Insert appropriate discussion question] • [Insert appropriate discussion question (as needed)] Round 2 • Switch to work with a new partner within your pod based on your facilitator’s guidance. • Each partner in the new pair describes his or her previously analyzed two cases: • Take turns describing [insert related answer description based on the above discussion questions] for each of the two case studies you analyzed in Round 1. Round 3 • Switch again to work with a third partner based on your facilitator’s guidance. • Each partner in the new pair describes his or her previously analyzed cases: • Take turns describing [insert appropriate language about discussion questions] for each of the two case studies you analyzed in Round 1. Activity Debriefing • The facilitator will guide a debriefing discussion about the activity: • Share some of the highlights of your answers for each case study’s discussion questions. • What were your main take-away learning points and ideas from this activity? • What can you apply to your real-world problems or situations as a result of learning about these case studies? [Add other debriefing questions as appropriate to the specific topic and case studies.] The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

Burrs in the Saddle A Way to Create Workshop Dialogue Activity Summary A tool to create discussion in a classroom.

Goals • To surface questions from the classroom audience. • To tap the knowledge of the group. • To give instructors an opportunity to address learning gaps.

Group Size Any number. Arrayed in small (buzz) groups.

Time Required 10 minutes for each small group.

Materials • Post-it® Notes and pens. • Any reference materials related to the instruction (this is open book).

Physical Setting Large group seated in smaller subgroups.

Facilitating Risk Rating Low.

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Process 1. This activity works well at the beginning or ending of a training module. 2. Form small groups and hand out Post-it® Notes and writing implements to each small group. Say: “Each group should develop a ‘what do you do when…’ question— something you’ve been struggling with (that is, a burr in the saddle), and you don’t know what to do. For example, you might ask ‘What does a facilitator do when the team leader takes over the meeting?’ Write your group’s question on one of the notes.” Emphasize that the question needs to be related to the subject at hand (in the sample, meeting facilitation). 3. Collect question from the groups. In a clockwise fashion, redistribute each of the notes to the next group. 4. Allow a few minutes for the next group to process its question and answer the question. If they wish, they may ask clarifying questions of the authoring group. 5. After about 5 minutes, ask whether any group needs more time. Grant 1 more minute. 6. Ask for a volunteer group to begin by reading the question they have and then giving that group’s responses. 7. The group leaders then supply their responses to the question, referencing any material that has been or will be taught. 8. The group that asked the question dialogues with the responder and workshop leaders, making sure that their question has been answered. 9. Circulate from group to group until all questions have been answered and discussed for a few minutes.

Variations • Use a creativity tool, such as The Whack Pack or Think Pack (see References) to stimulate different answers. If these supplements are used, add 5 minutes per question to the overall time.

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Editor's Choice

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• Use a film as an opener, and ask questions about the film using this method. • Pre-select and write out your own questions before the activity, distribute these questions, and then process the answers in the same way.

References De Bono, E. (1999). Six thinking hats. Boston: Back Bay Books. Michalko, M. (2006). Thinkpack: A Brainstorming card deck. Berkeley, CA: Ten Speed Press. Von Oeck, R. (1989). Creative whack pack (cards). Stamford, CT: U.S. Games Systems. Von Oeck, R. (2003). Innovative whack pack (Cards). Stamford, CT: U.S. Games Systems.

Submitted by M.K. Key. A licensed clinical-community psychologist, M.K. Key has over thirty years of experience in organizational quality. She teaches, consults, and speaks on topics such as leadership, customer value management, tools for change (improvement and innovation), corporate culture, team development and facilitation, mediation of conflict, and creativity. Prior to forming Key Associates in 1997, she was vice president of the Center for Continuous Improvement with Quorum Health Resources, Inc. Her doctoral, master’s, and bachelor’s degrees, all in psychology, were received from Vanderbilt University. She has served for years as adjunct associate professor of human and organization development at George Peabody College of Vanderbilt. In addition to numerous professional articles, she has authored the book Managing Change in Healthcare: Innovative Solutions for People-Based Organizations (McGraw-Hill, 1999); co-authored Corporate Celebration: Play, Purpose, and Profit at Work (Berrett-Koehler, 1998) with Terry Deal; The Manual for Designing Change in Healthcare (McGraw-Hill, 1997); and Thought Packages That Produce Results: Just-in-Time Modules for Continuous Improvement (Quorum Health Resources, 1997).

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Five (Minus Four) Easy Pieces Activity Summary A simple card trick that allows workshop participants to realize that, in issues of problem solving, answers are not always as simple (or as difficult) as they may initially seem.

Goals • To recognize/develop various problem-solving skills. • To add levity to the session for both the participants and the presenter.

Group Size A single group ranging in size from 6 to 36 people.

Time Required 15 to 20 minutes.

Materials One deck of poker cards, including two Jokers.

Physical Setting A room in which participants are sitting in chairs or at tables, which allows the presenter to walk to the center of the room or to a location all may see.

Facilitating Risk Rating Low.

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Process 1. This “trick” is best used at the beginning of a presentation. It is an effective way to attract the participants’ attention and to keep it throughout the presentation. They will keep wondering what type of “tricks” will be used later—even if none will be. 2. It is important to wear a sport coat, jacket, suit pants, or slacks that has large, comfortable, and easy-to-reach outside pockets. The cards used in this “trick” will be placed into (and removed from) one of these pockets. 3. Prior to beginning the presentation, place the two Jokers from the poker card deck into your pants’ or jacket pocket—backs of the cards facing away from you. The participants are not to know these cards are there.

JOKER

JOKER

4. Tell the participants you are going to help them solve a problem in which you will make a card one of them has chosen appear. 5. Bring out the new poker deck, remove it from the box or cellophane, and give it to one of the participants, asking the person to examine it to show that it is a real deck—similar to one they may use to play poker themselves to earn money for their lunches the following week. (This kind of talk during a routine is called “banter.” Its purpose is to lighten up the activity, distract the audience, and make the activity more enjoyable for all. Use “banter” whenever possible during this trick. It can always be spontaneous, humorous, and full of puns.) 6. Once the deck has been returned to you, ask for three volunteers. Ask whether they have ever met you before this workshop. Spread the deck out on a table or desk face up, asking each volunteer to select, and pick up, one of the cards. (It is important for you to remember which volunteer chose which card!) Collect the rest of the cards and set them aside. Take the three chosen cards and place them in the same pocket that contains the two jokers. Place them behind the Jokers, remembering the order in which you placed them. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Jack

Ace

5

7. Remove the two Jokers, placing them into the deck, not on top of it, making sure the volunteers do not see that they are Jokers, telling the participants that you are removing two of the volunteers’ cards. Now say you are going to make appear from your pocket the remaining card one of them has chosen. The trick is for them to decide which one of them wants his or her card to appear. 8. Have them choose which one will tell you to produce his or her card. Once that is done, tell that volunteer the card he or she has chosen and instruct the person to close his or her eyes and picture the card in his or her mind’s eye. 9. If the cards are in your right pocket, stretch out your right hand, pulling up your shirt or jacket sleeve, saying, “See, there is nothing up my sleeve— except my arm, which can be very ‘HANDY.’” (Wiggle your fingers at this point, and react to their possible booing.) Now slowly place your hand in the card pocket and select the card the participants chose, raising it up in the air, showing it to everyone. (Be prepared for possible thunderous applause from all.)

Processing Discussion Tell all the participants you were only able to solve this problem when the volunteers all focused on what they wanted you to do—make a specific card appear and focus all their attention and mental energy on the card. Say that, in a similar way, unless everyone involved in a problem-solving task focuses his or her energies and abilities on the issue, not only will the presenting problem not be successfully solved, but more problems may also be created. Note: It is very important at this time to move right into the actual topic of your presentation and not talk about how this “trick” was accomplished.

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Submitted by Richard T. Whelan. Richard T. Whelan, M.A., is a comprehensive human resource coordinator, certified mental health counselor, and a published freelance writer. He designs, develops, and delivers human resource and technical workshops for organizations and agencies in the public and private sectors, both nationally and internationally.

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Introduction to the Inventories, Questionnaires, and Surveys Section Inventories, questionnaires, and surveys are valuable tools for the HRD professional. These feedback tools help respondents take an objective look at themselves and at their organizations. These tools also help to explain how a particular theory applies to them or to their situations. Inventories, questionnaires, and surveys are useful in a number of training and consulting situations: privately for self-diagnosis; one-on-one to plan individual development; in a small group to open discussion; in a work team to help the team to focus on its highest priorities; or in an organization to gather data to achieve progress. You will find that the use of inventories, questionnaires, and surveys enriches, personalizes, and deepens training, development, and intervention designs. Many can be combined with other experiential learning activities or articles in this or other Annuals to design an exciting, involving, practical, and well-rounded intervention. Each instrument includes the background necessary for understanding, presenting, and using it. Interpretive information, scales, and scoring sheets are also provided. In addition, we include the reliability and validity data contributed by the authors. If you wish additional information on any of these instruments, contact the authors directly. You will find their addresses and telephone numbers in the “Contributors” listing near the end of this volume. The 2010 Pfeiffer Annual: Training includes four assessment tools in the following categories: Individual Development Behavioral Styles Inventory (BSI), by Sushama Khanna Groups and Teams Building Community in the Corporate Arena, by Lindsey M. Hill

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Leadership Daily Leadership “Best Practices” Assessment, by Stephen G. Haines Leadership Style Appropriateness Instrument (LSAI), by Surabhi Purohit

Behavioral Styles Inventory (BSI) Sushama Khanna

Summary The Behavioral Styles Inventory measures the level of an individual’s assertiveness. The self-assessment provides Effectiveness Assertiveness Quotients (EAQs) for a person’s submissive, aggressive, and assertive behaviors. Understanding these scores will help the respondent to be more effective as an assertive communicator.

Assertiveness has been of great interest to behavioral scientists for more than five decades. Since the early 1970s, thousands of studies have been conducted to get to the root cause of non-assertive behavior. The more we study assertiveness, the more complex it seems. Unfortunately, somewhere along the line, it has been confused with aggression. Generally, people assume that being assertive means being pushy, demanding, or self-important. On the contrary, assertiveness is respecting oneself enough to state what you want while being sensitive to and respecting the needs of others.

Description of the Inventory The Behavioral Styles Inventory is designed to show respondents the degree to which they demonstrate assertive behavior (or conversely, non-assertive or aggressive behavior). It is intended to be taken during a workshop session on the topic of assertiveness for participants who may be having problems in their interpersonal relationships at work or at home. Three aspects of interpersonal behavior are represented: 1. Submissiveness: Submissive people do not recognize their own strengths. They tend to be passive in most situations. They may not know who they are, what they want, what they feel, or what they think. Passive behavior is avoidance or an accommodation of others’ wishes. Submissive employees learn early in their careers that if they speak up they are not likely to The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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receive a raise or promotion and may even lose their jobs. Passive people often have very poor self-esteem and are unhappy. 2. Aggressiveness: Aggression is always inappropriate. When we behave aggressively and come on too strong, we may accomplish things temporarily, but in most cases aggression leads to poor communication with others and brings out counter-aggression. Aggressive people are very competitive and have a tendency to violate the rights of others. People in an organization avoid contact with aggressive people. 3. Assertiveness: Assertive behavior is a direct, open, honest, and appropriate expression of one’s feelings, opinions, values, and beliefs. Assertive people express their ideas, feelings, and thoughts without being rude and unreasonable and without offending others.

Administration of the Inventory The Behavioral Styles Inventory (BSI) should be administered in a group setting. It contains forty-eight items, sixteen for each type of behavior described above. A 5-point scale has been used, designed to assess the level of assertiveness, submissiveness, and aggressiveness a person normally exerts. Although the instrument can be self-scored, the facilitator also can collect the instruments and score them to construct a group profile. respondents should be told that the instrument is being filled out to help them understand their existing behavior and to plan ways to enhance their effectiveness by reducing dysfunctional and increasing functional aspects of that behavior. The scoring key should not be distributed to the respondents until they complete the instrument. The BSI is a good conversation starter for those who want to change aspects of their behavior. After everyone has finished the scoring, hand out the Behavioral Styles Discussion sheets. Ask respondents to read the information and discuss it in small groups and then lead a whole group discussion of the behaviors and when they are or are not appropriate. They can examine questions they answered with a 4 or 3 and work in their small groups to come up with other ways to handle those types of situations.

Reliability and Norms The split-half reliability (N ⫽ 20) was found to be .58. Based on the responses of eighty undergraduates, the tentative norms below are proposed with low and high values. They can be used to find out which scores are high and which are low. Specific norms can be calculated for a specific group. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Aspects

Mean

SD

Very Low

Low

Average High Very High

Submissiveness 45.55 13.31 10 and below 19–32 33–59 60–72 73 and above Aggressiveness

35.1

12.82 11 and below 10–23

24–48 49–61 62 and above

Assertiveness:

48.57 13.92 19 and below 11–35

36–62 63–76 77 and above

(N ⫽ 80) (Range ⫽ 1 to 100)

Using the Instrument for Development The BSI can be used for self-awareness training and individual counseling. Scores provide the effectiveness quotient of assertiveness in relation to submissiveness and aggressiveness and a total score. The higher the score, the higher the effectiveness of the person on that particular dimension. That means that one can have a high assertiveness score, but if he or she has an equally high score on submissive or aggressive behavior, his or her effectiveness level is likely to go down. Respondents can examine their assertiveness effectiveness scores for submissive and aggressive behaviors and plan to enhance their effectiveness by reducing dysfunctional and increasing functional aspects, whenever they receive a low score on their effectiveness. This can be done by having respondents refer to corresponding items in the instrument and inferring the behavioral implications of their behavior. The facilitator can help the participants plan new behavior in future situations. The participants can also discuss their scores in small groups and explore possibilities for improvement and development. They can come together in six months or so in order to take the BSI again and see whether there have been changes in their behavior.

Sushama Khanna is dean and director (Outreach) at Udai Pareek HR-LABS, EMPI-Business school, New Delhi. Prior to this she held the position as director, behavioral sciences at Asian Centre for Organizational Research & Development, New Delhi. She is professor of organizational behavior and has more than twenty years in the areas of training and consulting with both private and public sectors. She has developed trainers manuals for various organizations, including the Wild Life Institute of India and UNDP. She is an accredited MBTI trainer and is associated with ISABS, HRD Network, AIMA, ISTD, and others. She has a master’s in psychology from Delhi University and holds a post-graduate diploma in personnel management from All India Management Association, New Delhi.

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Behavioral Styles Inventory (BSI) Sushama Khanna Name: Date: The purpose of this inventory is to help you understand whether you are unassertive, aggressive, or assertive. Try to answer as honestly as possible because this will help you to learn more about yourself. Read each item carefully and circle the score you believe is most accurate for that item, based, based on the following scale: 4 You almost always behave this way 3 You often behave this way 2 You sometimes behave this way 1 You occasionally behave this way 0 You never or rarely behave this way 1. I generally, keep quiet and do not argue with others when they don’t listen to me. 4 3 2 1 0 2. I feel very hurt and angry if the other person refuses when I ask for a favor. 4 3 2 1 0 3. I am able to recognize and express my strengths. 4. I feel I am not as good as others.

4 3

2

4

3

2 1

0

1 0

5. I become very resentful, angry, and defensive, when criticized. 4 3 2 1 0 6. I try to reason things out with others when they don’t listen to me. 4 3 2 1 0 7. I always make sure to check with others about whether what I already plan to do is okay with them. 4 3 2 1 0 8. I become physically or verbally abusive when angry.

4

3

2

1 0

9. I do not feel shy in asking for a favor or making a request. 4 3 2 1 0 The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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10. I have the tendency to make self-deprecating remarks when I succeed or achieve something (“Oh! I was just plain lucky” or “I can’t believe I really did that” or “I am not really very good at that”). 4 3 2 1 0 11. I often have my share of fun at the expense of others.

4

3

2 1

0

12. If I cannot complete any given task by the deadline, I tell openly and honestly the reason for delay, rather than making up excuses. 4 3 2 1 0 13. I feel that people often take advantage of me, but I guess nothing can be done about such people. 3 2 1 0 14. If I am angry with a person of greater authority (e.g., parent, teacher, or boss), I take out my anger on inanimate objects (e.g., throwing a book, banging the telephone, kicking a chair, etc.). 4 3 2 1 0 15. I can start and carry on a conversation comfortably, even with strangers. 4 3 2 1 0 16. I feel very embarrassed and don’t know how to react when I receive compliments from others; either I ignore it or discount it. 4 3 2 1 0 17. I tend to grumble about other people’s behavior (e.g., “You never . . . ” or “You always . . . ”). 4 3 2 1 0 18. I speak clearly and directly, keeping my voice calm and controlled, even in a conflict. 4 3 2 1 0 19. I feel very hurt and depressed when someone criticizes me, but I don’t say anything and tend to remain quiet. 4 3 2 1 0 20. If I do not like what the other person says, I ignore him or her and walk away. 4 3 2 1 0 21. If others laugh at me, I laugh with them or disagree in good humor. 4 3 2 1 0 22. I go out of my way to help people, even at my own inconvenience, and later may regret doing so. 4 3 2 1 0 23. I become very angry and defensive when others laugh at me. 4 3 2 1 0 24. I listen to the other person attentively and show sincerity, even when I might disagree with him or her. 4 3 2 1 0 The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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25. In a group discussion, if I feel I have nothing worthwhile to say, I just sit quietly and do not participate. 4 3 2 1 0 26. I feel that, to succeed in life, there is no harm in using people or manipulating things. 4 3 2 1 0 27. I have no problem in paying a compliment to anyone if I like something about him or her. 4 3 2 1 0 28. I control and suppress my anger, because I don’t want to create a scene. 4 3 2 1 0 29. I usually become silent and show indifference when I am angry with someone. 4 3 2 1 0 30. I can express my feelings of tenderness toward others very easily. 4 3 2 1 0 31. I find it difficult to take initiative in a group discussion and wait for somebody else to take charge. 4 3 2 1 0 32. I do not agree when told that I am being unfair and I try to prove how wrong the other person is. 4 3 2 1 0 33. If I hear some rumor or gossip about me, I directly go to the person concerned and ask for clarification. 4 3 2 1 0 34. I pay compliments to people just to be comfortable with them. 4 3 2 1 0 35. I shout or snap back at others when they don’t listen to me. 4 3 2 1 0 36. I can refuse a request without feeling guilty or over-explaining. 4 3 2 1 0 37. I do not like to be compared with others.

4

3 2

1

0

38. If I feel, during a group discussion, that the other person is talking about something irrelevant, I tell him or her to shut up. 4 3 2 1 0 39. If I become irritated by someone’s habit that drives me up the wall, I ask him or her to stop or I try to learn to live with irritation. 4 3 2 1 0

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40. I find it very difficult to make eye contact with people while talking. 4 3 2 1 0 41. I feel my desires, needs, and suggestions are very important and that others should go along with them. 4 3 2 1 0 42. I can take criticism without being defensive. 43. I find it very difficult to ask for a favor.

4

4

3

3 2

2 1 1

0

0

44. When I succeed, I make it a point to let everyone know that I outsmarted everybody else. 4 3 2 1 0 45. I do not avoid confrontation for the fear of spoiling relationships. 4 3 2 1 0 46. I feel very bad if I have to refuse a request and try my best to explain why I am doing so. 4 3 2 1 0 47. I do most of the talking in a conversation. 4

3

2 1

0

48. I take initiative in a group discussion and raise questions if I do not understand something. 4 3 2 1 0

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Behavioral Style Inventory Scoring Sheet The following items correspond to the three types of behaviors: Submissiveness: 1, 4, 7, 10, 13, 16, 19, 22, 25, 28, 31, 34, 37, 40, 43, 46 Aggressiveness: 2, 5, 8, 11, 14, 17, 20, 23, 26, 29, 32, 35, 38, 41, 44, 47 Assertiveness: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48 To obtain your score for the assertiveness dimension, add the numbers you gave to each of the items under each type of behavior. Your total will range from 0 to 64 for each type of behavior. Calculate Effectiveness Assertiveness Quotients for Submissiveness (EAQ-S) and for Aggressiveness (EAQ-A). Then calculate your Total Effectiveness Assertiveness Quotient (EAQ-T) as shown below: EAQ-S ⫽ (Assertiveness/[Assertiveness ⫹ Submissiveness]) ⫻ 100. EAQ-A ⫽ (Assertiveness/[Assertiveness ⫹ Aggressiveness]) ⫻ 100. EAQ-T ⫽ (1.5 Assertiveness/[Assertiveness ⫹ Submissiveness ⫹ Aggressiveness]) ⫻ 100. Your EAQ will range from 0 to 100 for each behavior. The higher the EAQ-T, the more effective you are at using your assertive behavior in relation to submissiveness or aggressiveness. For example, if your score is 40 for Assertiveness, 40 for Aggressiveness, and 40 for Submissiveness, your EAQs would be as follows: EAQ-S ⫽ (40/40⫹40) ⫻ 100 ⫽ 50 EAQ-A ⫽ (40/40⫹40) ⫻ 100 ⫽ 50 EAQ-T ⫽ (60/40⫹40⫹40) ⫻ 100 ⫽ 50 This score would show that you are balanced in your use of submissiveness, aggressiveness, and assertiveness, but not high in assertiveness. It would tend to show that you used the behaviors somewhat equally. However, if you would like to be more assertive examine the assertiveness items you rated the lowest and determine what you can do to increase your scores on each.

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Behavioral Styles Discussion Various studies have revealed that people behave non-assertively mainly due to social learning. Behavioral scientists have felt that any learned behavior could be unlearned. Assertiveness training helps people learn better interpersonal communication skills so that they can take charge of their lives and learn to recognize and express their emotions, including anger, in an appropriate manner. According to Fensterheim (1972), assertiveness training offers these two assumptions: • What you do serves as the basis of your self-concept. • Behaviors do not exist in isolation but interact with each other, that is, if you change one behavior, you change a whole series of related behaviors. Various theories on assertiveness have been put forth, major among them the works of Andrew Salter (1961), Dr. Joseph Wolpe (1969), and Dr. Arnold Lazarus (1968). Salter proposed that, when excitatory forces dominate, people are actionoriented, meet life on their own terms, and are emotionally free, whereas an excess of inhibitory forces causes people to be passive, unsure of themselves, and low on self-sufficiency. According to Salter, there must be a proper balance of excitatory and inhibitory forces for normal psychological health. Wolpe (1969) defined assertive behavior as “the proper expression of any emotion, other than anxiety towards another person.” He proposed that people behaved unassertively because of interpersonal fears and that, if these fears could be reduced, a new behavior would emerge. Lazarus (1968) defined emotional freedom as “the recognition and appropriate expression of each and every effective state.” He proposed that assertive behavior emerges as that aspect of emotional freedom that concerns “standing up for your rights.” He further said, “Knowing what you feel is not enough. You must express it too, appropriately.” According to Lazarus, recognition of rights also involves a recognition of, and respect for, the rights of others. William James (1950) offered a formula for self-esteem. Success Self-Esteem ⫽ _________ Pretensions

Self-esteem, in simplistic terms, means how you feel about yourself. It comes from a feeling of knowing what is good, and having done it. Pretensions concern goals. James felt that people may possess many unrealistic and conflicting goals and that success in one goal has to be at the cost of suppression of others. James thought that one could fulfill him- or herself only through accepting certain limitations and that every success meant a rise in the degree of self-assertion.

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As we mentioned, people most likely behave non-assertively due to social conditioning. Right from childhood, we are taught to comply with the wishes of others. Children who obediently follow what others tell them to do are rewarded, whereas children who speak for themselves or raise any questions are dealt with sternly. This type of training results in either people becoming submissive and letting other people push them around or people rebelling and become aggressive. Both are inappropriate when we grow up, hold jobs, and perform various roles in life such as employee, employer, friend, spouse, or parent. Non-assertiveness has been associated with lack of personal growth and development, migraines, fatigue, and depression. Non-assertive people are seen as submissive or timid souls. They may not recognize their own strengths and may behave as though they are inferior. Over a period of time, they tend to avoid situations in which they might feel their fears. They do not understand the difference between being liked and being respected. Their need to be liked is so great that they may sacrifice their self-respect. On the other hand, aggressive people feel that their own desires are of utmost importance. Often because of certain bitter experiences, their goal seems to be to hurt and humiliate others. They have a notion that it is acceptable, even necessary, to step on others to get ahead. They look at the world as they would like it to be, not as it is. They may feel that the world should revolve around them, which is not only unrealistic, but also futile. They are compulsive complainers. They are like tigers, always in search of wounded prey to attack at the first opportunity. Sometimes their victims retaliate or victims may run away and avoid them. They may become frustrated, miserable, vindictive, and manipulative. They burn with rage almost all the time and become increasingly aggressive. Assertion is often confused with aggression. Aggressiveness is an act against others, whereas assertiveness is appropriately standing up for one’s own rights. Assertiveness basically means self-mastery or taking charge of one’s own life. Assertive behavior is a direct, open, honest, and appropriate expression of one’s opinions, values, beliefs, and feelings. Assertive communication demonstrates selfconfidence and self-respect, in addition to an awareness and respect for others’ feelings, opinions, and values. Mahatma Gandhi best exemplified assertive behavior. He stood for India’s independence and succeeded in his mission, without any violence or aggression. Assertiveness is based on the belief that one has a right to be listened to and taken seriously, to make mistakes, to ask for favors, and to refuse unreasonable requests without feeling guilty. At the same time, it is also important to understand that the other person has identical rights. Your relationships become much more genuine, because you are communicating openly and honestly. When you ask for a favor and are refused, you may feel disappointed, which is a natural process, but you don’t have to feel bad about it. When you communicate openly, directly, and The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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honestly, your relationships with people become much more genuine and, at the same time, you earn their respect. Herbert Fensterheim, the author of Don’t Say Yes When You Want to Say No, gives us a simple, yet very powerful equation: Assertion ⫽ Self-Esteem. Some of the traits observed in an assertive personality are optimism, active orientation to life, taking personal responsibility for one’s failures and successes, taking calculated risks, setting realistic goals, ability to take decisions, appropriate communication skills, and so forth. An assertive person acts out of inner strength. He or she knows exactly what he wants and makes things happen, rather than waiting passively for things to happen. Some further descriptions of the three types of behavior follow.

Submissiveness Submissive people do not recognize their own strengths. They feel inferior and behave as if they are inferior. They live their lives by the rules and follow the whims of others. They may be low on self-sufficiency. They are passive in most situations. They feel out of control of their own lives. They do not know who they are, what they want, what they feel, or what they think. They become increasingly unsure of themselves in the course of their lives. Passive or non-assertive behavior comes primarily from the Obedient/Adapted Child or Nurturing Parent ego, in transactional analysis terms (see the works of Eric Berne). Passive people adopt the life position “I am not OK you are OK” (Harris, 1967). Passive behavior is avoidance of something or an accommodation of others’ wishes. It involves self-denial and sacrifices. A person who is unassertive or passive by reason of his or her interpersonal fears may not be able to complain about the poor service in a restaurant/hotel room, contradict a friend with whom he or she disagrees, get up and leave a situation that has become problematic, or express affection, appreciation, or praise. Non-assertive employees learn early in their careers that if they speak up they are not likely to receive a raise or promotion and that they may even lose their jobs. Passive people often have very poor self-esteem and are unhappy. Their passivity is based on fear—fear of failure, fear of rejection, fear of displeasing others, fear of retaliation, fear of hurting others and being hurt, and fear of getting into trouble. Passivity is not an inborn behavior, but is learned in early childhood.

Aggressiveness Over-assertiveness is often termed aggression, and this behavior is always inappropriate. When we behave aggressively, we may accomplish our goals temporarily, but in most cases aggression leads to disrupted communication with others, calls forth counter-aggression, and tends to make us even more aggressive. The purpose The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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of aggressive behavior is to dominate or “put the other person down.” Aggressive behavior comes primarily through the “Critical Parent” or “Rebellious Child” (in transactional analytic terms). Aggressive people are demanding, rude, and dominating. They want their own way and force the issue to gain control. Many aggressive people do not hesitate to cheat to gain control. They have a tendency to violate the rights of others. Nonverbal communication they use includes cold stares, speaking loudly, threatening gestures, and belligerent postures, showing impatience, shaking fingers, and making fists. People avoid contact with aggressive people and transaction is minimal. Aggressive people appear to be self-confident, but the behavior is more often the result of a poor self-concept.

Assertiveness Assertive behavior is a direct, open, honest, and appropriate expression of one’s feelings, opinions, values, and beliefs. Assertive communication demonstrates self-respect and self-confidence, in addition to awareness and respect for others’ feelings, opinions, values, and beliefs. Assertive behavior comes out of Adult ego state with “I am OK, you are OK” position (Harris, 1969). Assertive people express their feelings, emotions, and thoughts without being aggressive. They express their ideas, feelings, and thoughts firmly and emphatically without being rude and unreasonable and without offending others. These persons stand up for their rights without violating the rights of others. Non-verbal communication of an assertive person includes smiling, eye contact, pleasant voice, erect posture, and firm gestures. Assertive people tend to have positive self-concepts. They do not become threatened by or not allow others to control their behavior. They project a positive image of themselves.

References Berne, E. (1964). Games people play. New York: Random House. Fensterheim, H., & Baer, J. (1972). Don’t say yes when you want to say no. New York: Dell. Harris, T.A. (1967). I’m OK, you’re OK. New York: Harper & Row. James, W. (1950).The principles of psychology. New York: Dover Publications. Lazarus, A. (1968). Learning theory and treatment of depression. Behavior Research and Therapy, 6, 83–89. Pavlov, I.P. (1960). Conditioned reflexes. New York: Dover Publications. Salter, A. (1961). Conditioned reflex therapy. New York: Capricorn Books. Wolpe, J. (1969). The practice of behavior therapy. Elmsford, NY: Pergamon Press.

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

Building Community in the Corporate Arena Lindsey M. Hill

Summary The survey presented here measures the level of cohesiveness in a corporate organization. The goal is to determine the extent to which employees feel a sense of belonging and commitment to their co-workers, their supervisors, and the company they work for. The results serve as a tool for enhancing employee career development.

A corporation cannot survive without motivated employees who continuously strive to develop their knowledge and skills. However, the competitive nature of any organization can put a strain on individuals’ level of involvement in and commitment to organizational goals. To measure employee commitment and organizational cohesiveness, it is good to have a brief survey, the results of which can be used to develop training programs. McMillan and Chavis (1986) state that a cohesive community must manifest four elements: a sense of membership, a collective influence, integration, and fulfillment of employee needs, plus a shared emotional connection (Voydanoff, 2004). Corporations must constantly strive to make their employees feel that they are important assets, give them a sense of membership, and recognize their influence on results. Previous research suggests that perceived organizational support in these matters leads to increases in productivity and performance. If employees feel valued by the company and see their contributions as playing a role in the success of the organization, they are more likely to work harder (Salamon & Robinson, 2008). Employees also tend to engage in more helping behaviors on the job when they have an increased level of organizational commitment (Yun, Takeuchi, & Liu, 2007). Additionally, studies have shown that positive feedback from supervisors

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boosts employee morale and increases performance (Rosen, Levy, & Hall, 2006). However, when employees perceive injustices in the workplace, the likelihood for them to retaliate against the company significantly increases (Mitchell & Ambrose, 2007). Particularly in the corporate environment, individuals are resistant to change. Thus, if they feel their supervisors do not have their best interests at heart, they will be more inclined to resist change and work against the company’s best interests (Furst & Cable, 2008).

Description of the Instrument The brief, twenty-one-item instrument presented here measures the quality of relationships between a worker and his or her peers; a worker and his or her supervisor(s); and a worker and the organization as a collective entity. The questions measure various constructs of trust, organizational involvement, organizational commitment, individual sense of belonging, and supervisor effectiveness. A 5-point Likert scale is used to rate the responses, where 1 is strongly disagree, 2 is disagree, 3 is undecided/neutral, 4 is agree, and 5 is strongly agree. Additional space is provided after each question for comments and/or feedback.

Administration of the Instrument Participants should be asked to complete the questionnaire after their first six months of employment at a company. A follow-up survey can then be distributed every six months to measure changes in attitudes and/or behavior. Participants should be given as much time as they need to complete the instrument and encouraged to answer openly and honestly, as their responses will be kept confidential. Stress that management will not see any one individual survey, but rather a summarized report of the collected responses after all answers are analyzed. The objective is to analyze the level of cohesiveness in the organization, after which a strategy to improve the overall quality of interpersonal relationships among employees, their co-workers, and their supervisors can be implemented by human resources and management. Remind respondents that honest and sincere responses may lead to an improvement in the quality of their work life. Before distributed the surveys, lead a brief discussion of the term community to ensure that each participant has a clear understanding of the operational definition before beginning the task.

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Scoring the Instrument Each response is based on a 1 to 5 scale, where 5 ⫽ strongly agree and 1 ⫽ strongly disagree. Out of the twenty-one questions, the highest possible score (for a complete strongly agree response) is 105.

Processing the Data After participants complete the questionnaire and the results are tallied, hold a group discussion to debrief the respondents on the objectives of the task. Ask the respondents whether they feel their profiles accurately match their attitudes about the company and lead an open discussion of ways to improve the overall quality of interpersonal relationships in the organization. Form groups of four or five respondents to discuss potential improvements that could be made and have each group write its suggestions on note cards and drop them into a sealed box to ensure anonymity. Review the suggestions and use them to devise further training to improve interpersonal relationships within the company. Stress that training and development procedures will be assessed and modified so that current organizational needs are met, thus enhancing and promoting a better employee experience. (Of course, if there are no such plans, make no promises.)

Reliability and Validity of the Instrument The scores for this instrument simply provide feedback on the quality of interpersonal relationships among employees, their co-workers, and management in an organization. No contention is made that this survey is reliable or that there is external validity. It is designed to measure internal dynamics of a corporation. Thus, while the data may help guide a qualitative interpretation, the results merely produce a means for developing a strategy to improve organizational functioning.

References Furst, S.A., & Cable, D.M. (2008). Employee resistance to organizational change: Managerial influence tactics and leader-member exchange. Journal of Applied Psychology, 93(2), 453–462. Mitchell, M.S., & Ambrose, M.L. (2007). Abusive supervision and workplace deviance and the moderating effects of negative reciprocity beliefs. Journal of Applied Psychology, 92(4), 1159–1168.

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Rosen, C.C., Levy, P.E., & Hall, R,J. (2006). Placing perceptions of politics in the context of the feedback environment, employee attitudes, and job performance. Journal of Applied Psychology, 91(1), 211–220. Salamon, S.D., & Robinson, S. (2008). Trust that binds: The impact of collective felt trust on organizational performance. Journal of Applied Psychology, 93(3), 593–601. Voydanoff, P. (2004). Implications of work and community demands and resources for work-to-family conflict and facilitation. Journal of Occupational Health Psychology, 9(4), 275–285. Yun, S., Takeuchi, R., & Liu, W. (2007). Employee self-enhancement motives and job performance behaviors: Investigating the moderating effects of employee role ambiguity and managerial perceptions of employee commitment. Journal of Applied Psychology, 92(3), 745–756. Lindsey M. Hill is a graduate student at Wayne State University, currently earning a master’s degree in industrial/ organizational psychology. Her areas of interest include training and employee development, organizational commitment, job satisfaction, organizational citizenship behavior, organizational behavior, and psychometrics.

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Building Community Survey Lindsey M. Hill Instructions: Rate the following statements, using your own organization as a reference point, using the scale below. Circle the numbers that apply in each case: 1 ⫽ Strongly disagree 2 ⫽ Disagree 3 ⫽ Neutral/undecided 4 ⫽ Agree 5 ⫽ Strongly agree 1. I help out my peers with work-related problems.

1

2

3 4

5

Comments:

2. My co-workers are trustworthy.

1 2

3

4

5

Comments:

3. I feel understood by my co-workers.

1

2 3

4

5

Comments:

4. I compete with my peers for organizational rewards.

1 2

3 4 5

Comments:

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5. I feel comfortable talking to my manager/supervisor about work-related problems. 1 2 3 4 5 Comments:

6. My supervisor cares about my career development.

1

2

3

4

5

Comments:

7. My supervisor makes fair decisions. 1

2

3 4

5

Comments:

8. My supervisor values my opinions.

1

2 3

4

5

Comments:

9. My supervisor behaves ethically. 1

2 3

4

5

Comments:

10. I have trust in the way my supervisors run this company.

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2 3

Comments:

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11. I receive regular feedback from my manager.

1 2

3

4 5

Comments:

12. Management has control over their subordinates.

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3 4

5

Comments:

13. I am rewarded for good performance at work.

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2 3

4

5

Comments:

14. I agree with this organization’s goals.

1 2

3

4

5

Comments:

15. This organization cannot function without its lower-level workers. 1 2 3 4 5 Comments:

16. I play a significant role in the overall functioning of this company. 1 2 3 4 5 Comments:

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17. I am proud to work for this company.

1

2 3

4

5

Comments:

18. I can express my opinions on the job, even if they differ from the norm. 1 2 3 4 5 Comments:

19. This company keeps its employees informed about new work-related processes. 1 2 3 4 5 Comments:

20. I receive adequate work-related training.

1

2 3

4

5

1 2

3

Comments:

21. This organization supports career development.

4 5

Comments:

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Scoring and Interpretation Some general interpretations of the scores are provided below: 21 to 38 ⫽ Extreme distrust of organization 39 to 55⫽ Generally disagrees with the manner in which the organization is run 56 to 72 ⫽ Neutral or undecided about the quality of interpersonal relationships 73 to 89 ⫽ Some degree of community within the organization 90 to 105 ⫽ Strongly agrees with the organization’s mission and collectively identifies with the group culture An individual who scores 1 to 20 has an extreme distrust in the organization. He or she does not feel a sense of belonging, has great difficulty relating to peers and/or management, and probably expresses a desire to leave the organization. An individual who scores between 21 and 41 generally disagrees with the way the organization is run and feels that supervisors and/or co-workers are not trustworthy or effective at their jobs. These individuals also have very minimal levels of organizational involvement and display low levels of organizational commitment. An employee who reports a score between 42 and 62 is neutral and/or undecided about the quality of interpersonal relationships in the workplace. This person may need further coaching in order to feel more a part of things. A person who scores between 63 and 83 feels some degree of community within the organization, but indicates a level of uncertainty with the quality of interpersonal relationships between peers and/or supervisor(s). Furthermore, this individual lacks some trust in co-workers and supervisor(s) and may not show complete commitment to the company and its functions. And finally, an individual who scores between 84 and 105 strongly agrees with the organization’s mission and collectively identifies with the group culture. This individual also feels a strong sense of belonging to the organization and displays a high level of involvement and commitment in organizational functioning.

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

Daily Leadership “Best Practices” Assessment Stephen G. Haines

Summary The purpose of this assessment is for respondents to assess their own leadership practices. The assessment is based on the Systems Thinking Approach®. After taking the assessment, the respondent can develop an action plan to improve his or her leadership practices.

Improving leadership skills is an important topic. Many of today’s leaders seek to find a magic pill that will help them become great leaders overnight. Great leadership, however, starts with certain “best practices.” Many good leaders utilize a Systems Thinking Approach® to improving their skills—simply using all components of a system for the overall good of the whole. By looking at organizations as living systems, leaders may be able to develop a framework by which to lead more effectively.

Prior to Taking the Assessment Either in a group setting or individually, encourage participants to read the “Systems Thinking: The Winning Formula” article in this Annual (or any other pre-work on systems thinking). Reading the article allows respondents to understand the theoretical concepts and to begin the process of self-evaluation. The results provide a means to assess respondents’ leadership strengths and weaknesses and to help them to take action steps as needed to improve. An action planning form is included.

Using the Assessment The assessment is intended for use by key management personnel, although anyone interested in self-improvement and developing his or her leadership skills may take it. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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The instrument consists of twenty questions rated on a 5-point Likert-style scale, ranging from 1 ⫽ Never to 5 ⫽ Always. Additional space is provided at the end of the assessment for comments.

Administration of the Assessment After respondents have read the pre-work, administer the assessment as follows: 1. Set the stage by explaining the purpose of taking the assessment, ground rules for future use of the data, and level of confidentiality of the results. This usually takes about 10 minutes. Basically, the data will be used for self-development and not for performance evaluations. You may wish to have participants predict how they will score overall, from low to high (1 to 5) on various aspects of leadership excellence. If you choose this course, go into some depth about the meaning of each of the twenty items, based on the pre-reading definitions. 2. Distribute the assessment and a pen or pencil to each participant and have them provide any demographic data you wish to collect. Explain the purpose of this type of data collection to respondents. This usually takes only a minute or two. However, it is not necessary for completion of the instrument. 3. Have all the respondents complete the assessment simultaneously. Although it has been field-tested to ensure that it can be used with a broad audience, there may be those who do not understand certain questions, so be prepared to answer questions. Actual completion of the instrument usually takes about 20 minutes. 4. Once respondents have finished, have them total and average their scores for the twenty questions. This usually takes about 5 minutes. 5. Give a lecturette on the Systems Thinking Approach® to achieving leadership excellence, based on the pre-work you assigned. Elicit questions about the concepts covered and lead a short discussion of ways to implement some of them. This usually takes about 15 minutes. 6. Have each participant fill out a Change and Self-Development Action Plan. When everyone has finished, have them form pairs to share their plans with one another. Ask them to challenge each other to complete their action plans and help each other find ways to stay on track. Additionally, ask respondents to check how their earlier predictions compare with their actual scores and discuss this with their partners. This should take about 30 minutes. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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7. Assign participants the task of scheduling meetings with their direct supervisors to share the results of their self-assessments. Make yourself available to help participants with their action plans.

Scoring the Assessment The scoring is straightforward, since the respondents are essentially rating themselves and their own actions. After everyone has completed the assessment, they rate themselves as follows on a 100-point scale: 80 to 100 ⫽ excellent 60 to 79 ⫽ average practices and major improvement needs 40 to 59 ⫽ a critical need for improvement 20 to 39 ⫽ a critical need for overhaul of leadership practices In a workshop on leadership skills, you may choose to post group results and discuss ways to improve them.

Reliability and Validity The questions are designed to elicit subjective judgments at a particular point in time. The assessment is not designed to measure objective qualities and does not produce quantifiable results; therefore, reliability and validity are not relevant. The assessment is designed solely for education and developmental purposes. Because one would expect that respondents could also take additional leadership training, their scores could change at any time, so test-retest reliability is not relevant.

Resources Becoming a strategic thinker. Available on www.HainesCentre.com Emery, F.E. (Ed.). (1969). Systems thinking: Selected readings, Vols. 1 and 2. New York: Penguin Books. Haines, S.G. (1999). The manager’s pocket guide to systems thinking and learning. Amherst, MA: HRD Press. Haines, S.G. (2007). Strategic and systems thinking. San Diego, CA: Systems Thinking Press. Klir, G. (1969). An approach to general systems theory. New York: Van Nostrand. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Vickers, G. (Ed.). (1972). A classification of systems. In Yearbook of the Society for General Systems Research. Washington, DC: Academy of Management Research. von Bertalanffy, L. (1998). [Rev. ed.]. General systems theory: Foundations, development, applications. New York: George Brazillier. Stephen G. Haines is the founder and CEO of Haines Centre for Strategic Management in San Diego, California. He is an authority on and often speaks about the Systems Thinking Approach® to strategic management. For more than thirty years, he has developed the science of systems thinking, “the natural way the world works.” He currently travels extensively, speaking on strategic management and systems thinking.

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Daily Leadership “Best Practices” Instrument Stephen G. Haines Instructions: Do not ponder over your answers; use your first instinct to answer each question. Your scores will be used to tally the group averages for each question. You will not be singled out based on your answers. Please use the following scale: 1 ⫽ Never 2 ⫽ A Little 3 ⫽ Some 4 ⫽ Mostly 5 ⫽ Always Consider the degree to which your actions on a daily basis reflect the following key strategic and systems thinking concepts: 1. Do I take a helicopter view of job-issues-projects—the future environment and key stakeholders? 1 2 3 4 5 2. Do I begin with the end in mind—all meetings/conversations have clear desired outcomes? 1 2 3 4 5 3. Do I look in the mirror first for change and improvement—self-mastery? 1 2 3 4 5 4. Do my behaviors each day reflect that planning and change are my primary jobs as a leader? 1 2 3 4 5 5. Do I encourage feedback, the breakfast of champions, in debriefing meetings and projects, as well as feedback on my own performance? 1 2 3 4 5 6. Do I have a great follow-up/tracking process because people do what we inspect, not what we expect? 1 2 3 4 5 7. Do I use thank you cards with others each day?

1

2 3

4 5

8. Do I work for consensus on decisions that affect others—input first, then work to get them to “actively support” the decision? 1 2 3 4 5 The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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9. Do I involve people in building consensus/buy-in, given that people support what they help create? 1 2 3 4 5 10. Do I encourage skeptics as my best friends and proactively ask for input/ issues and other perspectives? 1 2 3 4 5 11. Do I watch for the Rubik’s Cube effect, that is, “unintended consequences and the need for troubleshooting” before implementing a major decision? 1 2 3 4 5 12. Do I insist on one-page documents and simplicity at all times in order to kill bureaucracy and complexity? 13. Do I do a “random act of kindness” daily, just because it’s the right thing to do? 1 2 3 4 5 14. Do I praise in public and criticize in private?

1 2

3

4 5

15. Do the troops eat first, that is, am I a “servant leader” whose focus is on others, not on myself? 1 2 3 4 5 16. Do I require my staff to set goals on a weekly or monthly basis? 1 2 3 4 5 17. Do I use a coaching style to build on people’s strategies and help them grow? 1 2 3 4 5 18. Do I confront and correct poor performance and only settle for excellence? 1 2 3 4 5 19. Do I use the “rule of three” to focus and clarify decisions, action priorities, and the like? 1 2 3 4 5 20. Do I ask myself two key questions at the end of each day? (a) Did I do my best today? and (b) What is one learning from today to help me be a better teacher? 1 2 3 4 5 Additional comments:

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Daily Leadership “Best Practices” Scoring Worksheet Date: Organization: Management level: (please circle) a. Senior management; b. Middle management; c. First line management; d. Non-management (exempt); e. Non-exempt; f. Not in the organization Return to/at/by: Instructions: Add all scores together for your answers to Questions 1 through 20 to obtain your overall score. Out of a possible 100 points, based on your score, determine where you fall in the following categories. 80 to 100

Doing excellent in daily leadership best practices. Congratulations! Keep it up with continuous improvement.

60 to 79

Doing average work in daily leadership best practices, but need improvement.

40 to 59

A critical need for improvement in daily leadership best practices. Develop a serious Change and Self-Development Action Plan.

20 to 39

A critical need for improvement for survival! Overhaul your leadership practices immediately!

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Change and Self-Development Action Plan What are the five areas in which I need to make the greatest improvement in daily leadership best practices? 1.

2.

3.

4.

5.

For each of these five, how do I plan to begin to improve? 1.

2.

3.

4.

5.

By when?

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What are the three areas in which I am performing best in daily leadership practices? 1.

2.

3.

For each of my top three, why am I performing so well? 1.

2.

3.

How can I use this information to improve in other areas?

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Leadership Style Appropriateness Instrument (LSAI) Surabhi Purohit

Summary Leadership has been defined as “to go before, or with, to show the way; to induce.” Every organization needs a leader (and preferably several leaders) to “show the way.” Without good leadership, an organization may well under-perform, miss strategic opportunities, stifle innovation, underutilize employees, and fall short of its goals. This instrument provides a way to measure the appropriateness of an organization’s leaders’ styles.

Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Leaders use attributes such as beliefs, values, ethics, character, knowledge, and skills. Although their position gives them the authority to accomplish certain tasks and objectives in an organization, this does not make them leaders . . . it simply makes them bosses. Leadership differs in that it makes the followers want to achieve high goals, rather than simply bossing people around. Bass’ (1989, 1990) theory of leadership states that there are three basic ways in which people become leaders: • Traits: Some personality traits may lead people naturally into leadership roles. • Great Events: A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. • Transformative Leadership: People can choose to become leaders. People can learn leadership skills. This is the most widely accepted theory.

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Leadership style is the manner and approach of providing direction, implementing plans, and motivating people. There are three basic styles of leadership: • Authoritarian or autocratic, • Participative or democratic, and • Delegative or free reign. There are also four major factors in any leadership situation, as shown in the figure below and described in the following paragraphs:

Situation Follower Leader Communication

The Major Factors in a Leadership Situation

Followers Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee. A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must come to know your employees’ attributes.

Leader You must have an honest understanding of who you are, what you know, and what you can do. Also note that it is the followers, not the leader, who determines whether a leader is successful. If they do not trust or lack confidence in their leader, then followers will be uninspired. To be successful, you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Communication You lead through two-way communication. Much of it is nonverbal. For instance, when you “set the example,” that communicates to your people that you would not ask them to perform anything that you would not be willing to do. What and how you communicate either builds up or harms the relationship between you and your employees.

Situation All situations are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective. Various forces will affect these four factors and the varieties of each lead to innumerable possibilities. Some examples of those forces are your relationship with your seniors, the skill of your people, the informal leaders within your organization, and how your company is organized. Studies of leadership have suggested that some personal qualities can also be associated with effective leadership. Authorities on leadership such as Jim Kouzes, Barry Posner, Jack Zenger, and others list qualities such as: • Guiding others through modeling (in the sense of providing a role model) and through willingness to serve others first (compare followership). • Technical/specific skill at the task at hand. • Initiative and entrepreneurial drive. • Charismatic inspiration—attractiveness to others and the ability to leverage this esteem to motivate others. • Preoccupation with a role—a dedication that consumes much of a leader’s life—service to a cause. • A clear sense of purpose (or mission)—clear goals—focus—commitment. • Results-orientation—directing every action toward a mission—prioritizing activities to spend time where results matter most. • Cooperation—work well with others. • Optimism—very few pessimists become leaders. • Rejection of determinism—belief in one’s ability to “make a difference.” The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Ability to encourage and nurture those who report to them—delegate in such a way as people will grow. • Role models—leaders may adopt a persona that encapsulates their mission and lead by example. • Self-knowledge (in non-bureaucratic structures). • Self-awareness—the ability to “lead” (as it were) one’s own self prior to leading others. The contingency model of Vroom and Yetton (1973) uses other variables, including: • The nature of the problem • The requirements for accuracy • The acceptance of an initiative

Description of the Instrument The objective of taking the LSAI is to find out one’s leadership style and the developmental level of the team to determine whether the leader’s style is appropriate to the developmental level of the team. Thus, it should be administered to intact work teams. The instrument is divided into two parts. One measures the behavior of the team and the other measures the behavior of the leader. The first part contains fifteen statements for team members to answer and the second ten for the team leader to answer. The respondents rate their team on five components, which are grouped into two main aspects—leadership style: leader functioning (containing three dimensions), and team empowerment (having four dimensions). The respondents use a 5-point scale to indicate individually their experience with and perceptions of their team. The split-half reliability coefficient was found to be .88.

Scoring and Interpretation After everyone has filled out the LSAI, hand out the LSAI Scoring Sheet and have respondents score their own results, using the following steps: 1. Reverse items 2, 11, 14 (0 becomes 4, 1 becomes 3, 3 becomes 1, 4 becomes 0). 2. To determine a rating for each component of leadership, add the results for the items that follow. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Competency Motivation Teamwork

1, 4, 7, 10, 13 2, 5, 8, 11, 14 3, 6, 9, 12, 15

3. To come up with a profile for the group, find the mean rating of all the team members by dividing the total score for each component by the number of respondents (multiplied by 20).

Using the Instrument The instrument is intended primarily to help leaders obtain feedback on their leadership styles and related measures from their groups. The following steps can be taken for its use in intact teams. 1. The team members complete the instrument. 2. Team members score their group using the LSAI Scoring Sheet, as described above, resulting in a score for their group and its leader. 3. The facilitator explains the theory of using leadership styles, depending on the needs and level of knowledge of the group. 4. Participants examine their individual scores and use the LSAI Interpretation Sheet to work in small groups to understand the concepts and the relevance of their scores. It should be emphasized that there are no right or wrong (good or bad) scores. However, if a leader is not satisfied with any of his or her scores and thinks he or she should improve, then something can be done. 5. Participants may help each other in preparing concrete action strategies, following up, gaining feedback, and then practicing new behaviors in the actual training situation. 6. The participants can work together to help their leader understand his or her general profile (based on mean scores of the group) and also develop an action plan for improving his or her style and the culture that may be contributing to the results.

References Bass, B. (1989). Stogdill’s handbook of leadership: A survey of theory and research. New York: The Free Press. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Bass, B. (1990, Winter). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31. Blake, R.R., & Mouton, J.S. (1985). The managerial grid. Houston, TX: Grid International. Hersey, P., Blanchard, K., & Johnson, D.E. (2001). Management of organizational behavior: Leading human resources (8th ed.). Upper Saddle River, NJ: Prentice Hall. Vroom, V.H., & Yetton, P.W. (1973). Leadership and decision-making. Pittsburg, PA: University of Pittsburg Press. Surabhi Purohit, Ph.D., has taught human development at the University of Rajasthan, Jaipur, for twenty-one years. She is the vice president of NHRD, Jaipur chapter. She has been keenly involved in researches in different areas like parenting, emotional intelligence, and children. She has an active interest in the development of instruments. She has written several books on topics such as effective parenting and enhancing personal effectiveness, as well as training instruments for parents, teachers, and students published by Tata McGraw-Hill.

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Leadership Style Appropriateness Instrument (LSAI) Surabhi Purohit Name:

Date:

Instructions for all team members: Read each statement and write your response on this sheet against the corresponding number, according to the key below. 0 ⫽ Your team rarely or never behaves this way 1 ⫽ Your team occasionally behaves this way 2 ⫽ Your team sometimes behaves this way 3 ⫽ Your team often behaves this way 4 ⫽ Your team almost always behaves this way 1. My team members come up with new, innovative, and creative ideas to improve our performance. 2. My team members are more concerned about saving themselves from responsibilities than performing at their best. 3. My team members socialize with one another and also include their families in celebrations. 4. I can trust my teammates’ ability to accomplish a sub-goal, even if I am not around. 5. My team members come with new ideas every now and then. 6. My team members help each other and keep check on the performance of the team as a whole. 7. My team members have performed well enough when asked to formulate their goals. 8. My team members take responsibility willingly and put in extra effort. 9. The interpersonal issues within the team have been resolved among members. 10. My team members are serious about work and I need not to be after them to get work done. 11. I sense a lack of fire in my team members to achieve desired goals. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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12. I believe my team members like to share knowledge and ideas. 13. I see no problem in allowing my team members to work on their plans once a goal for that particular activity is defined. 14. I have to play tricks and announce benefits to motivate the team to perform better. 15. My team members are able to manage their professional relationships, even if they do not enjoy good social relations. Instructions for the leader: Read each statement and write your response on this sheet according to the key below. 0 ⫽ I rarely or never behave this way 1 ⫽ I occasionally behave this way 2 ⫽ I sometimes behave this way 3 ⫽ I often behave this way 4 ⫽ I almost always behave this way 1. I like my team members to follow my plans strictly. 2. I show appreciation for my team members when they are successful. 3. I believe that constant reports/feedback interrupt the progress of teamwork. 4. I tend to provide extra hints/tips to my team members as to how to work. 5. I believe that it is necessary to be authoritative and even harsh to achieve goals. 6. I like to see people grow and I try to facilitate their growth. 7. I believe that close supervision gives better results. 8. I define sub-goals for my team members and then give them liberty to formulate their own plans to accomplish them. 9. I like to implement tough measures to bring order and performance. 10. I like to be seen as one who provides guidance rather than always as a hard taskmaster. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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LSAI Scoring Sheet Instructions: Fill out the score you give your team for the items on the grid below. Reverse the scores for items 2, 11, 14 (0 becomes 4, 1 becomes 3, 3 becomes 1, 4 becomes 0). When you have finished, total the columns for your scores on each competency. For a team score, add all individual scores for a competency and divide by the number on your team.

Items

Response

Items

Response

Items

1

2*

3

4

5

6

7

8

9

10

11*

12

13

14*

15

Total

Total

Total

Competency Items

Response

Motivation Items

1*

2

3*

4

5*

6

7*

8

9*

10

Total

Response

Teamwork

Response

Total Regulating

Nurturing

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

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LSAI Interpretation Sheet Instructions: Compare your results for your team’s leader with the appropriate styles listed on the chart below. This will help him or her to find the appropriate style of leadership for your team’s needs (as shown by their ratings). If your score doesn’t match the recommended style, then your leader’s style may not be appropriate for your team’s situation.

Leadership

Appropriate Leadership Style

Team

Regulating

Nurturing

Competency

Motivation Teamwork

High

Low

Low

Low

Low

Directive

High

High

Low

Low

High

Supportive

Low

High

Low

High

Low

Low

High

High

Low

High

Low

High

Low

High

High

High

High

High

Low

Low

High

Low

Consultative

Authorizing

Norms Elements Regulating Nurturing Competency Motivation Teamwork

High More than 51 More than 66 More than 71 More than 56 More than 61

Low Less than 50 Less than 65 Less than 70 Less than 55 Less than 60

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

Introduction to the Articles and Discussion Resources Section The Articles and Discussion Resources Section is a collection of materials useful to every facilitator. The theories, background information, models, and methods will challenge facilitators’ thinking, enrich their professional development, and assist their internal and external clients with productive change. These articles may be used as a basis for lecturettes, as handouts in training sessions, or as background reading material. This section will provide you with a variety of useful ideas, theoretical opinions, teachable models, practical strategies, and proven intervention methods. The articles will add richness and depth to your training and consulting knowledge and skills. They will challenge you to think differently, explore new concepts, and experiment with new interventions. The articles will continue to add a fresh perspective to your work. The 2010 Pfeiffer Annual: Training includes ten articles, in the following categories: Communication: Communication Styles, Modes, and Patterns **Body Language: Creating Congruence When Presenting, by Linda Talley Communication: Coaching and Encouraging **Ensuring Training Effectiveness: Priming the Participants, by Mohandas Nair Communication: Communication in Organizations **Using Trust to Achieve Workplace Success, by Robert W. Lucas Communication: Technology **Analysis in the Age of Distance Learning, by Nancy B. Hastings

**Communication Topics

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Consulting/Training: Organizations: Characteristics and How they Function Systems Thinking: “Best Practices” Research on the DNA of Successful Organizations, by Stephen G. Haines Consulting/Training: Strategies and Techniques Just Right Challenges: The Secret to Effective Training, by Michael Doctoroff Informal Learning and the Case to Formally Design It, by Allison A.S. Wimms and Zane L. Berge Facilitating: Theories and Models The Situational Training Methods Model: Selecting Appropriate Training Styles, by Jean Barbazette Facilitating: Evaluation Evaluating the Effectiveness of Sexual-Harassment Prevention Training: A Case Study, by Michael Moskowitz Leadership: Top-Management Issues and Concerns Beyond ROI: To Boldly Go Where No Training Evaluation Has Gone Before, by Ajay Pangarkar and Teresa Kirkwood As with previous Annuals, this volume covers a wide variety of topics. The range of articles presented encourages thought-provoking discussion about the present and future of HRD. We have done our best to categorize the articles for easy reference; however, many of the articles encompass a range of topics, disciplines, and applications. If you do not find what you are looking for under one category, check a related category. In some cases we may place an article in the “Training” Annual that also has implications for “Consulting” and vice versa. As the field of HRD continues to grow and develop, there is more and more crossover between training and consulting. Explore all the contents of both volumes of the Annual in order to realize the full potential for learning and development that each offers.

Body Language Creating Congruence When Presenting Linda Talley

Summary Every time a presenter is in front of an audience, his or her body speaks loudly and clearly to those present. A presenter is considered an authority figure, and authority figures must always know what they are saying both verbally and nonverbally in order to be effective and create congruence. This article describes what presenters need to know about what they are communicating nonverbally, in order to help them eliminate mental, physical, and emotional barriers between themselves and their audiences.

Every presenter, whether in a corporate or public venue, uses nonverbal communication. Some wonder why they aren’t connecting with their audiences or why the audiences haven’t “bought into” what the presenters have said. The answer is that some presenter focus only on what they are saying verbally and are not aware of what their nonverbal “body language” is saying. Body language can be helpful and welcoming or confusing and off-putting. It can “say” a great deal to an audience. If a presenter is experiencing communication challenges during a training program, staff meeting, or other presentation, it may be the nonverbal aspect of the presentation that is to blame. Understanding body language can create a powerful advantage in building understanding and relationships with an audience.

What Is Body Language? What you are shouts so loudly, I can’t hear a word you’re saying. Ralph Waldo Emerson

Birdwhistell (1970) claims that up to 65 percent of a message’s meaning is conveyed through nonverbal communication. There are some researchers, such as Fromkin The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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and Rodman (1983), who believe that up to 90 percent of communication is transmitted nonverbally. To obtain a competitive edge, a presenter’s challenge is to become aware of his or her body language as well as that of audience members, staff members, and co-workers. Body language comes under the study of kinesics, which most dictionaries define as the study of body movements such as gestures and facial expressions. (Physiognomy is the art of judging human character from facial features, which do not move.) Body language includes the positions and movements of arms and legs and how one sits or stands. Facial expressions include smiles, frowns, tears, and laugh lines. All can convey emotions and intentions. Following are a few examples of how body language can impact an interaction. Walking on the street in downtown Houston, I saw what appeared to be a homeless man sitting on the sidewalk with a cup sitting next to him. He did not acknowledge my presence, so I passed him by. Two blocks later, I saw another man with a cup. This man’s posture was slumped and, as I came near, he looked directly at me with a sad look on his face. The second man knew how to convey a message—to market himself. In another city, I was approached by a man who was verbally asking for directions. However, his body language seemed menacing to me, and I quickly backed away and re-entered my hotel. It is possible that this man was completely unaware of the effect that his body language might have on others.

What the Body Says Even When the Presenter Is Not Speaking Presenters must be aware of their nonverbal communication because it can either shut down the flow of communication or open it up. Let’s begin at the top and work our way down the body to see how to better impact an audience with positive or leadership positions rather than defensive positions.

The Eyes Say It All Establishing eye contact makes another person feel visible. Until one person looks at another, the two remain emotionally invisible to each other. Some presenters use eye contact as a tool to create a connection with audience members. Some use it as a tool to control audience members. Not making eye contact is a way to discipline unruly, rude, or inattentive audience members. It’s also a way in which a shy or novice presenter handles the pressure of the platform. Two to four seconds of eye contact is necessary in order to feel seen. Maintaining eye contact for a longer time could convey a desire for intimidation or intimacy. It is generally accepted that the person who maintains the longest eye contact is viewed as the person in charge. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Consider a communication between two people who work closely together: The leader of a staff meeting says to an attendee, “John, we really need to do it this way, if you know what I mean,” while staring straight into John’s eyes. As an observer, you might not know exactly what they are talking about but you would have a sense of overt coercion on the part of the speaker because of the nonverbal clues, such as the manner of eye contact.

The Smile Is Universal A genuine smile is a universal validation of the person to whom it is directed. It shows approval, agreement, and connectedness. As a presenter, in most cases, you are there to present new, innovative, and (you hope) exciting material; a smile can go a long way toward relaxing your audience and making them more receptive to your message. The absence of a smile can indicate that you do not like or agree with your message, are coerced into delivering it, or are bored. Of course, if you have to present bad news, a smile, whether genuine or not, would be out of place. I have seen novice presenters verbally present bad news and then smile. Unfortunately, this may be interpreted as insensitivity or ignorance. The best way to see whether you smile effectively during a presentation is to practice the program in front of a mirror and see what your face and lips do. After George W. Bush’s first State of the Union Address, many pundits complained about his permanent frown. As time moved on, so did the frown, which was often replaced by a smile. I suspect that his “image” people noted the frown and took action to get it changed. Every presenter must be able to smile appropriately.

The Hands Create Barriers or Connections How a presenter uses his or her hands can create distance from audience members or move them closer. In one example, a presenter looks directly at a member of the audience, leans forward with her fingers extended toward the audience member and with the finger ends touching in a v-shaped position, and says, “John, you had a question regarding this topic. Did that answer it for you?” Many times, John will submissively say “yes” because of the presenter’s authoritarian body language: prolonged eye contact and the steepling of the hands (see Figure 1).

Figure 1 The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Pointing a finger is never a good idea, even if the presenter is calling on someone in the audience or identifying someone who wants to ask a question. The hands should always be in the palm up position when doing this. It may feel awkward at first, but work with it. This is why you see politicians using the thumb to finger gesture (see Figure 2), so there’s no pointing. This method indicates authority without being dictatorial.

Figure 2

Gesturing with the hands open and the palms facing up is a way to bring the audience members emotionally closer to the presenter without physically moving them. In this gesture, the fingers are generally not pointing at the audience but are in a relaxed, upward position, as if the presenter were holding a grapefruit or basketball with the palms facing up. One’s arms can be extended out toward the audience in an “encompassing” gesture. If you use your hands to create a barrier in front of you, even if only for demonstration purposes, the audience picks up on it emotionally. To demonstrate a barrier, gesture to the side, not in front of your body. When making a point that you feel very strongly about, use the dictator’s hand position (see Figure 3). Think back to the school crossing guard who signaled with a flat hand for children to stop at the corner. There are times when a presenter really wants the audience to “get” what is being said, and using the dictator’s hand position can help get a point across. However, use it sparingly. People hate to be told what to do, and this is exactly what they feel like the presenter is doing when using this gesture.

Feet Can Talk The fact that we are standing on them doesn’t mean that our feet aren’t talking. When feet are in an “H” position, both facing forward, parallel to each other and about six inches apart, they are in a confrontational position. A better foot position for a presenter is the “A” position, with one foot moved slightly in back of the other The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Figure 3

and pointing out at a 45-degree angle. This forces the body to move to a 45-degree angle to the audience and out of a confrontational position. If you are presenting on a panel, keep the following in mind: • If seated at a table, even if it is skirted, keep your feet in the “A” position. • Do not cross your legs at the knees or ankles. Both of these are defensive positions, and the audience will pick up on it. • Do not tap or shuffle your feet. • Do not extend your feet or legs past the table for the audience to view. Do not show the soles of your shoes. The last three items on the list all are defensive positions, and audience members will pick up on this and will stop listening and begin to wonder about the presenter’s discomfort.

The Leadership Position Using the leadership position is an excellent way for a presenter to show authority without being overbearing. In this position, the presenter stands with the head erect, shoulders back comfortably, and both arms bent at a 90-degree angle at the elbow. The hands can be holding a pointer or a clicker, if needed. If you wonder what this looks like, watch Mary Hart on Entertainment Tonight. She does it beautifully. Of course, the movie and television industries know about the role of body language in conveying feelings and intentions. If they didn’t, they would never be able to make a movie or television program that could attract audience members and keep them coming back for more. A presenter does not need to maintain the leadership position throughout an entire presentation. To do so might put the audience to sleep! Movement helps to relieve tension and create a flow between the speaker and the audience. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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If you are making a presentation at a staff meeting in which everyone is seated, stand up. This is particularly helpful if you are short in stature; it makes you the tallest person in the room. If you also move to the front of the room, you take on a leadership position, because the person with the most people facing him or her is the perceived authority.

Congruence Avoids Mixed Messages It is difficult to cover up one’s feelings through body language. For example, a staff member walks into the office, slams her briefcase down, opens several desk drawers and slams them closed, and kicks over the trash can. You ask, “Is anything wrong?” She looks you directly in the eye, crosses her arms over her chest, and gruffly replies, “Of course not, why do you ask?” Her body language and verbal language are not congruent. People often give their true feelings away by not being aware of their body language. As a presenter, you connect with your audience by being congruent, not only on stage but off the stage as well. When a presenter is incongruent, the audience picks up on this and the presenter loses credibility. I once listened to a presenter talking about developing client relationships and how to respond appropriately to client questions, concerns, and so forth. It sounded convincing until someone in the audience asked a question, and the presenter said, “That’s the dumbest thing I ever heard of.” As a presenter, I step into the role as soon as I get into my car, drive out of my garage, and head to the airport or meeting. I have seen a speaker standing at a hotel desk, screaming because he was not given a no-smoking room. I wondered if any of his audience members were in the check-in line, too! You never know who recognizes you. When congruence is present, the presenter and audience are one. When a presenter allows his or her ego to get involved, it frequently leads to incongruence, which can be seen in his or her body language. When a presenter says one thing and his or her body language says another, it sends a double or mixed message: one message is verbal and an opposite message is nonverbal. This only serves to confuse the audience.

Conclusion We experience unintended consequences when we fail to notice the nonverbal aspect of our communication. Conversely, our nonverbal gestures and facial expressions can help to convey meaning and create a bond with audiences and co-workers. Learning about the effective use of body language allows presenters to more successfully connect with their audiences and deliver their intended messages. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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References Birdwhistell, R.L. (1970). Kinesics and context: Essays on body motion communication. Philadelphia, PA: University of Pennsylvania Press. Fromkin, V., & Rodman, J. (1983). An introduction to language. New York: CBS College Publishing. Kanazawa, S. (2008, March 17). Male brain v. female brain I: Why do men try to figure out relationships? Why do women talk to their cars? Psychology Today (blog). Available: http://blogs.psychologytoday.com/blog/the - scientific - fundamentalist/200803/ male-brain-vs-female-brain-i-why-do-men-try-figure-out-th-0 Linda Talley, CSP, is a nationally recognized speaker, author, and executive coach. Her thought-provoking presentations and writings on body language have captured the attention of audiences across America for close to two decades. She is the author of Business Finesse: Dealing with Sticky Situations in the Workplace, The Daily Win, and Success: The 10 Secrets of Specialty Store Retailing, as well as her online ezine, SUCCESS, and web based cartoon, TalleyToons.

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

Ensuring Training Effectiveness Priming the Participants Mohandas Nair

Summary Organizations need to know that the payback from training and development programs will be in line with the investment made. One of a manager’s responsibilities is to ensure that employees are adequately prepared in advance to reach out willingly for the learning from such programs. Therefore, the emphasis should be on the organizational and personal benefits to be obtained by satisfactorily completing the training. Potential participants also should be told how to prepare for the training event. Being “primed” for participation will help the learners to get the most out of the learning experience.

One factor that distinguishes human resources from other organizational resources is that human resources can be developed over time. For this to happen, however, the individuals must be willing to allow development to occur. Participant buy-in is crucial to the effectiveness of any development initiative. Because the effectiveness of subordinates directly impacts a manager’s effectiveness, a manager’s role includes fostering a desire for improved competence and development on the part of subordinates. New employees also have to be developed in order to perform their job assignments in line with the manager’s expectations. To achieve this, managers must teach, coach, and mentor their employees. First, the manager must convince the subordinates of the need to learn particular attitudes, concepts, and/or skills. When a needed task competence and the exact job role to be played are clearly understood, a performance gap also can be understood. Managers also must be able to justify the need for training to employees. Therefore, managers must be able to conduct performance gap analyses in order to identify training needs, which, in turn, will enable a more focused training plan.

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Because every employee has different learning needs and styles, the manager has to provide an appropriate learning experience for each individual. When a job assignment calls for support that the manager cannot provide, the manager should bring in training experts to handle the learning deficiencies. Unfortunately, an individual is not automatically willing and prepared to understand and accept the potential learnings from a training/development experience. No matter who will be providing the training, the manager should take steps to ensure that employees are sufficiently prepared to get the best out of the learning experience. This process need not be elaborate. It primarily involves pointing out the organization’s view of the benefits of the proposed training and the new standards expected as a result of the training or, in the case of remedial training, the behavioral issues that have resulted in a performance deficiency and the fact that the organization considers the employee valuable enough to allocate resources to correct the problem. For optimal results, it is important to get buy-in from the participants in regard to the learning event. Participants may not feel the need to participate in training if they think that they are already well-versed in the topic. If not convinced of a need to do so, the participant will avoid taking the program or, if coerced, attend it reluctantly, and no real learning will occur.

How to Prime Participants Initially, the manager can tell the employees, in general, what is expected to be learned as a result of the training and how to prepare for it. This is true whether the training involves the manager teaching the learners, having the learners engage in self-study, having the learners interact with experts on the topic, or sending the learners to a formalized training program. It may be necessary to point out a deficiency in behavior when a certain job activity is conducted and the consequences of that deficiency. Every individual is unique and has a unique role to play at work. However, a person’s attitudes or abilities may not match his or her job role well, leading to a performance gap. The manager must help the employee to understand the deficiency, or “gap,” and how it is preventing the individual from achieving desired results on the job. In this way, the manager will be justifying the need for the training in terms of the required improved performance from the employee in the future. The manager could then point out how learning more appropriate or more effective behavior could obtain better performance results. The process of convincing and, if necessary, negotiating could take some time and effort. However, if successful, it will result in the employee being more likely to give the training a chance. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Another approach is to show the employee the personal value of the training for him or her. To this end, the manager basically has to answer the question, “What’s in it for me?” A satisfactory explanation will result in the employee enthusiastically reaching out for the development opportunity. Before an employee attends a training event, the manager should brief the person on the event and the manager’s expectations, covering the following points: • The details of the program (location, timing, dress, materials needed, etc.), the faculty, and the instructional methodology. • Expectations regarding the learner. • How the expected learning connects to the employee’s current job role or to expected new roles in the immediate future. • Help in generating a list of questions to solicit specific answers regarding work-related issues. • Encouragement for the participant to share his or her knowledge and experiences during the program, to facilitate experience sharing by the other participants. • A requirement that the employee return with a plan to implement the learning on the job. • A possible suggestion that the participant create a presentation to communicate the learning from the program to others in the department/section. The above process could be a joint effort with the various managers of the identified participants, the training coordinator, and the participants. More ideas also could be solicited.

How to Prime the Participant-Facilitator Interaction Most programs conducted by professional facilitators cater to a wide group of participants, each with different competences and different work situations. The facilitator frequently designs the program in a general fashion to meet all types of perceived needs. Therefore, a particular learner may not get specific inputs or insights needed to tackle his or her issues. To get help with specific issues, the participant will need to come to the program with specific queries. The manager (and others who are affected by the participant’s job performance) can help the participant to prepare for this. Also, the manager can suggest that the participant connect with the facilitator in advance to identify the learning experiences planned for the program and whether the experiences could be modified to incorporate the participant’s needs. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Although many facilitators try to incorporate all learning styles (e.g., auditory, visual, kinesthetic) in their presentations, if the training group is small or homogenous enough, it would be beneficial to design the learning experiences to best accommodate the needs of the specific participants. If the training program is being delivered in-house by an external facilitator, the facilitator should be guided by the manager(s) and/or HR department as to the objectives of the program; the concepts and skills that need to be learned; and the particular profiles of the participants, including their individual learning styles. Before the program, the manager or HR representative could conduct a session with the identified participants to brief them about the program, administration arrangements, and contact persons as well as to answer any questions they may have. The feedback obtained from all the potential participants could be combined to prepare a more focused training design. Also, involving the participants in this process could get their buy-in to the program and consequently to their reaching out enthusiastically to the learning experience. All these efforts are worthwhile and will provide better payback for the resources invested in the program.

Conclusion Organizational investment in a training program involves time, money, and human resources (both physical and psychological). When a participant does not take away much from training, there is no return on investment. It makes sense to prime the participants prior to the program. Their enthusiasm and initiative in reaching out for the learning will provide a large payoff. Organizations that invest in this process are sure to reap increased results from their investments in learning. Mohandas Nair is a management educator, teacher, trainer, and writer. He earned a B.Tech (Mech.) from IIT Kharagpur, India, has a diploma in training and development, and has thirty-plus years of experience in industry and consulting in the fields of industrial engineering and human resources development. He has published two books, written numerous articles, and facilitated many management-development programs.

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

Using Trust to Achieve Workplace Success Robert W. Lucas

Summary Saying that someone can trust you is not enough to make that happen. You must continually demonstrate through words and actions that you are trustworthy. Long-term relationships and personal and corporate reputations are built on trust. Without trust, there is no relationship. The valuable insights and actions described in this article can help you to develop trust that can lead to both personal and professional success.

Trust is the element that can mean the difference between a successful relationship and an unsuccessful one. Without trust, there is no true relationship! Trust is the foundation of interpersonal collaboration and cooperation in life and in the workplace. It is also the basis for long-term goal attainment within any organization.

What Is Trust? Dictionary definitions of the word “trust” include terms such as confidence, integrity, ability, character, belief, reliance, dependence, faith, commitment, responsibility, and care. All these are bases for trusting another person. Generally, trust takes some time to form. However, in some instances, trust comes with rank or professional status. For example, in many countries, most people trust that a law enforcement officer, doctor, or nurse will help them when they need it. Even if someone does not know a particular police officer or medical professional, he has been conditioned by cultural beliefs to trust the professions. Trust is a fragile condition that can be destroyed in a second or with a single incident. For example, if a police officer violated his or her authority and physically assaulted someone, others would likely lose trust in that officer. Similarly, if a doctor The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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were found guilty of writing illegal prescriptions or of malpractice, others would lose trust in the doctor. It would likely take a long time for people to forgive these acts and to trust these people again. Even when someone does forgive another person, it is unlikely that the level of trust will return to what it was before. The ghost of the past event would likely surface to raise concerns or cause skepticism.

Building Effective Relationships in the Workplace Strong interpersonal relationships with others can be crucial to personal and business success, yet many people do not give much thought to building or maintaining them. Such omission can impact workplace behavior at all levels. The following are actions you can take to develop or strengthen relationships with others in the workplace.

Be Ready to Assist Others Helping others will gain you supporters while increasing your perceived effectiveness. With time being such a valuable commodity and with the need to “do more with less,” a valuable trait is a willingness to go out of your way to offer assistance when necessary. Whether you do this on an interpersonal or organizational level, it is likely to be appreciated and will go a long way in securing trust from others.

Gather Your Thoughts and Information Before You Initiate Communication If you fail to plan your communication, you might leave the impression that you are disorganized or ill-prepared and not worth listening to. It can also result in communication breakdowns with customers, peers, employees, and supervisors. Such ineffectiveness can lead to increased stress, frustration, and lost of revenue. Plan your communication with others, whether it is oral or written. Consider factors such as time, location, content, and delivery method. Also anticipate how others will react to your message and be prepared to handle their responses. Never approach someone to discuss a topic when you are angry or upset. Negative emotions can cloud your judgment and cause you to say things you do not mean or to make mistakes that could cost you later. Always take the time to cool down. Plan your approach logically and then take necessary action. If you are involved in a conversation and emotions escalate, call a time out and reschedule the conversation. You and the other party can regroup to discuss the situation after you have had time to calm down and can think more rationally. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Be Prepared to Give Immediate, Specific, and Honest Feedback in Any Interaction Unless you tell people openly how you feel or what you need them to know, they can only guess. Guessing can cause confusion, inappropriate action, resentment, and failure – any of which can lead to distrust. If you take the time to share your perspectives with another, he or she will likely not only appreciate it but will probably reciprocate. If someone takes the time to try to convey a message, it is probably important to them. Even if someone tells you that an issue is “no big deal,” you would be wise to address it. Avoiding an issue only causes future problems.

Respect Confidences When Others Share Information with You No one likes a tattletale. If someone thinks enough of you to share confidential information with you, it should be protected. If you pass such information on to others, it may be the last information you ever receive from the original person. Also, your reputation as a trustworthy individual will be questioned not only by the original person but also by those with whom you shared the information and by those who have heard of the incident.

Avoid Trying to Intimidate or Pressure Someone into Action People do not like to be pressured or told what to think. If you use intimidating behavior, you will likely encounter resentment and frustration, and damage to your relationships could result. If you maintain a more relaxed, easygoing style while using your communication skills and examples of benefits, you are more likely to persuade others to accept your views.

Allocate Time for Others Spend time with other employees, your peers, and your boss to reinforce positive relationships. This can be done by coming to work or to a meeting early in order to “network” or by sharing small talk with others at lunchtime or at afterwork gatherings. It can be done by volunteering to work on committees or projects. If you typically find yourself saying, “I’ll coach, call, or have lunch with them later,” you may find it difficult to regain lost opportunities to develop interpersonal relationships. If you fail to make the effort, others may view you as aloof or disinterested in them or may perceive that you do not like them. In the latter case, they may try to “get back at you.” The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Follow Through on All Commitments Do not make promises that you cannot or will not keep. If you find yourself unable to perform or deliver as promised, immediately inform those who will be affected. If necessary, renegotiate or jointly try to figure out an alternative plan or schedule.

Provide Credit and Praise When Others Are Responsible for Successes Most people want and need recognition. Researchers on employee motivation have known for years that if you want to get someone to do something or to repeat positive behavior, you have to encourage or reward the person. A simple way to do this is through positive feedback. Giving appropriate credit and praise to others helps to gain their appreciation and trust. Even if someone does something only partially correctly, give positive feedback on that portion of the task. Then share information that will help the person to succeed in the remaining portion of the task and provide positive feedback when he or she does it well.

Do Not Judge People Based on Factors over Which They Have No Control It is unfair and unwise to focus on attributes of others that they cannot change (e.g., race, sex, age, ethnicity, and physical or mental disability). Focusing on such characteristics can damage your relationship with a person and with others who witness your actions. Such behavior also might violate antidiscrimination laws. The ways in which you approach and respond to others affect how they respond to you. By learning about typical interaction styles, you can interact more effectively with a wider variety of personality types and avoid unnecessary conflicts or misunderstandings. This knowledge can be gained through the use of behavioral-style questionnaires, such as the Personal Profile®, the Myers-Briggs Type Indicator®, and so on. It is especially effective to know your team members’ preferred interaction styles. In a work situation, it also is wise not to make negative comments about a person’s lack of performance before finding out if it is the result of a lack of organizational resources or the actions of a third party over which the person has no control. Overall, the best approach in dealing with others is never to focus on the person but to focus on the behavior or end result and to give positive feedback related to it whenever appropriate.

Trust-Building Strategies for Leaders Leaders must earn trust from their followers. Most people will expect you to be able to perform your job simply because you are the boss, but it is up to you to demonstrate The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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that you deserve their respect. Only then can real trust develop. The following are some strategies for gaining the trust of those whom you lead.

Communicate Effectively and Convincingly It does not matter how much you know; if you cannot communicate your knowledge to others, you will not be effective in convincing them to believe in you or that you can assist them. A key in communicating for trust is to provide more than simple facts or figures. Project your feelings as you communicate, listen respectfully and effectively, demonstrate empathy, and respond appropriately. This makes you appear more human and seem more approachable.

Demonstrate That You Are Capable You were hired or promoted because someone believed that you had the basic qualifications to do your job. It is up to you to show that this belief was well founded. You need to perform in a manner that convinces others that they can depend on you to do the job well. Through initiative, creativity, enthusiasm, optimism, and the effort to go above what is required, you can show that you take your role seriously and are an asset.

Display Concern for Others Place your emphasis on helping others rather than on self-promotion and personal achievement. Being available and willing to assist when necessary shows that you care about the well-being of others and that you sincerely want to see that the needs and goals of others are met.

Be a Team Player In almost any organization, it is crucial that you show that you can be a team player. Contribute collaboratively to the team and encourage others to do the same. Things as simple as volunteering to coordinate a team meeting, participating on a committee, and getting together after work with peers can go a long way in encouraging camaraderie and the perception that you are a valued member of the group.

Be Fair Nothing will turn others against you faster than being inconsistent in your treatment of people. Assist, reward, coach, counsel, and punish equitably in order to avoid problems and resentment. Behavior that is perceived as favoritism can cause dissention, resentment, and anger and can lead to liability issues for you and your organization. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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The manner in which you make decisions also sends a powerful message about your fairness and your commitment to the organization, your team members, and others around you. Before making a decision, determine the desired outcomes, gather and analyze the facts, consider alternatives and possible results, and consult with others, if necessary. Once everything is considered, then make your decision.

Admit When You Are Wrong People generally warm up to those who appear approachable and vulnerable. To err often is seen as more human. For example, if you make a bad decision, immediately take responsibility for it. A big mistake that many leaders make is that they try to blame others or make it look as though circumstances created the error. Look what happened to the executives of Enron. On the other hand, consider the positive outcome when the company that produces Tylenol immediately took responsibility for product tampering in the early 1980s, even though the company did not create the problem. The executives were hailed as heroes, and the company survived.

Seek Assistance from Others When you need information or assistance, you often can win someone over and gain trust and respect by appealing to him or her for help. The key is to do so in a sincere manner and not just “to make the person feel needed.” If you are not sincere, the other person may perceive you as patronizing or manipulative and distrust you in the future.

Trust Others By showing that you trust others, you often can gain their trust in return. One way to demonstrate your trust is to share appropriate information freely and quickly. If you or someone higher makes a decision that impacts others, and it is not confidential, pass that information on as soon as possible. It is human nature for people to want to be in on decisions that affect them and to know what is happening in their environments.

Approaches to Trust Building Relationships and trust levels are direct spinoffs of the climate you set or allow to exist in the workplace. As a leader, people look to you to set the example for others to follow. There are several approaches that can be used in establishing a benchmark. Unfortunately, not all are positive. Table 1 shows three common approaches that a leader might take in dealing with others, along with potential outcomes. Compare them to your relationships in the workplace. If you find that many outcomes you typically encounter are negative, you may want to try an alternative approach. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Table 1. Approaches to Trust Building Approach

Demonstrated Through

Potential Outcomes

Defensive

Failure to share information.

Two-way communication is stifled.

Lack of interaction with others.

Others avoid contact with you.

Reluctance to solicit help when needed.

Others may doubt your competence or ability.

Judging performance critically or unfairly.

Animosity, lowered productivity and self-esteem for others, and lowered respect for you.

Strictly “business only” or facts only (by-the-book approach).

Perception that you are uncaring or insensitive.

Being condescending to others.

Lowered cooperation and lack of respect for you.

Actual or perceived manipulation of others.

Resentment, animosity, or a desire to “get even.”

Giving regular feedback and credit for accomplishments.

Raised self-esteem for others.

Warm and friendly attitude.

Positive interactions with others.

Honest, open communication.

Mutual trust and sharing.

Applauding initiative and creativity.

Future repeated positive behavior.

Treating employees as equals.

Increased respect and cooperation.

Being available, but not forcing assistance on others..

Appreciation, respect, and feelings of having a “safety net” if needed.

Sharing information fully.

Ongoing, open exchange of information.

Providing opportunities to participate.

Increased self-esteem, productivity, and trust.

Distributing authority freely and equitably.

Raised perceptions of being part of the team and important.

Reciprocating cooperation or simply saying “thank you.”

Ongoing, increased interaction.

Supportive

Collaborative

(Continued )

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Table 1. (Continued ) Self-disclosure.

Others view you as human and can understand and communicate better with you. They also self-disclose more freely themselves.

Working with others to develop or accomplish goals.

Camaraderie, or feelings of team develop.

Encouraging creativity and risk taking.

Increased efficiency and productivity, and more creativity-stimulated effectiveness.

Trust-Building Strategies for Employees Just as those in leadership positions must display certain behaviors or characteristics in order to win your trust, you must do likewise in order to win the trust of your boss and others. The following are some things you can do to gain the trust of others.

Demonstrate Competence Learn as much as you can about the requirements of your job. Perform your assigned tasks to the best of your ability in a positive, professional manner. Whenever you are in a meeting, performing a task, or participating in a team function, try to project an air of confidence, comfort, and competence. This encourages people to trust your abilities.

Project a Positive Attitude You have likely come into contact with people who look at life through a negative filter – “the glass is half empty” perspective. Such individuals seem to always have negative views of ideas or comments made by others. For example, you may say, “This new software will result in increased efficiency for our department and reduce stress levels in dealing with customers,” to be met with, “Yes, but we’ll have to attend training, and it will add more workload to our schedule in the meantime.” Negative people add stress and dampen the enthusiasm of those around them. Ultimately, they miss out on professional opportunities because of their counterproductive attitudes. By taking a positive approach to situations and people, you will likely find that it is easier to establish powerful interpersonal relationships and to build trust. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Display a Professional Image You do not have to buy expensive clothes and jewelry to show that you are worthy of professional opportunities, but, assuming that you are doing your job well and are otherwise qualified, a well-groomed appearance can help others to trust you. You must “look the part” for any position that you seek in an organization. In an era in which “business casual” is the standard, you can stand out by being clean, well-groomed, and wearing professional-looking clothing. The way in which you maintain your work area also sends a message to others about your attitude, degree of motivation, and ability to maintain certain standards.

Take Responsibility Everyone makes mistakes. What is important is that you take ownership for your mistakes, learn from them, and work hard not to repeat them. People recognize that they will need your understanding at some point when they make mistakes. This is part of a trusting relationship. They know that you will not look down on them for inadvertent errors and that you will trust them to act the same way.

Be Honest By being truthful and sharing appropriate information, even when people do not want to hear it or when it is uncomfortable to give, you can inspire trust. When others realize that what you share with them is not only truthful but also done with a sincere desire to help them, they will respect your honesty and your intentions. For example, if you hear talk about a friend in the workplace whose performance has resulted in customer complaints, you would share this with your friend. Not doing do so could lead to serious professional repercussions for your friend. Of course, you should choose the right time and setting and communicate the information in a non-threatening, uncritical manner.

Avoid Negative Comments About Others Although sharing information informally is common for most people, it is wise to consider the type of information that you share. For example, do not make critical comments about your boss, because others might share what you said with the boss in order to gain favor. If you share negative information about anyone, people might think, “If you say that about Rita, what do you say about me when I am not around?” If you have an issue with someone, go directly to that individual and voice your concern in an unemotional and professional manner. Offer specific examples of the behavior at issue and avoid using the word “you.” To avoid a defensive response, focus on the behavior or task rather than the person. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Demonstrate Loyalty Being able to count on someone is a prerequisite for trust. Your boss must be able to trust that you support the organization and its policies, procedures, and decisions. Many people unconsciously convey negative messages to customers and others without realizing it by using “they” language (e.g., “They won’t let us . . . ” or “They told us we can’t accept returns”). When you are dealing with customers and others in the workplace, you are “they” and should accept responsibility for organizational policies and decisions. Anything less may be perceived as disloyal. As long as you accept a paycheck from “them,” you are part of the system.

Communicate Positively Establishing trusting relationships in the workplace involves exchanging information in a positive, professional manner. This requires effective verbal and nonverbal communication skills, as well as effective writing and listening skills. It is important to continually monitor the manner in which you send messages and to pay attention to the words and signals of others when you are receiving messages. Failure to do so can lead to breakdowns in communication and in trust. By communicating positively with others, you are able to become more aware of their needs and expectations. This helps when confusion or conflict arises.

Be Respectful of Others Respecting the boundaries and comfort zones of others can greatly enhance their trust in you. If someone is stressed, upset, or simply not in the mood to interact with you, it is usually better to schedule another time to speak with the person. Offer your assistance or willingness to listen, if appropriate, and then listen carefully to the response. If necessary, leave the person alone. People will respect and trust you more for taking this approach. Another form of respect comes from people knowing that you can be depended on to accept them for who they are. Each person has a different background, values, beliefs, and ways of doing things. You do not have to agree with all of these aspects of others but you should respect their individuality.

Rebuilding Lost Trust For a variety of reasons—including misunderstandings between individuals, actions taken (or omitted), and external factors that cause people to doubt others—trust is sometimes broken, and relationships suffer as a result. When trust is lost, it takes a

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concerted effort by each involved party to get back to a point where the relationship can reform. Before this can happen, several steps must be taken. First, each person must do some soul searching to determine what the real impact of the relationship loss is. It might be the loss of a dear friend, a helpful co-worker, or a valued customer. All of these can have interpersonal, organizational, and possibly financial implications. On an interpersonal level, you might lose a confidant or friend who has been there as a sounding board for your ideas or to support you and give you valuable feedback. From an organizational standpoint, it might mean that you lose a conduit to others and crucial information that could impact your ability to effectively do your job or meet your performance goals. From a financial standpoint, loss of a peer relationship could impact your ability to provide adequate support to your customers. Any of these could ultimately impact your ability to do your job effectively. Once the impact of lost trust is recognized, you can start to determine why the breakdown occurred and how potentially to repair it. This involves honestly and openly attempting to work with the other(s) involved to discuss what went wrong. You should look at interpersonal elements of the problem (e.g., egos and personal styles) as well as at any pertinent external ones (e.g., workloads, bosses, peers, and customers) that might have influenced the breakdown. The third step is for each person to acknowledge his or her role in the breakdown and to sincerely apologize for what he or she did or failed to do that led to the breakdown. Once responsibility has been accepted by the appropriate person(s), you may be able to rebuild trust. Jointly, you can discuss what needs to be done to re-establish communication, prevent future similar occurrences, and set goals for working toward strengthening the relationship. Depending on the cause and severity of the breakdown, this may not be easy and may take a long time. Take little steps toward normalization of the relationship and do not try to force recommitment. As each party starts to accept that the other is really trying to foster a trusting relationship, he or she will likely become a more active participant in the process. Finally, try to focus on shared, rather than individual, goals. If all can agree that there is common value or mutual reward in rebuilding the relationship, they are likely to be more vested in the effort. When people work together toward mutual goals, trust often results. Robert W. (Bob) Lucas is the president of Creative Presentation Resources and the managing partner of Global Performance Strategies. He has over thirty-five years of experience in the customer service, human

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resources, training, and management fields. Bob is listed in Who’s Who in the World, Who’s Who in America, and Who’s Who in the South & Southeast. He has written hundreds of articles and written or contributed to twenty-eight books. He speaks regularly at the ASTD ICE conference and is a past president of the Central Florida ASTD Chapter.

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

Analysis in the Age of Distance Learning Nancy B. Hastings

Summary Distance learning has changed how, when, and why we deliver instruction. It has also changed the role of analysis in the instructional design process. Analysis occurs early in the design process and traditionally has focused on identifying the need for the instruction, determining entry behaviors and relevant characteristics of the learners, and identifying the contexts in which learning and transfer will occur. In distance learning, these factors are still relevant; however, they are not the only things that must be considered. Analysis in designing instruction for distance learning also must include the knowledge, experience, and expectations of instructors and learners in regard to distance learning and the suitability of the content for the delivery medium. This article addresses each of these points in detail and provides a model for completing an expanded analysis when designing instruction for distance learning.

The Problem When a performance gap and cause have been identified, the selected remedial intervention very often is training. Currently, most training and development professionals use instructional systems design (ISD) to guide the intervention-design process. The analysis, design, development, implementation, and evaluation (ADDIE) model of ISD begins by analyzing the need, the identified learners, and the learning and performance context. We then identify the instructional goals, performance objectives, and assessment strategies. Ideally, we use all this information to make informed decisions regarding instructional strategies and the most suitable delivery medium (Dick, Carey, & Carey, 2008; Gustafson & Branch, 2007; Morrison,

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Ross, & Kemp, 2006). Although this is the ideal, it is not necessarily the norm. As the demand for distance learning grows, we are finding that the delivery medium often is chosen first, long before the instructional design process begins. At best, this disrupts the design process. This change in format necessitates modifications in the analysis phase of the instructional design process. We must continue to analyze the need, the entry behaviors and characteristics of the learners, and the performance and learning contexts (Dick, Carey, & Carey, 2008). Additionally, we must analyze the instructor’s and learner’s knowledge, skills, and expectations in regard to distance learning; the chosen distance learning format and medium; and the strengths, weaknesses, and constraints of the predetermined delivery medium.

The Solution For instructional designers who are challenged to develop training for a predetermined distance learning environment, Figure 1 illustrates the three factors to be analyzed: the learner, the instructor, and the delivery medium. Analysis of all three factors supports the distance learning initiative. Elimination of one or more of the factors creates a void, leaving the distance learning initiative vulnerable. Each component of the figure is discussed in detail below.

Learner

Distance Learning

Delivery Medium

Instructor

Figure 1. Elements in Distance Learning Analysis The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Learners Figure 2 introduces six learner-related concerns that must be addressed during the analysis phase. They are readiness for online learning; time-management and organizational skills; technology skills, including experience with the intended delivery medium; availability of technology and technical support; previous distance learning experience; and learner expectations. Readiness for distance learning is an important, yet often overlooked, factor. Many learners cannot seamlessly transition from a traditional learning environment to a distance learning environment. Distance learning requires a unique skill set. The separation of place, and often time, that exists in distance learning places significantly more responsibility on the learner. Distance learners must be selfdirected and possess excellent time-management and organizational skills. They must be willing and able to communicate with the instructor and their classmates in writing and take responsibility for proactively seeking assistance as needed (Mykota & Duncan, 2007; Smith, Murphy, & Mahoney, 2003). Learners who lack these capabilities often struggle in distance learning. These struggles are evidenced by decreased learning outcomes and transfer rates, low levels of learner satisfaction, and alarmingly high dropout rates (Smith, Murphy, & Mahoney, 2003). Koroghlanian and Brinkerhoff (2007) note that technological skills also are factors in learner satisfaction and completion rates in distance learning. Technological skills should be analyzed on several levels. The analysis must address the learners’

Readiness

Time Mgmt and Organizational Skills

Expectations

Learners

Previous Experience

Technology Skills

Available Technology and Support

Figure 2. Learner Factors The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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ability to use the specific technologies needed to access and complete course work, including the hardware (computer, PDA, iPod, etc.), the Internet, word processing and presentation software, and the course-management system. Another concern related to technology is availability. If learners are accessing training materials from work, the designer can be fairly confident that the required equipment, software, and technical support will be available. If, however, some or all of the course work is to be completed offsite, it is imperative that the analysis identify any access limitations as well as strategies for overcoming them. Can learners be allowed to take hardware home? Will the organization provide software and Internet access? Will after-hours technical support be available? Are reasonable alternatives, such as libraries, well equipped and readily available to all learners? The learner analysis also focuses on identifying the learners’ previous experiences with distance learning and assessing the alignment between the learners’ expectations and reality. Learners who have had positive distance learning experiences will approach the course with much higher motivation and confidence than those who have had negative experiences. Those who have had no prior experience are more likely to approach the course with a significant amount of caution and will need time to adjust to the learning environment before becoming engaged in the course content. Identifying the existence of these variances in the learner population allows the designer to incorporate appropriate motivational strategies in the course design and to accommodate learning curves that vary based on experience. Although learner expectations often are based on previous experiences, not all distance learning courses are the same. Therefore, even an experienced distance learner may have no idea what to expect from a given course. Distance learning may be synchronous or asynchronous. It may be entirely text based, include text and multimedia, or take place in a virtual world such as Second Life. It may require a significant amount of interaction and group work or none at all. The student who expects an asynchronous, text-based course with no student-to-student interaction will be quickly overwhelmed by a synchronous course, delivered in a virtual world, that requires group activities. This is why alignment of learner expectations with the realities of the proposed course is essential (Brinkerhoff & Koroghlanian, 2007). The second step in the process is to use information about learner expectations to correct misconceptions before they impact learning outcomes, learner satisfaction, and dropout rates. The expanded learner-analysis information, combined with the ADDIE-based learner-analysis activities, identifies skills that must be developed and issues that must be addressed prior to the implementation of the distance learning course or, alternatively, integrated with the course design through the inclusion of orientation and/or skill-building activities. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Instructors The knowledge, skills, and abilities required to instruct in the distance learning environment are not identical to those required to instruct in traditional settings. In the distance learning environment, many new variables are introduced, so it is imperative that the instructor be analyzed as well as the learners. The factors to be analyzed are similar to those for the learners: readiness to instruct in the online environment; time-management and organizational skills; technological skills, including experience with the intended distance delivery medium; availability of technology and technical support; previous distance learning experience; and expectations. (See Figure 3.) Instructor readiness to instruct in the online environment also is an important, yet often overlooked, factor. It is not easy for many instructors to make the transition from the traditional learning environment to distance learning. Ryan, Hodson-Carlton, and Ali (2005) note that teaching online requires instructors to “learn new pedagogies, learn new roles, be creative and have a high energy level” (p. 360). Darrington (2008) adds that teaching online requires more time than teaching in a traditional setting, and online teachers must work harder to create a classroom community. Instructors in the online environment must be willing and able to communicate effectively in writing and provide a supportive environment with a strong instructor presence. They must have exceptional time-management and organizational skills. Instructors who lack these capabilities often struggle in

Readiness

Time Mgmt and Organizational Skills

Expectations

Instructors

Previous Experience

Technology Skills

Available Technology and Support

Figure 3. Instructor Factors The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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distance learning. These struggles are evidenced through low instructor satisfaction and lack of motivation to teach online. They may also lead to decreased learner satisfaction and learning outcomes. An instructor must have technological skills in order to develop course materials, deliver instruction, and communicate with students in the distance learning environment. Analysis of the instructor’s technological skills should be done on several levels. It should address the instructor’s ability to use the required hardware (computer, PDA, iPod, video camera, etc.), software (word processing, presentation, screen capture, virtual worlds, etc.), and the Internet. The instructor also must be skilled in the use of both the instructor’s and the learners’ features of the course-management system. Availability of technology also is a concern. We generally can be confident that the required equipment, software, and technical support are available if the instructor is developing and delivering course materials from the worksite. If, however, some or all of the instructional activity is taking place offsite, the analysis must uncover any environmental limitations and identify strategies to overcome them. The instructor’s previous distance learning experience should also be analyzed. Instructors who have had positive experiences teaching in the online environment are more likely to approach the planned course with confidence. This confidence will be evidenced by higher motivation, greater flexibility and adaptability, and increased instructor satisfaction. Instructors who have had negative experiences teaching in the online environment, often as a result of not being well prepared, are likely to be very apprehensive about teaching future distance learning courses, even after developing skills that may have been lacking in the earlier experience. Lack of confidence in one’s ability to teach in the distance learning environment often can be overcome if it is identified during the analysis. If it is not identified, it has the potential to have a significant negative impact on the instructor, the learners, and the organization investing in the design and development of the course. The final instructor-related factor is expectations. This is a critical factor. Instructors need to have realistic expectations about the time required to teach a distance learning course (Darrington, 2008). They must have realistic expectations about their roles in facilitating interaction and must be prepared to provide feedback on graded work and rapid responses to e-mails. Instructors must realize that they are likely to be called on to address many issues they do not face in a traditional classroom, including learner isolation, misinterpreted written communications, and technological troubleshooting. Alignment of instructor expectations with the realities of the planned distance learning course, like alignment of learner expectations with course reality, is imperative (Brinkerhoff & Koroghlanian, 2007). Once expectations are identified, misconceptions can be corrected before they impact the instructor, the learners, or the learning outcomes. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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The information from the instructor analysis, along with the traditional ADDIEbased analysis, identifies instructor skills that must be developed, misconceptions that must be corrected, and issues that must be addressed prior to the implementation of the distance learning course.

Delivery Medium The third major factor in distance learning is the delivery medium. Distance learning can be delivered in many ways. It may be provided on a CD-ROM, a DVD, an intranet, or over the Internet. It may be entirely text based, include multimedia, or take place in a virtual world that incorporates avatars. It may be presented using a course-management system that includes discussions, chats, blogging, testing, and other features, or it may rely on external sources for these components. The capabilities and limitations of the delivery medium must be identified before the course is designed. (See Figure 4.) The analysis step in the ADDIE Model of instructional design does not include analyzing the delivery medium. This is because it is assumed that the delivery medium will not be identified until later in the design process, after instructional goals, performance objectives, assessment measures, and instructional strategies have been identified. Ideally, the instructional designer selects the delivery medium based on its ability to meet the needs of the design. When the delivery medium is predetermined, the designer does not have this luxury. The design must fit the

Strengths

Limitations

Delivery Medium

Weaknesses

Capabilities

Figure 4. Delivery Medium Factors The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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medium, not the other way around. Analysis of the delivery medium must identify the capabilities and limitations of the medium. Does the medium support discussions, blogs, and chats? If not, can external sites be used to incorporate these features? Does the medium support audio and video content? Are there limitations on file size? Are there firewalls that will prevent access to some content or by some users? Incorporating analysis of the delivery medium in the analysis phase of the ADDIE Model can prevent costly rework that might result from misalignment of the design and the medium.

Conclusion Distance learning has changed the face of education and training. It has made them both more accessible and more affordable. These benefits will likely lead to continued growth in the use of distance learning as more and more learners, in both educational and corporate settings, seek to take advantage of the benefits of technology. To adequately address this demand, we must reassess our approach to the instructional design process. Robust instructional design is dependent on modifying the process to meet the situation. We cannot ignore the impact that predetermined distance learning has on the ADDIE process, but we can accommodate it through integration of the factors discussed above.

References Brinkerhoff, J., & Koroghlanian, C.M. (2007). Online students’ expectations: Enhancing the fit between online students and course design. Journal of Educational Technology Systems, 36(4), 383–393. Darrington, A. (2008). Six lessons in e-learning: Strategies and support for teachers new to online. Teaching English in the Two Year College, 35(4), 416–421. Dick, W., Carey, L., & Carey, J.O. (2008). The systematic design of instruction (7th ed.). Boston: Allyn & Bacon. Gustafson, K., & Branch, R. (2007). What is instructional design? In R.A. Reiser and J.V. Dempsey (Eds.), Trends and issues in instructional design (2nd ed.) (pp. 10–16). Upper Saddle River, NJ: Pearson. Koroghlanian, C.M., & Brinkerhoff, J. (2007). Online students’ technology skills and attitudes toward online instruction. Journal of Educational Technology Systems, 36(2), 219–244. Morrison, G., Ross, S., & Kemp, J. (2006). Designing effective instruction (5th ed.). Hoboken, NJ: John Wiley & Sons. Mykota, D., & Duncan, R. (2007). Learner characteristics as predictors of online social presence. Canadian Journal of Education, 30(1), 157–170.

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Ryan, M., Hodson-Carlton, K., & Ali, N.S. (2005). A model for faculty teaching online: Confirmation of a dimensional matrix. Journal of Nursing Education, 44(8), 357–365. Smith, P.J., Murphy, K.L., & Mahoney, S.E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57–67. Nancy B. Hastings, Ph.D., is an assistant professor of instructional and performance technology at the University of West Florida. She teaches online courses in instructional technology, human performance technology, and technology planning and change. She is the Instructional Technology Internship and Field Experience Coordinator at the University of West Florida. She also has extensive practical experience, having worked in corporate training and performance improvement for over fifteen years in both manufacturing and service-related settings.

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

Systems Thinking “Best Practices” Research on the DNA of Successful Organizations Stephen G. Haines

Summary Successful organizations find that thinking analytically and systematically is not enough. Instead, they operate at their highest potential when they employ systemic and strategic thinking on a daily, weekly, monthly, and yearly basis. A synthesis of the key research findings of systems thinking yields the most holistic and integrated organizing framework and language: The Systems Thinking Approach.® It is the DNA of successful organizations. When it is fully understood and implemented, it provides organizations and leaders with an improved orientation to life and results in sustained business excellence and superior results that will leave a lasting impact on the system.

During the 1950s, the field of biology, with Ludwig von Bertalanffy (1998) of Vienna, Austria, leading the way, brought forth a new way to look at the structure of all life: the living system. In defining a system as a set of components that work together for the overall objective of the whole, scientists began to look at life and the elements that support it in a totally different way, which resulted in a new theory called the general systems theory. Ludwig von Bertalanffy formed the Society of General Systems Research in 1954, along with Margaret Mead and three Nobel Prize winners: Kenneth Boulding (economics), Ralph Gerard (physiology), and Anatol Rapoport (physics/math). Two of Bertalanffy’s well-known disciples are Peter Drucker (also of Vienna, Austria), who has been called “the father of modern management,” and W. Edwards Deming, who developed total quality management (TQM). General systems theory has been a more recent focus of Dr. Russell Ackoff (renaissance professor emeritus at the The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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University of Pennsylvania) and Jay Forrester of MIT, among others. Now there are over 30 scientific disciplines, such as electronics, architecture, complexity and chaos theory, and project management, whose leading thinkers and writers are moving in this direction. The movement toward systems thinking can be directly attributed to the rigorous theoretical development and research of the previously described pioneers, whose goal was to identify a “unity of science” for all complex living things. This unity of science, and its applications that utilize systems thinking, is the best framework to guide teams, organizations, and their leaders in achieving sustained business excellence and superior results.

General Systems Theory General systems theory became the “science of systems thinking” because it is the natural way in which the world works. Every day we work with and within systems. As you read this article, several systems are running in the background. Your internal body systems are running automatically. Your lighting system and perhaps your air conditioning system are operating; maybe your coffee pot is brewing downstairs. Each of these types of systems has a series of inputs and outputs. To get your cup of coffee, you have to plug your coffee pot into an electrical socket in order to obtain the electricity needed to heat and pump the water when you flip the switch. When you attend school or a conference, you are involved in a learning system. You listen to an instructor who gives you knowledge (input). When you are tested, you then access this knowledge by placing the correct answers on a test sheet (output). At work, you have large numbers of systems, such as payroll systems, HR systems, computer systems, and filing systems. Each of these consists of inputs and outputs, and making changes to any one component will affect the entire system in some way. A farmer’s planting and harvesting cycle is a perfect example of a living system, the focus of general systems theory. It has a series of inputs and outputs, and if any changes are made to any part of the system, the natural cycle changes dramatically. A typical planting and harvesting cycle is described in Figure 1. Removing any part of this cycle would cause dramatic change to the entire living system. If you didn’t sow the seeds, you wouldn’t have a crop to harvest. If you didn’t harvest the plants grown from the seeds, the plants would die. And, of course, the physical environment (sun, rain, temperature, etc.) plays a crucial role. In short, applying systems thinking is a more natural, holistic, and realistic way for individuals, teams, and organizations to survive and thrive. Because the term “system” is frequently applied to a number of organizational concepts, it is best to first define the term and then explain how systems thinking is The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Farming

The Planting and Harvesting Cycle

The Dynamic Environment (Sun, Rain, Temperature, etc.)

Plant Seeds

Harvest

Till Soil

Fertilize

Figure 1. A Farmer’s Planting Cycle

a critical element that can make the difference between organizational success and failure. Then applications for utilizing this concept to create an organization’s ideal future are discussed.

Looking at the Whole Versus Parts A system is often thought of as a set of elements or components that work together in relationships for the overall objectives/vision of the whole. The focus of all systems’ elements in an organization should be the attainment of an organization-wide, shared vision of customer satisfaction and organizational health. How we think . . . is how we plan . . . is how we act! This observation explains the results we get in work and life. Incorporating systems thinking into an individual’s, team’s, or organization’s mindset creates a higher order of thinking that looks at the whole system and its purposes first, rather than at its parts.

Concepts and Research: Four DNA Strands The Systems Thinking Approach® (STA) uses four, interrelated, main concepts from the research to clarify and simplify how we view our complex world. It is based on fifty years of scientific (including biological) research. It provides a better framework, or mental map, with which to see, think, understand, diagnose, and act more effectively. The most powerful way to improve our individual, team, and organizational effectiveness is to improve the way in which we think! The first two concepts are based directly on general systems theory. The second two concepts are applications of the STA. Like the four strands of DNA, these four The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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concepts are intertwined yet quite simple. They enable organizations and individuals to make sense out of a complex and chaotic world.

DNA Strand 1: The Seven Levels of Living Systems Your body is a living system within a series of systems. Every part of you is made up of cells. When you were first conceived, you were a series of cells that quickly multiplied into thousands of cells and then millions of cells. Each of these cells had a purpose: to be your skin, your hair, your brain, or perhaps one of your organs. Each of these is a system unto itself. You are a unique organism made up of systems of cells. All systems are actually subsystems of larger and larger systems (see Figure 2).

7. Earth 6. Societies

5. Organizations

4. Teams, Families

3. Individuals

2. Organs

1. Cells

Figure 2. Seven Levels of Living Systems The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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The seven levels of living systems are in natural hierarchical relationships with one another, starting with (7) earth and progressing downward to our basic cells. Just as you are made up of cells and organs, an organization is made up of individuals and teams and departments. This is an essential concept of systems thinking. You must begin to visualize your organization as a hierarchy of systems.

DNA Strand 2: Twelve Natural Laws of Living Systems In physics, there are laws of gravity and laws of motion. Within living systems, there are twelve natural laws (from general systems theory research) that describe how living systems function. A system is made up of its sum total and its parts, so the twelve natural laws characterize both the whole system and its inner workings, as described below (Vickers, 1972): Part I: Characteristics of a Whole System 1. Holism: Overall, broader perspectives (ends, purpose, synergy, transformation) 2. Open Systems: Open to environment 3. Boundaries: Clarity of system (integrated, collaborative, complementary). 4. Input/Output: How natural systems operate (“backwards thinking”) 5. Feedback: Feedback provided on effectiveness/root causes 6. Multiple Outcomes: Goal seeking at all levels Part II: The Inner Workings of a System 1. Equifinality: Flexibility and adaptability 2. Entropy: Follow-up on needs, inputs of energy, renewal 3. Hierarchy: Self-organizing (productive order emerges) 4. Relationships-related Parts: Patterns, webs, interdependence, and leverage 5. Dynamic Equilibrium: Self-regulating maintenance of stability and balance/ culture 6. Internal Elaboration: Details and sophistication, clarity, and simplicity. Adapted from the research of the Society of General Systems Research, these natural laws are organized along two similar DNA strands (our internal and external strands of life) (Vickers, 1972). The simplicity of these laws enables comparison of individuals and organizations. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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DNA Strand 3 (Application): The A, B, C, D, E Systems Model The standard functioning of every living system includes a circular “input— throughput—output—feedback” loop. The STA uses the concept of the living system and builds on the first six natural laws to form the A, B, C, D, E model, which is the application of this theory for everyday life (see Figure 3). Phase A, the output part of the model, looks toward the future, asking, “Where do you want to be?” It represents your vision, purposes, goals, desired outcomes or ends, and destination. Phase B, the feedback part of the model, asks the question, “How will you know when you get there?” This part of the system asks for feedback before looking at today.

THE SYSTEMS THINKING APPROACH “The Natural Way the World Works” “A New Orientation to Life” – Our Core Technology

STRATEGIC THINKING “From Complexity to Simplicity” Systems:

Systems are made up of a set of components that work together for the overall objective of the whole (output).

C. Inputs

D. Throughputs

A. Outputs

TODAY

THE SYSTEM

FUTURE

B. Feedback e ur nt ut me F E. iron v En

Feedback Loop

Backwards Thinking: Five Strategic Thinking Questions – In Sequence: A

Where do we want to be? (i.e., our ends, outcomes, purposes, goals, holistic vision)

B

How will we know when we get there? (i.e., the customers' needs and wants connected into a quantifiable feedback system)

C

Where are we now? (i.e., today's issues and problems)

D

How do we get there? (i.e., close the gap from C

E

Ongoing: What will/may change in your environment in the future?

A in a complete, holistic way)

Figure 3. A-B-C-D-E Model The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Phase C, the input component, is today. The typical starting point for most organizations, it asks the questions, “Where are we now?” and “What are our inputs into the system today?” Phase D, the throughput component, represents those things that can help you bridge the gap from Phase C to Phase A. It asks, “How do we get there?” in a complete and holistic way. Phase E, the environment portion of the model, is the ongoing scanning and review of the current and future environment. It is the part that helps to eliminate system stagnation.

DNA Strand 4 (Application): The Natural Cycles of Life In order to survive changes in their environments, organizations must examine the ways in which they respond to change. Change is inevitable and, in today’s world, it occurs more frequently than ever before. How it affects us often is determined by how we react to it. If we look at change as an expected permanent guest, rather than as an unwanted visitor, we can condition ourselves to accept it as a natural part of life. This attitude entails looking for the right answers and best practices and in reinventing our strategic, business, annual, and department planning and implementation processes so that they can be flexible and agile enough to both lead and adapt to change. Figure 4 shows that all types of changes occur naturally in life. This individual and psychological change cycle is natural, normal, and highly predictable.

SIX STAGES OF ENTERPRISE-WIDE CHANGE™ “The Transformation to Business Excellence and Superior Results” “The Rollercoaster is Natural–Normal–and Highly Predictable” E

A

B

C

Throughout: • Articulate the New Vision/ Values/Strategies • Provide the Rewards to Reinforce it • Set up the Change Management Structures

“TELL” #1 - Smart Start Pre-Planning (Get Ready/Educated)

#2 - Shock/Denial Kick-off-Lead Change (Comm.Change)

Loss Is A Given

#3 - Anger and Depression Make Changes-Re-Design (Deal with Loss, Resistence, and Unfreezing)

E

A

D Strategic Change Annual Review

Integrated Change Is Optional

“ASK”

Visioin

#6 - Rebuilding Climb the Learning Curve Begin Getting Results (Feedback/Follow-up/Culture Change)

#5 - Hope/Readjustment Reestablish Direction/Begin Future Planning Focus on Strategic Initiatives and Integration (Coordinated Enterprise-Wide Change)

#4 -“Hang In” Persevere New Team Start Up – Build Innovative Teams (Reorganize Work Responsibilities)

C

USING THE BUSINESS EXCELLENCE ARCHITECTURE

A

Figure 4. The Change Cycle The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Conclusion Systems thinking is based on the general systems theory developed by Ludwig von Bertalanffy and his colleagues beginning in the 1950s, but it is finally becoming more utilized today in management and business. Systems thinking reflects the natural way the world works. Although each bee plays an important role in its hive, it is only part of a whole, living system in which the entire hive thrives and each member is valuable to the system within its hierarchy. Most living systems are broken because they are not looked at as total systems. Organizations, for example, too often look first, and some times only, at the parts of the organization (e.g., a staff performing to maximum efficiency or machines that are well oiled and maintained) rather than the whole. Each part is considered vital and, typically, steps are made to ensure that each function is operating effectively all by itself. However, an organization, like an individual, is a system. It must be looked at as a whole first, not just as the sum of its parts. To look at the parts first is to perpetuate ineffective and piecemeal thinking. We have just begun to see the powerful influence of systems thinking—not only in management applications but also in social and life applications. Systems thinking is a natural, holistic, and realistic orientation to life that can create improved health in any system and sustained business excellence and superior results in any organization.

References Vickers, G. (Ed.). (1972). A classification of systems. In Yearbook of the Society for General Systems Research. New York: American Management Association. von Bertalanffy, L. (1998). General systems theory: Foundations, development, applications (rev. ed.). New York: George Brazillier. Stephen G. Haines is the founder and CEO of the Haines Centre for Strategic Management in San Diego, CA. He is an authority, leader, and speaker on the Systems Thinking Approach® to the field of strategic management. For more than thirty years, he has led the development and expansion of the science of systems thinking, “the natural way the world works.” He currently travels the world, speaking on strategic management and systems thinking.

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

Just-Right Challenges The Secret to Effective Training Michael Doctoroff

Summary Today’s trainers recognize the benefits of using active learning rather than lecturing. The key to successful active learning is to offer the learners “just-right challenges”—challenges that are neither too hard nor too easy and are effective as means of reinforcing important content areas. This article presents seven ways to incorporate just-right challenges into training, in order to improve the impact and effectiveness of learning.

Years ago, when I taught courses in college physics, the learning methodology was simple: we lectured. Today, despite the proven effectiveness of “active,” “experiential,” or “participatory” learning, some educators continue to lecture, exerting little effort to enhance the material and make learning more effective. David Sousa, a brain researcher and the author of How the Brain Learns, points out the futility of this outdated process: “Lecture continues to be the most prevalent teaching method in secondary and higher education despite evidence that it produces the lowest degree of retention for most learners” (2006, p. 95). As trainers, we must heed Sousa’s warning and identify ways to challenge learners while, at the same time, reinforcing appropriate content.

Getting in the Flow Mihaly Csikszentmihalyi (1997) proposes the theory of “flow.” Flow occurs when a challenge is perfectly matched with an individual’s skills. When a challenge and an individual’s skills are in sync, that person is in a state of flow. When a challenge is too great and the person’s skills are low, anxiety occurs. If the challenge is too low for the person’s skill level, apathy occurs. (See Figure 1.) The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Anxiety

High

Challenge

“Flow”

Relaxation/Apathy

Low Low

Skills

High

Figure 1. The Flow Model Adapted from M. Csikszentmihalyi (1997). Finding Flow. New York, Basic Books, p. 31. Used with permission.

When individuals find themselves in a state of flow because they are engaged in just-right challenges, their brains are optimized for learning and retention; they are happy, having fun, interested in working, creative, and unconcerned about the passage of time. Consider the current infatuation with Sudoku, the numbers game in which you are challenged to put numbers into a partially filled grid so that each row, column, and box contains every digit from 1 to 9 without duplication. People who enjoy the Sudoku challenge relax as they work out the details and are willing to spend time doing it. The brilliance of Sudoku is that the various levels of difficulty make it possible for everyone to find a just-right challenge. Trainers can offer just-right challenges to their learners by using the following techniques.

Just-Right Challenge Techniques 1. Challenge Them to Explain When you present a visual aid to a group of learners, rather than explaining it, encourage the learners to do the explaining by asking them questions. For example, suppose that you are showing the flow model in Figure 1. Ask, for instance: • What does this chart represent? • Why is there apathy or anxiety? • How do you define the word “challenge”? The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• How do you get to flow? • What does flow represent? • Why is flow good? Don’t tell the learners things they can figure out by themselves. When they figure out these things, they will have met the just right challenge, and the information will be more meaningful.

2. Challenge Them to Summarize New Material Instead of wrapping up the discussion with some concluding remarks, ask the learners if they can write a summary of the discussion. Give them time to write and to confer with one another on the summation. This period of reflection and review has been shown to be critical in the long-term recollection of material (Ruhl, Hughes, & Schloss, 1987). I once attended a lecture by Thiagi in which he asked the group to summarize a presentation, but he carried it several steps further. He asked the trainees to reduce their summary to a single sentence and then he asked them to draw a logo for the subject, in order to help them to recall the information later. Such challenges reinforce the information and make the time spent learning seem to rush by.

3. Challenge Them to Use Mnemonics To use mnemonics, you might ask the learners to develop a word in which each of the letters represents one of the key words of the subject you have presented. Suppose the group determines that the key words from the presentation are Fun (F) Skill (S) Ability (A) Challenge (C) Boredom (B) Frustration (F) Energy (E) You could then give them an inexpensive plastic doll that looks like a monster and ask them to name it. Or you could ask them to draw a monster (or a battleship or a bottle of whiskey or anything else) and ask them to name it. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Based on the key words, they may decide to name their object “B.S. CAFFE.” Ask them to write down the name. The challenges of selecting critical words, selecting key letters, and then integrating them into a name will help them to remember more.

4. Challenge Them with Games A game, rather than a lecture, can be used to present new material. Games can be used to match challenge and skill levels and maximize learning and fun. The most popular games are those with a Jeopardy format, which provides many questions with varying degrees of difficulty. To ensure that flow will occur, challenge the learners to create the questions. This task requires them to organize material into categories, evaluate the difficulty of the questions to create their point values, and search the literature for relevant questions.

5. Challenge Them to Imagine Role playing is a perfect example of imagination being used to generate just-right challenges. When you ask a learner to assume the role of another, you are asking the person to imagine how the other person thinks. The more a learner is involved with the other person’s personality, the more he or she is learning with empathy. The problem with most role plays is that learners suffer from performance inhibitions that confuse their thinking and make the role play a matter of social concern. You can avoid this tendency by the use of small groups, teams, and positive feedback.

6. Challenge Them to Brainstorm People love to brainstorm. I think it is because of the thinking required and the skill that exists in knowing a subject well enough to contribute. Also, there are no wrong answers, judgments and criticism are against the rules, and even crazy ideas are celebrated. Undoubtedly, it is the essence of a just-right challenge. In a learning setting, brainstorming can be used to generate lists, identify problems, consider holes in a new theory, devise rationales for applying new methods, and identify helpful learning points.

7. Challenge Them to Tell a Story Stories have a wonderful place in training. They relax listeners, command interest, and return people to their youthful instincts. Moreover, they stimulate the brain to associate a learning point with an emotional reaction, which makes the point more memorable (Stevenson, 2008). The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Transforming story telling into a just-right challenge can be accomplished by asking learners working in small groups to generate their own stories. Alternatively, a larger group can create an on-the-fly story. The first individual starts with the opening sentence, then each consecutive person adds a sentence until the group gets to “the end.” Another technique is for the trainer to provide the first half of the story, setting the stage and defining the area of the lesson, and then challenge the group members to come up with the ending.

Conclusion With the advantages of hindsight and research, we see that the active learning and just-right challenges that we employ today greatly surpass old-fashioned lecturing techniques in terms of learner enjoyment, understanding, and retention. No matter what challenge or technique you find that fits your comfort level, outcome needs, and content, the critical part is to develop challenges that are neither too hard nor too easy. The goal of all of these techniques is to find the balance of challenge and skill that will engage the learners without generating anxiety or apathy. When you find just-right challenges, the learners will be self-motivated to jump in and learn.

References Csikszentmihalyi, M. (1997). Finding flow. New York: Basic Books. Ruhl, K., Hughes, C., & Schloss, P. (1987). Using the pause procedure to enhance recall. Teacher Education and Special Education, (10), 14–18. Sousa, D.A. (2006). How the brain learns (3rd ed.). Thousand Oaks, CA: Corwin Press. Stevenson, D. (2008). Using emotional triggers to enhance learning. Presentation at the ASTD conference, San Diego, CA. Michael Doctoroff is chairman and founder of Trainer’s Warehouse. He was educated at Williams College and received an MBA degree from Rochester Institute of Technology. For the first fifteen years of his career, Doctoroff served as a practicing physicist, doing research and development. He has worked as a scientist, creator, and manager at Bausch and Lomb, Balzers Corporation, Tokheim Corporation, and his own consulting company.

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

Informal Learning and the Case to Formally Design It Allison A.S. Wimms and Zane L. Berge

Summary When we think of how learning happens, our minds turn to schools, training programs, and other types of formal education. Yet many of us know that the best lessons we have learned occurred outside traditional classrooms. This article focuses on informal learning: how it supports formal training and enhances performance in organizations, how it is changing the corporate training environment, why training professionals must keep informal learning in mind when designing training programs, and how they can use informal learning to enhance training objectives.

A few hundred years ago, self-directed learning was the norm. Learning a trade from books or from a mentor (apprenticeship) was what we would now call “informal” learning. Informal learning has always existed in organizations, particularly social learning, which Conner (2008) describes as learning that takes place when employees learn from one another—professionals unofficially teaching apprentices, seasoned employees helping new hires, colleagues helping one another, and so forth. Many trainers and teachers have differing opinions about formal versus informal learning. Cross (2007) states: “. . . informal learning often flies under the official radar. It can happen intentionally or inadvertently.” (p. 16). Garrick’s opinion (1998) is that informal learning is not formally designed, delivered, or scheduled; it happens incidentally, whenever, wherever, and to whomever. Such learning is typically left to chance. If a seasoned employee happens to be a helpful individual, she may serve as an unofficial subject-matter expert for others. If a new hire has a question about something, he may simply ask someone for assistance. An employee who learns a lesson may share the experience with colleagues. A training participant may ask another attendee if she would explain a concept over lunch or after class.

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Types of Informal Learning Hoffman (2005) describes some unique characteristics of informal learning: • Just-in-Time: Informal learning occurs for immediate use. For example, an employee is working on a spreadsheet and encounters a stumbling block. He asks the co-worker in the next cubicle for help. • Contextual: Informal learning occurs in context, on the job. For example, an employee in Customer Service is coaching a new hire on how to run call reports. They meet in the coach’s office to see exactly how it is done. • Individualized: Informal learning occurs in an individualized (customized) manner. For example, an employee is writing a letter that must be sent to several clients on a mailing list. She is writing the letter using Microsoft Word, and the mailing list is located in a database other than Excel. Although she has used the basic mail merge feature between Word and Excel, she doesn’t know how to achieve the desired result, and there are no online tutorials on how to do it. She finds someone in the company who has done it before who is willing to show her the method. • Personal: Informal learning typically occurs between people who know and trust each other. For example, an employee needs help with one aspect of a sensitive project. He goes to a reliable and trustworthy coworker who has helped in the past, rather than calling the training department for assistance. • Chunked: Informal learning typically occurs in chunks rather than in formal classes. For example, rather than taking a day-long class or semester-long course, an employee asks a coworker how to use a particular type of software. Rather than scheduling a full day of training, she arranges a few brief meetings to cover the features and functions in piecemeal fashion. • Limited in Scope: Informal learning is limited in scope. For example, an employee obtains a small bit of information on how to complete one specific task using a new software package. This occurs in a just-in-time and just-enough fashion, which is sufficient to address the need.

How Informal Learning Is Changing the Corporate Environment Not so long ago, formal training, mandated by management, was considered the source of learning in the corporate environment. Cross (2003, 2007) points out that although the words “training” and “learning” once were considered interchangeable,

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Table 1. Traditional Versus Emergent Learning Traditional

Emergent

Training

Learning

Management in charge

Worker in charge

Often formal

Often informal

Source: Cross, 2007.

learning is now crowding out training in organizations. Consider Table 1, which Cross uses to illustrate this emergence. As cited by Cross (2007) in Informal Learning, Conner writes: “most learning doesn’t occur in formal training programs. It happens through processes not structured or sponsored by an employer or a school. Informal learning accounts for over 75 percent of the learning taking place in organizations today.” She also notes, “In 1996, the Bureau of Labor Statistics reported that people learn 70 percent of what they know about their jobs informally” (p. 243). Recently, articles in the training literature have posited that informal learning will, more or less, drive formal learning out of the picture, and that even formal learning institutions may ultimately go away. It is doubtful that this will happen, although we now see an emergence of workers taking charge of their own learning in an informal manner. This is good. A combination of training and informal learning is the perfect recipe for creating changes in behavior and performance.

The Pros and Cons of Informal Learning Many times, informal learning goes unnoticed (or at least undocumented) in organizations. Yet it plays a significant role in supporting formal education, change, and overall organizational performance (Clark & Mayer, 2003; Clark, Nguyen, & Sweller, 2006; Rosenberg, 2001). In informal learning, we see cooperation and collaboration at its finest— everything from sharing of industry articles and best practices to full-blown mentoring relationships. We see the best employees engaged in knowledge sharing and constructive debate, fueling one’s another’s drives and passions to work to greater heights. As training professionals, we love it when a “perfect student” offers to help someone else. As supervisors, we like to see employees going to our star performers for guidance. On the other hand, we must consider the enthusiastic “helper” in an organization who is not necessarily a stellar employee. For example, this person may like to take newly hired employees “under his wing” to show them the ropes. He means well but has a knack for sharing information that is neither fully accurate nor thorough. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Or he shares information that lacks certain details that he deems unnecessary. New hires love him. He basically says, “Forget all they told you in class; this is how it’s really done.” This is one cause for concern. We live in a time-pressed culture. We need information now. In the absence of formal education in the here-and-now, informal learning fills the gap. Yet, given the pace of modern business, sometimes even informal learning, particularly learning that is generated between coworkers, may be hard to obtain. We hesitate to bother others when we know they are busy, even if they have invited us to do so. Seasoned employees may have been honored in the past to serve as mentors but today may feel too busy to take on such responsibility. Cross (2007) suggests that knowledge workers spend about one third of their time looking for the information they need. The good news-bad news is that knowledge workers who need information or education almost always figure out a way to acquire it. A person may consult print-, video-, and/or computer-based learning sources. Never before has so much information been so easily available to individuals. Today there are more than 1 billion users of the Internet, and there are approximately fifty million blogs. Informal learning from the web is more prevalent that learning from school. Trainers, managers, and HR professionals would like to ensure that information shared in organizations is accurate. With the ease and availability of online resources (e.g., blogs and discussion boards), we can be sure that informal learning will become more and more prevalent, so, our concern with accuracy and reliability becomes even more relevant. This can be cause for concern when we do not know (and the individual searchers often do not know) who they are trusting as subjectmatter experts (e.g., in the case of Wikipedia) and whether the information obtained is reliable. The Internet does not necessarily provide a reliable, accurate, or researchbased education (Tobin, 2000). The message is not that we must discourage or even try to control individualized learning; we want individuals to learn. Rather, when it comes to blended learning or interaction to facilitate learning, training professionals must provide direction and suggestions. We need to make it easy for workers to find reliable information.

Consideration of Informal Learning in Training Design and Delivery Although we cannot always know who is doing the informal “teaching” in an organization, we need to be careful that informal learning is not regarded as equal to formal learning. Training professionals need to address the pros and cons of informal learning as much as possible when designing training programs. Training professionals increasingly will attempt to obtain more influence over informal learning and how it is used to support formal learning. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Many learners are not self-directed toward individualized instruction and need encouragement to step out of the traditional classroom to proactively seek other types of learning. They need, at least, some direction—some sensible suggestions about sources of informal learning. This also is where a trainer can be of assistance. Consider some unique characteristics of informal learning as introduced by Conner (2008) and some practical suggestions that may increase the value of such events: • Accidental Learning: Accidental learning is free from expectations or intentions; it just happens by chance. For example, after a meeting one attendee may comment about something discussed during the meeting, which happens to clarify something for a listener. Or, during a casual conversation about a newly released product, one employee may mention a feature that another employee did not realize existed. Training professionals do not have control over accidental learning. However, it would not hurt, for example, if a training specialist were to say something such as, “If, at some point, you have questions or comments about the content we covered, I encourage you to talk with others who have taken this same course. The material we reviewed is quite intensive and it would be difficult, at best, for someone who has not taken this class to have a thorough understanding of the topic.” • Intentional Learning: Intentional learning takes place when an individual takes the initiative to learn something. For example, an employee working on a project may read a book on a particular topic, or an employee who is having difficulty understanding something may find tutorials or a DVD on that topic. Intentional learning can be any learning activity that helps people meet their educational needs at their own pace and without formal instruction. Training professionals can influence, encourage, and/or facilitate intentional learning. For example, a trainer or instructional designer may compile a list of reputable websites, blogs, books, and other resources and recommend them for further research on a particular topic. • Non-Formal Learning: Non-formal learning is neither sponsored nor sanctioned by an organization, yet it occurs in a formal setting. An employee may take evening classes at a local college even though the classes are not required by her employer. Training professionals are not in a position to control non-formal learning but they can encourage it. For example, a training specialist may do research The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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

Description/Value Captures ongoing knowledge; gives voice to workers; allows anyone to create a learning object and/or contribute information.

Allow users to share ideas and insights, co-create definitions and practices. Provides a means for cooperative decision making and documentation. Provides answers to the most commonly asked questions; saves help desks and others’ time by providing a single-source reference and eliminating the need to reinvent the wheel. Allow users to create and share professional knowledge; serve as real-time subscriptions.

Allow users to use commute or treadmill time productively by downloading news and/or information to iPods.

Resource

Blog

Wikis

FAQ (Frequently Asked Questions)

Communities of Practice

Podcasts

Table 2. Learning Resources

Create in-house news and/or information to download to select iPods.

Consider creating a place on an intranet (e.g., SharePoint) for intra-company wikis, RSS feeds, blogs, discussion boards, etc. Provide URLs to reliable, reputable external resources, communities, etc.

Provide a list of FAQs about a particular topic to class participants or provide the URLs. Create a FAQ list during a class (perhaps make it a group activity), then distribute the list to participants after the class.

Consider creating a place on an intranet (e.g., SharePoint) for intra-company wikis. Provide URLs to other wikis.

Consider creating an internal blog (perhaps on an intranet) for an exclusive users group (i.e., individuals who are in, or have completed, a particular course). Assign a subject- matter expert to visit the blog from time to time to ensure that the content is on-topic and accurate. Provide a list of reputable blogs to class participants for post-training use.

Design Considerations

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Provides a means to easily search the Internet for content on a topic, word, or phrase.

Provides a means to easily obtain answers to a question. Much like any other search engine: users may enter a question or phrase that triggers a search for content on the entered words. Provides a virtual environment (“world”) in which participants obtain characters (avatars) that reside in particular neighborhoods. Each avatar has its own look and characteristics (selected by the participant) and participates in neighborhood events at will.

Google

ASK.com

Second Life

Table 2. (Continued )

(Continued )

Create a secure neighborhood unique to the organization and hold virtual meetings at that designated online location. Invite class participants to the meeting, and ask each person to create his or her own avatar prior to the meeting. Consider assigning tasks or topics to participants to present during the meeting (or subsequent gatherings). Investigate and provide information about other virtual meetings being held in Second Life and inform class participants of these. Some vendors or professional organizations (e.g., ASTD) hold Second Life meetings on a regular basis.

Provide a list of questions for class participants to answer before or after a class. Have an SME test drive the exercise prior to its release, and ask the SME to make note of findings that may be unreliable. Inform participants of sites or findings to overlook.

Provide a list of words or phrases for class participants to “Google” before or after a class (this would make a great pre-training exercise). Have SMEs test drive the list prior to its release, and ask them to make note of findings that may be unreliable. Inform participants of sites or findings to overlook.

Inform class participants of external podcasts that may provide supplemental or valuable information about a topic. When possible, ask SMEs to test-drive podcasts to verify information and/or update FAQs that may arise after the information is downloaded.

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White papers, documents, quick reference guides, etc., that are available to end users any time.

Online Self-Study Resources

Source: Based on Learning Applications for Web Technologies, Informal Learning (Cross, 2007).

Online video or PowerPoint presentations that are launched by the end user, or a scheduled training session facilitated by a videotaped presenter who is in a different location.

One—time Training Events

Create in-house white papers, documents, quick reference guides, etc., to be available via the company intranet. Inform class participants of external information that can provide supplemental information about a topic. When possible, ask SMEs to review such resources to verify information and/or update FAQs that may arise after the information is downloaded.

Create in-house videos or PowerPoint presentations for launching via intranet. Inform class participants of external presentations that can provide supplemental information about a topic. When possible, ask SMEs to test drive such presentations to verify the information and/or update FAQs that may arise after the information is downloaded.

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on classes available to the general public via a local college or other entity. The training specialist may then present such information to a training class with a comment such as, “Although not required by our organization, a related class is available at the community college. Here is some information about it.” • Social Learning: Social learning takes place when employees learn from one another. For example, an employee may shadow a more seasoned colleague to learn a particular technique, or an employee may participate in a discussion forum or seek advice from a user’s group. Training professionals and managers may be able to foster social learning within departments and the whole organization. For example, a trainer or instructional designer may ask a subject-matter expert (SME) if he would be willing to serve as a point of contact for questions on the given topic. SMEs could be asked to oversee discussion forums or work for electronic “help desks.” A willing SME could be added to a resource list for class participants to reference post-training. These things help to point employees in the right directions should they have questions after a training event or on the job. Table 2 lists resources found on the Internet and how a training professional can provide suggestions or directions on how to glean the most value out of them. These are great resources, but we must not confuse the end with the means. Learning is not just about taking classes or finding something on the Internet; it’s about acquiring an education and then transferring the newly acquired knowledge to behavior. So we want to be sure that the information that is shared is reliable and accurate. This is why directions and suggestions will become more commonplace in corporate training environments. We will not see formal learning eclipsed by informal learning. Rather, we will see learning solutions that involve formal and informal resources that are research-based.

Conclusion Formal and informal learning coexist in every organization and they can complement each other. Informal learning can support formal education and training. As individuals take more proactive roles in obtaining information, training professionals need to learn about sources of informal learning and include sources of it in training design. In other words, we must proactively build opportunities for informal learning to supplement formal learning. We must learn to develop blended learning

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solutions so that we may help to ensure that what is found informally is both valuable and reliable. At every formal training event, a trainer can discuss the pros and cons of informal learning, provide—at a minimum—a reference or resource list that encourages informal learning as a supplement to the program (a post-training support tool), and provide a physical and/or computer-based location where individuals may meet to discuss selected topics. Training professionals also can help managers to understand that 70 percent of learning happens informally (and frequently off the clock) and help them to take responsibility for informal learning within their organizations.

References Clark, R., & Mayer, R.E. (2003). e-Learning and the science of instruction. San Francisco: Pfeiffer. Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer. Conner, M.L. (2008). Informal learning. Ageless Learner, 1997-2008. Retrieved September 27, 2008, from http://agelesslearner.com/intros/informal.html Cross, J. (2003). Informal learning: A sound investment. Retrieved September 27, 2008, from http://www.clomedia.com/columnists/2003/September/277/index.php Cross, J. (2007). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. San Francisco: Pfeiffer. Garrick, J. (1998). Informal learning in the workplace: Unmasking human resource development. Oxford, UK: Routledge. Hoffman, B. (2005). Informal learning. Alexandria, VA: ASTD Press. Rosenberg, M. (2001). e-Learning: Strategies for delivering knowledge in the digital age. Columbus, OH: McGraw-Hill. Tobin, D. (2000). All learning is self-directed. Alexandria, VA: ASTD Press. Allison A.S. Wimms is a senior training and development specialist at Johns Hopkins HealthCare LLC in Maryland. She is a co-author (with James D. Kirkpatrick) of Crossing the Great Divide: Program Development and the Four Levels and the author of Demonstrating Value: How Do They Do That? She has facilitated sessions at international, national, and local conferences for ASTD and Training magazine. Currently, she is working on an instructional designer’s handbook specific to evaluation and proving value. Zane L. Berge is a professor and former director of the Training Systems graduate programs at the University of Maryland, Baltimore Campus (UMBC). He teaches graduate courses involving training in the workplace and distance education. Prior to joining UMBC, Dr. Berge was the founder and director of

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the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington D.C. It was there that he first combined his background in business with educational technology to work in the areas of online journals, moderated online discussion lists, and online education and training. He is the primary author, editor, or presenter of ten books and over two hundred book chapters, articles, conference presentations, and invited speeches worldwide.

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

The Situational Training Methods Model Selecting Appropriate Training Styles Jean Barbazette

Summary Course designers and trainers need to know how to select and sequence the training methods to be used during a training program. The Situational Training Methods Model helps trainers and course designers to make decisions about training approaches and sequencing, based on the learning objectives and assessment of the learners’ experiences, education, and motivation.

The Situational Training Methods Model displayed in Figure 1 is based on two important assessments. The horizontal dimension is the issue of trainer style: whether it is to be instructor-directed or learner-directed. The vertical dimension is the issue of learning objective: whether it is knowledge/understanding or performance of a skill. When these two dimensions are combined, four trainer styles—with different sequences of training methods—emerge: 1. Demonstration: the trainer teaches a skill to learners by first telling (lecturing) the learners about the task; then showing the learners how to complete the task; and, finally, supervising guided learner practice. 2. Lecture/test: the trainer teaches new knowledge/information by telling (lecturing) learners about the information, testing the learners’ understanding, and then having the learners complete an exercise or case study to apply the new information.

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KNOWLEDGE OR UNDERSTANDING

TYPE OF LEARNING OBJECTIVE

PERFORM A SKILL

TRAINER STYLE INSTRUCTOR DIRECTED

LEARNER DIRECTED

DEMONSTRATION Style 1

LEARNING EXPERIENCE Style 3

1. Tell learners

1. Learning experience (activity)

2. Show learners

2. Learners share and interpret reactions

3. Supervise guided learner practice

3. Learners generalize concepts from the experience 4. Learners apply concepts to new experiences

LECTURE/TEST Style 2

CASE STUDY Style 4

1. Tell learners

1. Case study or experience

2. Learners tell you what they know (test)

2. Learners share and interpret reactions

3. Learners complete exercise/case study to apply new information

3. Learners generalize concepts from the experience 4. Learners apply concepts to new experiences

LOW

HIGH

ASSESSMENT OF LEARNER’S EXPERIENCE, EDUCATION, MOTIVATION

Figure 1. Situational Training Methods Model

3. Learning experience: after setting up and completing a learning experience (activity), the learners share and interpret their reactions to the activity, generalize concepts from the experience, and then apply their new learnings to their own situations. 4. Case study: the learners complete a case study or simulation experience and share and interpret their reactions to the case study or simulation experience. They then generalize concepts from the experience and apply these concepts to their own situations. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Styles 1 and 2 are instructor-directed; Styles 3 and 4 are more learner-directed. The learning objective directly impacts the selection of training style. Styles 1 and 3 are appropriate for teaching a skill, and Styles 2 and 4 are appropriate for generating knowledge and understanding. The model also incorporates an assessment of the learners’ levels of experience, education, and motivation. Styles 1 and 2 (instructor-directed styles) are appropriate when the learners have little experience or knowledge of the subject, so it makes sense to start with a lecture or explanation. Styles 3 and 4 (learner-directed styles) are appropriate when the learners have (real or perceived) experience with the subject; the training sequence starts with the learners trying out what is already known. The perception of experience may or may not be the same as actual experience. Sometimes a learner perceives himself/herself as having more experience than others do. Obviously, a trainer cannot always know if the learner’s perception is accurate, so the trainers must assess the learners’ perceived or actual levels of experience and select a style that is appropriate to most.

Selecting a Style In using this model you can move an activity or training method forward or back in the module sequence, based on your assessment of the learners and how they are interacting with the material. Often, learners need to build toward using a new skill by starting with new information (knowledge/understanding). That involves using Style 2 and then Style 1. In this case, you need to build a knowledge base before moving to skill practice. If you are working with both experienced and inexperienced learners, the question is whether to select an instructor-directed style or a learner-directed style. Each has benefits and risks. When you use (instructor-directed) Styles 1 and 2, everyone benefits from getting the same step-by-step information. The risk is that experienced people will tune you out because they think they already know it all. When you use (learner-directed) Styles 3 and 4, the learners benefit from discovery learning and are encouraged to own what is learned. The risk is that you could lose inexperienced people if you don’t process the learning carefully using the four steps shown in Figure 1. In high-risk situations, such as when training someone to use potentially hazardous machinery, and when there is enough activity/application for the experienced people to feel that the time is useful, it is appropriate to use Styles 1 and 2. When you want buy-in and ownership of the learning, it is best to use learnerdirected styles (3 and 4). When you can clearly check for understanding using the activities and application pieces, also opt for Styles 3 and 4. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Examples of Application of the Model Three examples of training situations follow. As you read each one, identify which training style is most appropriate and why. Each example includes two questions. The answers are provided in the section following the examples.

Example 1: Maxine Meets a System Change Although Maxine is new to the bank, she comes to the purchasing department as an experienced clerk. In learning how to use the “Procurement System,” she catches on more quickly than others who have been in the department some time but have little experience using this type of application. A new upgrade of the Procurement System is now on line and ready for use. Maxine says, “I think I can get the gist of it quickly. It feels okay to me.” What training style would you select to teach Maxine this new system? What led you to that decision?

Example 2: Accidents Will Happen Sam is a new technician with little engineering background. His supervisor is planning an initial orientation and training. The first task is to show Sam how to operate the warehouse compactor. This massive machine could be dangerous to Sam and others if not operated properly. There have been two serious accidents in the past five years related to use of the machine. What training style would you select to train Sam to operate the compactor? What led you to that decision?

Example 3: Selection Interviewing Thirty store managers have been invited to attend Selection Interviewing training at corporate headquarters as a refresher course. The retail chain for which they work has been warned of an impending lawsuit from a few job candidates that were not hired after interviews with a number of different store managers. The managers resent being taken away from their stores for training on a task they think they already know how to complete. What training style would you select to conduct a refresher course on selection interviewing for these store managers? What led you to that decision? Answers 1. Maxine is being asked to learn a new skill, which suggests either Style 1 or Style 3. She also seems experienced and her first reaction to the upgrade is The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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enthusiastic, so we can assess Maxine’s experience, education, and motivation as high. Style 3 seems most appropriate for this learner. 2. Sam is being asked to perform a skill in operating the compactor, indicating either Style 1 or Style 3. He is new to his job and has little experience using this type of equipment, so Style 1 is more appropriate. 3. The store managers need to be reminded of how to conduct lawful interviews that will stand up in court. This example is a combination of two types of objectives: (1) knowledge of what types of questions to ask during the selection interviews, and (2) how to ask appropriate questions during the interviews. Because these managers perceive themselves to be knowledgeable and experienced in selection interviewing, Style 4 can be used at first to confirm and validate existing information as well as to provide new information. Then Style 3 can be used to have the managers role play typical selection interviews.

Conclusion Course designers and trainers can use the Situational Training Methods Model to select and sequence a variety of training methods, depending on the type of learning objective (knowledge/understanding or skill) and an assessment of the learners’ experiences, education, and motivation. Jean Barbazette is the author of Successful New Employee Orientation (Pfeiffer, 2007), The Trainer’s Support Handbook (McGraw-Hill, 2001), Instant Case Studies (Pfeiffer, 2003), The Trainer’s Journey to Competence: Tools, Assessments, and Models (Pfeiffer, 2005), Training Needs Assessment (Pfeiffer, 2006), The Art of Great Training Delivery (Pfeiffer, 2006), and Managing the Training Function for Bottom-Line Results (Pfeiffer, 2007). Additionally, she has contributed chapters or articles to the following publications: Intervention Resource Guide: 50 Performance Improvement Tools (Jossey-Bass, 1999), the McGraw-Hill Training and Performance Sourcebooks (1999, 2000, 2001, 2002), the Pfeiffer Annuals (1993, 2004, 2005, 2009), 90 World-Class Activities by 90 World-Class Trainers (Pfeiffer, 2007), What Smart Trainers Know (Jossey-Bass, 2001), the ASTD Training & Development Sourcebook (2002, 2003), and the ASTD Handbook for Workplace Learning and Development (2008).

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

Evaluating the Effectiveness of Sexual-Harassment-Prevention Training A Case Study Michael Moskowitz Summary Employers are sending their employees to sexual-harassment-prevention training (SHPT) in record numbers. Yet the evaluation evidence is unclear as to whether SHPT is, in fact, preventing sexual harassment. It is essential that training and human resource (HR) professionals have methods to evaluate SHPT effectiveness, for several reasons. Employers need to ensure that employees know how to respond if confronted with sexual harassment. Management teams, including HR and training professionals, need to feel confident that they are doing all that is legally and ethically necessary to eliminate a disruptive and illegal behavior from the workplace. The company also wants to ascertain whether the return on investment (ROI) justifies the training expenditure for its current SHPT program. Through a case study, this article presents an evaluation of SHPT using Kirkpatrick’s four levels of evaluation. It also discusses an unusual outcome.

Training magazine’s 2005 Industry Report found that 93.3 percent of the organizations surveyed offered sexual-harassment-prevention training to their employees. Compliance requirements drive some of this activity. California, for example, has passed legislation mandating that employers require everyone with supervisory responsibility to attend at least two hours of interactive SHPT every two years. Fear of negative publicity also helps to promote SHPT. Media reports of high-profile multimillion-dollar lawsuits, awards to victims of sexual harassment, and the devastating organizational humiliation that follows fuel the desire to proactively prevent these occurrences. For example, Anucha Browne Sanders was awarded The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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$11.6 million in October, 2007, as a result of her sexual-harassment lawsuit against James Dolan, chairman of Madison Square Garden, and Isaiah Thomas, president and coach of the New York Knicks professional basketball team. Most organizations recognize that it makes good business sense to have a harassment-free work environment for recruitment, retention, job-performance, employee-relations, and liability reasons. Training is generally viewed as the best means to achieve the goal of reducing and ultimately eliminating sexual harassment from the workplace. Yet there are few statistics regarding the effectiveness of SHPT. That is why the case study that follows is important. It examines whether SHPT affects participant attitudes and, if so, whether it affects participants in a way that will lead to a decrease in the occurrence of sexually harassing behavior.

Evaluation Criteria It is not uncommon to predicate a training program’s success on trainees’ reports that they will display certain behaviors if confronted with a specific situation. For instance, one goal of safety training would be that “by the end of this training, participants will be more likely to follow proper safety procedures in the event that a fire is observed in the workplace.” Use of pre- and post-training questionnaires (completed by trainees) could ascertain the trainees’ understanding of the procedures and, by inference, the likelihood of their following these procedures. A typical SHPT program clarifies the definitions of sexually harassing behaviors for trainees and sends the message that these behaviors are unwarranted, illegal, and will not be tolerated by the organization. Additionally, trainees are instructed to take appropriate action (such as talking with their managers or HR personnel) if they observe or are confronted with sexual harassment. One program goal could be: “By the end of this training program, participants will be more likely to contact a manager or Human Resources if they feel they are being sexually harassed (as measured by trainee ratings on a pre- and post-training assessment instrument).” A second goal could be: “By the end of this training program, participants will be less likely to ignore sexually harassing behavior (as measured by trainee ratings on a pre- and post-training assessment instrument).” A program that achieves these goals will likely reduce the chances of future incidents of sexual harassment.

Levels of Evaluation For the past fifty years, Donald Kirkpatrick’s four levels of evaluation have been the most widely used for evaluating training and learning (Kirkpatrick, 1996). Level 1, The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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reaction, captures the trainee’s thoughts and feelings about the training. Level 2, learning, measures the trainee’s increase in knowledge resulting from the training. Level 3, behavior, assesses the trainee’s transfer of newly acquired knowledge, skills, attitudes, and behavior to the work environment. Level 4, results, documents the trainee’s effect on the work environment as a result of the training experience. Kirkpatrick states that evaluation should always begin with Level 1, and, as time and budget allow, move sequentially through Levels 2, 3, and 4. Findings from each prior level serve as a basis for the next evaluation, so each successive level represents a more precise and complete measure of training effectiveness. Each successive evaluation level, while uncovering more useful information, also requires more rigorous and time-consuming data collection and analysis. It is increasingly more difficult to collect data at each subsequent level: reaction data is easiest to capture, followed by learning and behavior; results data is most difficult to document. Not surprisingly, evaluation data beyond reaction is collected less frequently. Catalanello and Kirkpatrick (1968) reported in the Training and Development Journal that 77 percent of a national sample of training directors used reaction data as a criterion for measuring training effects, while only 46 percent used results data. ASTD’s 2005 State of the Industry Report reported that 91.3 percent of their respondents evaluated their training programs at Level 1, 53.9 percent evaluated at Level 2, 22.9 percent evaluated at Level 3, and 7.4 percent evaluated at Level 4. In order to evaluate SHPT effectiveness, data collection needs to go beyond Levels 1 and 2. Favorable participant reaction sheets (Level 1) are nice to receive, but they don’t necessarily indicate that the training program has been effective in influencing future behavior. Learning gains (Level 2)—usually assessed by comparing pre- and post-training scores on topic-related instruments—are stepping stones to skills, attitude, and behavioral change (Level 3), and documented trainee learning usually leads to a report of potentially positive training impact. Unfortunately, the link between learning and behavioral change is not assured. Level 4, results, can be indicative of positive training impact if the data are discernible and favorable (that is, fewer sexual-harassment lawsuits filed, fewer dollars paid in sexual-harassment settlements, fewer complaints of sexually harassing behavior). But proving the effect of SHPT programs based on dollars not spent can be challenging when there are so many other variables in the environment that may have caused favorable results. Thus, Level 3, behavior (via pre- and post-training self-reports), seems to be the best indicator available of whether SHPT programs change attitudes, influence future behavior, and cause employees who may feel harassed in the future to be more likely to respond in the way the organization prefers. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Case Study The following case study tests two hypotheses: (1) participants who attend SHPT are more likely to respond to sexually harassing behavior by contacting a manager and/or human resources, and (2) participants who attend SHPT are less likely to ignore sexually harassing behavior. Processes used for pre- and post-training data collection and analysis are presented, a discussion of results follows, and a conclusion is drawn as to whether these hypotheses are confirmed.

Data Collection A total of 687 people were surveyed before and after they attended two-hour SHPT programs, to determine the action they would pursue if they felt sexually harassed. Participants were mixed groups of males and females, managers and non-managers, from all departments of several different organizations. Training group sizes ranged from fifteen to fifty. All the SHPT programs had identical topic agendas and were led by the same trainer. At each program, the trainer made the following statement to the group: Assume for a moment that you currently feel you are being sexually harassed at work. On a scale of 1 to 5, with 1 being highly unlikely and 5 being highly likely, write on the blank piece of paper in front of you the probability that you would take each of the following six actions: (1) talk to a manager (assuming he or she is not the harasser); (2) report the incident to Human Resources; (3) contact an attorney; (4) confront the harasser; (5) ignore the behavior; or (6) discuss the incident with a co-worker. In order to maintain anonymity and confidentiality, trainees were asked not to put their names on their papers. The trainees then participated in the two-hour SHPT program. At the conclusion of the program, before reaction evaluation sheets were distributed, the trainees were asked to look at the pieces of paper they had written on at the beginning of the program and to review their answers. They were asked to write their current (post-training) ratings for each action next to their original ratings, even if their responses were the same.

Results All trainee pre- and post-training mean scores for each action were compiled and analyzed for statistically significant differences. (See Table 1.) Statistically significant differences would indicate divergence that is not likely the result of a random event. Most likely, the attitudinal change would have been caused by the SHPT program. Clearly, the training achieved the intended goal: to influence participants to contact a manager and/or Human Resources if confronted with sexually harassing behavior. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

Table 1. Participant Pre- and Post-Training Behavior Preferences—Sexual Harassment Prevention Training (n = 687) Behavior

Pre-Training Score

Post-Training Score

% Change

t-Test

(Mean ± SEM)

(Mean ± SEM)

Discuss with Co-Worker

3.39 ± 0.147

3.62 ± 0.145

+6.7%

p > 0.05

Confront Harasser

3.75 ± 0.052

4.03 ± 0.049

+7.4%

p < 0.001

Discuss with Manager

3.37 ± 0.066

3.69 ± 0.063

+9.7%

p < 0.001

Discuss with Attorney

1.79 ± 0.045

2.00 ± 0.050

+11.5%

p < 0.01

Ignore Harasser

2.50 ± 0.058

2.21 ± 0.057

-11.8%

p < 0.001

Discuss with HR

3.07 ± 0.059

3.65 ± 0.057

+19.0%

p < 0.001

In fact, the choice to contact human resources showed a 19 percent increase on post-training scores, the largest pre- to post-training change of any behavioral choice. It also appears that the second intended goal was achieved: influencing participants to not ignore sexually harassing behavior. This choice dropped in popularity by 11.8 percent in pre- to post-training results, a statistically significant finding. The most popular pre-training behavioral choice, confronting the harassing behavior, increased a statistically significant 7.4 percent in post-training results and remained the most frequently mentioned behavioral response. Only “ignoring the harassing behavior” decreased in popularity. Even “contacting an attorney,” the least likely pre-training behavior, increased in popularity by 11.5 percent on the post-training results, although it remained the participants’ least likely behavioral choice. Only one behavioral choice, “discuss with co-worker,” did not change in a statistically significant way, indicating that the 6.7 percent pre-post gain in popularity could have occurred as a random event. All other changes in pre-post training behavioral preferences were found to be statistically significant, which indicated that the attitudinal shifts could not be explained as random events.

Analysis and Discussion The aggregated data suggest that, before attending SHPT, the trainees, if confronted with sexually harassing behavior, will respond in the following ways (in descending order of preference): 1. Confront the harasser. 2. Discuss the problem with a manager or co-worker (tie). 3. Report the incident to Human Resources.

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4. Ignore the behavior. 5. Contact an attorney. The aggregated data also suggest that, after attending SHPT, the trainees, if confronted with sexually harassing behavior, will respond in the following ways (in descending order of preference): 1. Confront the harasser. 2. Talk with a manager or report the incident to Human Resources (tie). 3. Discuss the problem with a co-worker. 4. Ignore the behavior. 5. Contact an attorney. The results indicate that the SHPT achieved the goal of increasing the likelihood that trainees would contact a manager and/or Human Resources if they believed they were being sexually harassed. The training also achieved the goal of decreasing the likelihood that trainees would ignore sexually harassing behavior. Unexpectedly, the trainees reported with statistical significance that their first choice would be to confront the harasser. This preference was consistent in both the pre- and post-training assessments. Confronting the harasser is rarely discussed, much less encouraged, in sexual harassment prevention training.

Evaluation Process Raises Questions When the evaluation process raises unexpected questions, it is imperative that the training professional pursue the finding(s) to see where they may lead. Finding (with statistical significance) that trainees would prefer to confront their harassers was an unexpected result. Whether employees would actually pursue this option (if the circumstances were real) is in question, as the case study included employees from many different organizations. If the findings occurred within a single organization, the training professional, in discussion with Human Resources and the management team, could weigh the option of allowing employees to have the choice of confronting their harassers. The irony is that guidelines from the Equal Employment Opportunity Commission, the federal agency responsible for enforcing laws regarding sexual harassment, state that “it is helpful for the victim to inform the harasser directly that the conduct is unwelcome and must stop.” Current SHPT does not typically encourage trainees to confront sexually harassing behavior directly, nor does it include tips for doing so. Organizations usually do not have processes in place to deal with sexual harassment in this manner. The subject is certainly one for further discussion. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Impact on Design and Delivery Training professionals must recognize that it is very possible that a majority of their employees will enter SHPT with strong, preconceived notions regarding their preferred methods for dealing with sexual harassment. It appears that a preferred option is confronting the harasser directly. What should the impact of this finding be in terms of training design and facilitation? Should some training time be devoted to preparing attendees for productive confrontations with harassers? Or should the training stance be that confronting a harasser is a popular option but that that it is not recommended by the organization? Another option is to train designated managers and/or human resource professionals to facilitate sensitive confrontational conversations between alleged harassers and harasses. The legal risk to the organization of embracing the confrontational approach, only to have it backfire (for example, in lingering bad feelings, lack of closure, additional confrontations, and perceived or real retribution) and the additional problems this could cause (such as lack of teamwork, side-taking by others, and lawsuits) must be considered.

Organizational Outcomes With a proven, effective SHPT program that favorably influences trainees, organizations possess one of several tools necessary to effectively deal on multiple levels with sexual harassment. The full toolbox consists of the following: 1. Establish legally based policies and procedures. 2. Communicate policies and procedures to all employees. 3. Conduct proven prevention training that emphasizes contacting management and/or human resources and discourages ignoring sexually harassing behavior. 4. Ensure that management models the appropriate behavior. 5. Encourage a culture that observes and intervenes when questionable and/ or inappropriate behavior occurs. 6. Investigate incidents promptly and thoroughly. 7. Initiate appropriate corrective action if warranted.

Conclusion Employers are striving to eradicate sexually harassing behavior from their organizations. Effective SHPT is one tool that will help to achieve this important goal. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Training and human resource professionals must evaluate the impact of their SHPT on an ongoing basis to ensure that it is sending the intended messages to employees and is influencing their future behavioral choices in accordance with the organization’s goals. Moreover, effective SHPT alone cannot sustain change over time. For lasting change to occur, organizational policies, procedures, and practices must support outcomes that effectively resolve problems.

References 2005 Industry Report. (2005, December). Training, p.14. ASTD. (2005). 2005 state of the industry report. Alexandria, VA: American Society for Training and Development. Catalanello, R., & Kirkpatrick, D. (1968, May). Evaluating training programs: The state of the art. Training and Development Journal, pp. 2–9. Equal Employment Opportunity Commission. (2007). Sexual harassment. Available: www.eeoc.gov/types/sexual_harassment.html Kirkpatrick, D. (1996). Evaluating training programs: The four levels (2nd ed.). San Francisco: Berrett-Koehler. Michael Moskowitz is the founder of Training Q and A Consulting. He has been a human resource and training manager, director, and consultant for the past thirty years. Michael teaches the training and development course at the University of California San Diego Extension. He is the author of A Practical Guide to Training and Development: Assess, Design, Deliver and Evaluate, published by Pfeiffer in 2008.

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

Beyond ROI To Boldly Go Where No Training Evaluation Has Gone Before Ajay Pangarkar and Teresa Kirkwood

Summary Training professionals must connect their work and results with organizational objectives to demonstrate their business and strategic values. In recent years, training professionals have been concerned with showing return on investment while the creative tools and techniques used to demonstrate training’s relevance have proven not to be successful or accepted by business leaders. Senior managers want training to be a “business” initiative that contributes to improved organizational performance and effectiveness. C-level mangers require performance indicators that look toward the future (strategic), not the past (reactive). This article describes the business scorecard (BSC) as well as other ways to connect training efforts to qualitative business indicators relevant to decision-makers.

Recently, we discussed training evaluation and the possibility of measuring tangible return on investment with a senior manager at a large Fortune 500 company. His response was, “Why are you [workplace learning and performance professionals] trying to be something you are not? Why don’t you continue to do what you do best, providing us with non-financial measures of performance? These measures help us [C-level managers] to make decisions based on leading indicators rather than on past performance [financial results] and allow us to connect our objectives with the skills and capabilities our employees need.” At first, this comment went against what the workplace learning (training and development) community believes industry leaders want: financial results such

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as measuring the return on training and employee-development investments. Workplace leadership and performance (WLP) professionals increasingly are being held accountable for learning initiatives, but financial proof of success is not always necessary or convincing. Our anecdotal investigation among senior managers in various organizations reveals an interesting perspective. For a few key reasons, C-level decision-makers are less concerned than we had assumed about a hard return on investment for training or for any other intangible investment. In the context of workplace learning, the sampled managers stated the following: • Conducting a return-on-investment (ROI) evaluation of training—even for initiatives with significant amounts invested—is expensive, demanding of organizational resources, and time-consuming. • As objective as training and development professionals try to make ROI evaluations, there still are degrees of subjectivity and bias that reduce the credibility and impact of training initiatives. • There is too much focus on accomplishing training initiatives successfully rather than on aligning expected results with organizational needs. • Return on investment is a financial measure, which is a lagging indicator that demonstrates past performance. What is required are leading indicative performance measures. Many senior managers are finding WLP/training professionals overly concerned with evaluating training outcomes in terms of financial gain as proof of training success, in an effort to justify the reason it was conducted. These managers would rather measure the effect that the training has on the organization. This is not to say that return on investment is not a relevant factor in assessing significant training investments, but financial payback alone, specifically ROI, is not a convincing argument to gain management support. Training professionals learn early that for any type of training to be deemed successful, it must have some type of impact on the business (Kirkpatrick’s Level 4) (Kirkpatrick, 1996). What is not well known is how to effectively measure up to Level 4 in order to demonstrate that the promised results were delivered. In recent years, the answer to the Level-4 evaluation question has been couched in financial terms (Phillips’ Level 5) (Phillips & Phillips, 2009), based on the belief that this will instill rapid credibility (proof of effectiveness) and support for workplace learning. However, it appears that this practice has not helped to build a case for workplace learning but, instead, may have resulted in increased skepticism.

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Moving Stakeholders Beyond ROI In the current business reality, pleasing the financial people in an organization is not as important as developing a strong business case. Financial results are becoming irrelevant in areas related to intangible, human issues as well as for longer-term strategic outlooks. C-level mangers require performance indicators that look toward the future (strategic), not the past (reactive). The objective should be to move beyond simply delivering an ROI figure and to connect to qualitative business indicators relevant to decision-makers. However, such indicators often are difficult to define within, or convert to, a financial context. This is the dilemma for training managers and management in general. Although financial measures still remain the primary measures of accountability in organizations, managers and other stakeholders recognize that not everything can or should be expressed in financial terms. WLP professionals must learn to develop qualitative, business-related performance measures and not focus on indicators captured solely at the course level. Kirkpatrick’s Level 1, participant reaction, and Level 2, participant learning, as well as other metrics, such as average participant cost, are relevant. However, training success begins when trainees return to their jobs and actually apply what they learned (Level 3, behavior). Once we identify how the participant is applying the new knowledge, we can ascertain the impact it has on the business. Defining and tracking the indicators to do this is not as difficult as it may seem, as many of the indicators already exist. Tracking them over a period of time will help you to determine what learnings are being applied and where improvement is required. Examples of metrics that help you to move beyond ROI are • Job productivity (items in the job that were meant to improve after training) • Skill requirements measured against initial skills possessed • Efficiency rates (times in or methods of completing a task) • Compliance levels • Proficiency standards measured against eligibility and initial base knowledge • Methods to measure training initiatives against the actual application of skills • Demand for support needs, such as a reduction in calls to the help desk • Number of employees trained in a specific skill over time • Number of employees trained for a specific need The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Training costs per employee • Enrollment rates and attendance rates • Employee-retention rates • Employee motivation and team cohesion This is far from an exhaustive list, but these types of indicators allow managers at all levels to immediately measure training results in terms of behavioral change in their environments, which can further support the need for continual learning. Many of the metrics listed above exist in your organization and some, such as operational productivity, may already be used by managers to measure performance. Individually, these organizational metrics are meaningless, but combined with existing reporting and evaluation practices, they can help to demonstrate training effectiveness.

Fostering a Learning Culture to Move Beyond ROI Organizational culture is the foundation for building a successful and strategically aligned learning environment. A supportive culture facilitates and supports the impact of learning on the business, including the measurement of ROI. The culture, however, is not within the control of WLP/training professionals. Organizational culture comprises the behaviors, attitudes, and processes of the organization. Behavior and attitudes are people-related issues, and organizational processes are how things are done. To build a learning-centered culture and foster positive behaviors and attitudes, C-level managers must set an example, demonstrating their commitment to learning initiatives. The support of senior managers is considered the most important element in employee buy-in and the successful adoption of any initiative. Employees will benefit by acquiring, applying, and sharing new skills and knowledge gained from the learning culture. The third component of culture, internal processes, is often considered the “sacred cow” within organizations. The saying “if it ain’t broke, don’t fix it” applies here. People will protect their processes—how they do their jobs and tasks — for fear of losing control, losing their jobs, or simply having to learn something new. Diffusing protectionist attitudes can be done by demonstrating the benefits that the affected individuals will gain by modifying their existing behaviors or creating new ways of doing things. The challenge for WLP/training professionals is to foster the behaviors and attitudes desired by management, ensure employee buy-in, and develop or modify internal processes to support the integration of learning as a business process. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Another way to move easily beyond measuring training ROI is to integrate a continuous monitoring process post-training in order to collect organizational results. By sampling smaller groups over time, training departments can get valuable insights regarding the effect of a learning initiative. This may sound time consuming and involved, but it is quite simple and quick. Investigation methods such as surveys and focus groups can be used to measure specific business impacts as related to the objectives of the learning initiative. So Level-3 issues (application) can be measured through productivity and efficiency metrics, and Level-4 (business results) can be witnessed through business-related metrics (e.g., customer satisfaction and strategic-goal attainment). Success with this approach is found only if you build this capacity into your training organization, which reduces your dependence on ROI and allows you to make Levels 3 and 4 as natural a part of your evaluation regimen as gathering smile sheets.

Moving Beyond ROI and Toward Strategy An effective and clear business strategy is essential for every organization’s long-term growth and success and is the top priority for senior management and organizational stakeholders. It is critical that managers be able to clearly communicate to all levels within the organization, in tangible and realistic terms, the strategic objectives and to let employees know how their roles contribute to attaining these critical objectives. More than being financially accountable or proving an ROI, WLP professionals have a critical role in helping stakeholders to meet strategic expectations by linking learning solutions to organizational strategy.

Moving Toward Strategy the Balanced-Scorecard Way WLP professionals need to know how to connect to the organizational strategy in an effective manner. The strategic performance tool of choice in many organizations worldwide is the balanced scorecard (BSC). The balanced scorecard, developed by Robert Kaplan and David Norton (1996), is a management system that gives business people a comprehensive understanding of business operations. Also referred to as the “strategy dashboard,” the BSC simply and effectively translates the strategic plan and mission of an organization into tangible non-financial and financial performance measures within four distinct business categories (see Figure 1). According to surveys by the Institute of Management Accountants (IMA), more than 50 percent of the large companies in the United States are using some form of balanced scorecard. This is reflective of the power of the BSC to provide direction for all levels and areas of the organization. The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Balanced-Scorecard Perspectives Satisfying customer needs leads to increased sales and revenues

Financial Perspective

Innovative and improved processes lead to new services and products for the customer

Customer Perspective

Skilled and empowered employees that continue to improve and develop internal processes

Continual learning and growth is the source for innovation and creativity; contributes to strategy

Internal-Process Perspective

Learning-and-Growth Perspective

Figure 1. Balanced-Scorecard Perspectives The BSC is analogous to a dashboard in a car. As you drive, you can glance at the dashboard to obtain real-time information, such as how much fuel remains, the speed at which you are traveling, the distance you’ve traveled, and so forth. The BSC provides similar information to managers and employees at all levels of an organization in the same manner but in relation to organizational strategy. It communicates in clearly defined terms how well the business is executing its strategies and meeting its goals. Fundamentally, the BSC is about performance indicators that are familiar to the financially oriented managers and stakeholders of the organization. The real appeal of the BSC is its ability to include non-financial performance measures within a financial reporting system—hence the term “balanced.” Managers can obtain information on a variety of intangible and non-financial metrics, such as customer satisfaction, costs per new hire, percentage of jobs that meet schedule, percentage of errors in budget predictions, and so forth, that are essential to capturing information about the complete performance of an organization. The BSC is divided into four primary business and strategic areas on which an organization must focus in order to obtain a complete picture of how it is performing: The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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• Financial Perspective: The question here is, “How do we look to our stakeholders?” The objective of every organization is to deliver maximum value to stakeholders. For profit-oriented companies, these are the shareholders and customers; for nonprofits, they may be government agencies, taxpayers, or communities. • Customer Perspective: The question is, “How do we look to our customers?” All organizations, whether profit or nonprofit, have customers. To survive and grow, an organization must be able to deliver quality goods and/or services and attain for overall customer satisfaction. • Internal-Process Perspective: The question is, “What must we excel at?” The reason for an organization’s existence is what it produces or delivers. Identifying the key business processes at which an organization must excel is essential if it is to meet strategic goals and customer expectations. • Learning-and-Growth Perspective: The question is, “How can we continue to improve and create value?” This is the perspective that management recognizes as at the root of competitive sustainability. This is also where WLP can deliver significant results, connect with strategy, and move past Level 4 and Level 5. A balance between financial and non-financial measures is required for effective decision making. Financial measures provide historical results, whereas non-financial measures can indicate the positive outcomes of a particular decision. Non-financial metrics can show, for example, why developing a specific skill set for a group of employees will increase productivity. Non-financial measures are essential to helping organizations succeed. If used effectively, they can drive an organization—using its performance-measurement system—to higher and higher levels of achievement. Like a well-oiled machine, an organization functions best when its parts (departments and divisions) work toward a common goal. Within the BSC, many of these parts (financial, internal processes, and customer service) work effectively together through tangible objectives, measures, and initiatives. The one component of the BSC often left to itself is learning and growth. There is a lack of understanding and common language between management and those responsible for employee development (WLP, training, and HR). In the past, functional areas such as training and HR often were excluded from strategic planning because they were perceived as not contributing directly to overall strategic objectives. In the current business context, learning is perceived as an integral part of achieving the organization’s long-term objectives. With a globalized economy, hypercompetitive markets, strong entrepreneurial initiatives, access to technological advances, continuous technological changes, The 2010 Pfeiffer Annual: Training. Copyright © 2010 by John Wiley & Sons, Inc. Reprinted by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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and the pursuit of scarce human talent, organizations of all sizes have quickly recognized the value of their employees and that these employees are the drivers of innovation, growth, and the achievement of strategic objectives. Early in his study of business and strategy, Peter Drucker recognized that innovation from creative people provides the only assured source of long-term success and competitiveness, because every other activity of an organization can be duplicated by others. Having the right people with a continual learning process should be standard, according to Drucker. Looking at Figure 1, it is easy to see how learning initiates and links to the organization’s other strategic-focus areas.

Conclusion It is time to value workplace learning and performance as more than simple return on investment. There are many ways to measure the impact that a learning initiative can have on an organization. The best is to begin with the strategic objectives of the organization and work backward, linking learning objectives with immediate business concerns. By doing this, you can easily determine the performance measures relevant to the need and satisfy senior management’s preoccupations with operational performance and efficiency, compliance issues, organizational effectiveness, and workforce capacity and proficiency, as well as demonstrate intangible dimensions, such as motivation, innovation, and adaptability.

References Kaplan, R.S., & Norton, D.P. (1996). The balanced scorecard: Translating strategy into action. Boston: Harvard Business School Press. Kirkpatrick, D. (1996). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler. Phillips, P.P., & Phillips, J.J (2007). The value of learning: How organizations capture value and ROI. San Francisco: Pfeiffer. Ajay Pangarkar, CTDP, and Teresa Kirkwood, CTDP, are partners at CentralKnowledge.com. At CentralKnowledge, they align learning strategy and performance with business and strategic objectives. They are the co-authors of The Trainer’s Balanced Scorecard: Linking Learning Strategy to the Balanced Scorecard (Pfeiffer, 2009) and (with Terence Gargiulo) Building Business Acumen for Trainers (Pfeiffer, 2007).

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

Contributors Halelly Azulay TalentGrow 1719 Lorre Drive Rockville, MD 20852 (301) 760-7179 fax: (301) 230-2237 email: [email protected] Jean Barbazette President, The Training Clinic 645 Seabreeze Drive Seal Beach, CA 90750 (562) 430-2484 email: [email protected] URL: www.thetrainingclinic.com Linda M. Bedinger Principal, The AthenA Group, LLC 9296 E. Evans Place Denver, CO 80231 (303) 745-7520 fax: (303) 745-8024 email: [email protected] Zane L. Berge, Ph.D. UMBC 1000 Hilltop Circle Baltimore, MD 21250 email: [email protected]

Rekha Bharadwaj Senior Deputy/General Manager Human Resource Development Institute Bharat Heavy Electricals Limited Noida India 0120-2515407 09810525583 email: [email protected] Robert Alan Black, Ph.D., CSP Cre8ng People, Places & Possibilities P.O. Box 5805 Athens, GA 30604 (706) 353-3387 email: [email protected] URL: www.cre8ng.com Michael Doctoroff Trainer’s Warehouse 89 Washington Avenue Natick, MA 01760 (508) 653-3770 email: [email protected] URL: www.trainerswarehouse.com

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Noam Ebner Director, Tachlit Mediation and Negotiation Training 36 Keren Hayesod Street Jerusalem Israel +972-523-786996 fax: +972-2-5610569 email: [email protected] Dennis E. Gilbert Appreciative Strategies, LLC P.O. Box 164 Montoursville, PA 17754 (570) 433-8286 fax: (570) 371-4754 email: dennis@appreciativestrategies .com Gerald A. Goik Wayne State University 5460 Cass Avenue Detroit, MI 48201 (313) 972-6113 or (313) 571-1429 fax: (313) 972-6086 email: [email protected] or [email protected] Stephen G. Haines Haines Centre for Strategic Management 140 Monitor Road San Diego, CA 92110-1545 (619) 275-6528 email: [email protected] URL: www.StephenHaines.com URL: www.HainesCentre.com

Contributors

Nancy B. Hastings, Ph.D. University of West Florida 3006 W. E. Combs Campus 720 Lovejoy NW Fort Walton Beach, FL 32548 (850) 833-4026 email: [email protected] Lindsey M. Hill Wayne State University Psychology Department Graduate Office 5057 Woodward Avenue, 7th Floor Detroit, MI 48202 (313) 577-2800 fax: (313) 577-7636 email: [email protected] Cher Holton, Ph.D. The Holton Consulting Group, Inc. 1405 Autumn Ridge Drive Durham, NC 27712 (919) 767-9620 fax: (866) 500-7697 email: [email protected] Amitabh Jha Human Resource Development Centre, BHEL R C Puram Hyderabad -502032 India + 91-40-23020161 email: [email protected] email: [email protected]

279

Contributors

M.K. Key, Ph.D. Key Associates 1857 Laurel Ridge Drive Nashville, TN 37215 (615) 665-1622 email: [email protected] URL: www.mkkey.com Sushama Khanna Dean and Director (Outreach) Udai Pareek HR-LABS, EMPI Business School CSKM Educational Comlex, Satbari, Chattarpur New Delhi-110049 India 9871780055 email: [email protected] Teresa Kirkwood CentralKnowledge 214 Lamarche Laval, Quebec H7X 3M7 Canada (450) 689-3895 fax: (450) 689-3895 email: [email protected] Deborah Spring Laurel 917 Vilas Avenue Madison, WI 53715-1509 (608) 255-2010 fax: (608) 260-2616 email: [email protected]

Robert (Bob) W. Lucas President, Creative Presentation Resources, Inc. Managing Partner, Global Performance Strategies LLC 1555 Pinehurst Drive Casselberry, Fl 32707 (407) 695-5535 fax: 407-695-7447 email: blucas@presentationresources .net TeAundra R. McCullough 17646 Gaylord Redford Township, MI 48240 (313) 806-3917 email: [email protected] Michael Moskowitz Training Q and A Consulting 1822 Avocado Road Oceanside, CA 92054 (619) 204-7669 email: [email protected] Mohandas Nair A2 Kamdar Building 607, Gokhale Road (South) Dadar, Mumbai – 400 028 India (91 22) 2422 6307 email: [email protected] email: [email protected] Leah Omilion 44405 Woodward Avenue Pontiac, MI 48405 (248) 635-7527 (248) 858-3536 email: [email protected]

280

Ajay Pangarkar CentralKnowledge 214 Lamarche Laval, Quebec H7X 3M7 Canada (450) 689-3895 fax: (450) 689-3895 email: [email protected] Surabhi Purohit Asstistant Professor (Human Development) Department of Home Science University of Trajasthan Jaipur India email: [email protected] Karen M. Reed 784 Windsor Court Monroe, MI 48161 (734) 755-2136 fax: (313) 235-3988 email: [email protected] Parth Sarathi General Manager Human Resource Development Institute Bharat Heavy Electricals Ltd. Noida 201301 India 91-120-2515417 91-11-22521110 fax: 91-120-2515417 email: [email protected]

Contributors

Linda Talley P.O. Box 1619 Willis, TX 77378 (936) 856-5920 email: [email protected] Charlotte S. Waisman, Ph.D. Principal, The AthenA Group, LLC 30334 Inverness Lane Evergreen, CO 80439 (303) 674-2345 fax: (303) 674-6841 email: [email protected] Richard T. Whelan, M.A. Chesney Row Consortium for Learning & Development 4 East DeHart Avenue Clayton, NJ 08312 (856) 881-1157 email: [email protected] Carol E. Willett 6106 Rockwell Court Burke, VA 22015-3452 (202) 512-2558 fax: (202) 512-2620 email: [email protected] Allison A.S. Wimms 5912 Mineral Hill Road Eldersburg, MD 21784 (410) 762-5324 email: [email protected]

Contents of the Companion Volume, The 2010 Pfeiffer Annual: Consulting Website Content

xi

Preface

xv

The Difference Between Training and Consulting: Which Annual to Use?

xxi

Introduction to The 2010 Pfeiffer Annual: Consulting

xxiv

Experiential Learning Activities Introduction to the Experiential Learning Activities Section

1

Experiential Learning Activities Categories

5

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

13

**Words of TRUST: Building Trust in the Workplace David Piltz

19

**Difficult Conversations: Making Them Easier Beverly Bitterman

23

**Unstructured Coaching Conversations: Coaching the Coach Travis L. Russ

35

**I’d Like You to Meet. . . : Introducing a New Hire Lucille Maddalena

45

**Communication Topics

281

282

Contributors

**Redirect: Achieving Positive Outcomes Devora Zack **Communication Topics

51

**Team Extreme Challenge: Solving Difficult Tasks Amy Henderson

59

**Puzzling Behavior: Discovering How Teams Work Jo-Ann C. Byrne

63

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

67

Signatures and Shoes: Breaking the Ice Mahaveer Jain

77

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

81

Follow the Leader: Exploring Trust as a Leadership Requirement Harriet Rifkin

87

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

93

Editor’s Choice Introduction to the Editor’s Choice Section

101

Credit Bureau Reporting: Solving the Mystery Dawn J. Mahoney

103

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

119

Inventories, Questionnaires, and Surveys Introduction to the Inventories, Questionnaires, and Surveys Section

129

Team Effectiveness Assessment Measure (TEAM) Udai Pareek

131

Contributors

283

Corporate Social Responsibility: Determining Your Position Homer H. Johnson

141

Scale of Intellectual Capital for Organizations (SICO) Sacip Toker, James L. Moseley, and Ann T. Chow

149

Articles and Discussion Resources Introduction to the Articles and Discussion Resources Section

167

**Don’t Let Your Clients Be Defined by Instrument Results Mona Lee Pearl with Phil Van Horn and Jody Shields

171

**Evaluating the Manager-Subordinate Dyad Mohandas Nair

177

**360-Degree Tool Kit: Everything You Ever Wanted to Know About 360-Degree Feedback, But Were Afraid to Ask Jan M. Schmuckler, Ann Gormley, and Bruce Kimbrew

183

**Building Support and Engagement for Technology Initiatives Kris Taylor

195

Consulting Opportunities in the Nonprofit Sector Phil Van Horn

201

**Forming TIGERS®-Hearted Teams Dianne Crampton

205

Effective Executive Coaching: An Illustrative Case Study Leonard D. Goodstein

219

Assessments and Coaching: An Incongruent Pair Teri-E Belf and Rafael Rivera

229

Communicating with Professional Savvy Karen A. Travis

235

Successful Organization Development and Growing Pains Eric G. Flamholtz and Yvonne Randle

247

Team Building Without Time Wasting Marshall Goldsmith and Howard Morgan

259

284

Contributors

Effective Leader-Employee Relationships in the 21st Century Edwin L. Mouriño-Ruiz

265

How Can You Develop Leaders? Let Me Count the Ways! Lois B. Hart

281

Leveraging Business Data to Develop Strategic Learning Solutions Ajay M. Pangarkar and Teresa Kirkwood

295

Contributors

302

Contents of the Companion Volume, The 2010 Pfeiffer Annual: Training

307

Pfeiffer Publications Guide This guide is designed to familiarize you with the various types of Pfeiffer publications. The formats section describes the various types of products that we publish; the methodologies section describes the many different ways that content might be provided within a product. We also provide a list of the topic areas in which we publish.

FORMATS In addition to its extensive book-publishing program, Pfeiffer offers content in an array of formats, from fieldbooks for the practitioner to complete, ready-to-use training packages that support group learning.

FIELDBOOK Designed to provide information and guidance to practitioners in the midst of action. Most fieldbooks are companions to another, sometimes earlier, work, from which its ideas are derived; the fieldbook makes practical what was theoretical in the original text. Fieldbooks can certainly be read from cover to cover. More likely, though, you’ll find yourself bouncing around following a particular theme, or dipping in as the mood, and the situation, dictate.

HANDBOOK A contributed volume of work on a single topic, comprising an eclectic mix of ideas, case studies, and best practices sourced by practitioners and experts in the field. An editor or team of editors usually is appointed to seek out contributors and to evaluate content for relevance to the topic. Think of a handbook not as a ready-to-eat meal, but as a cookbook of ingredients that enables you to create the most fitting experience for the occasion.

RESOURCE M aterials designed to support group learning. They come in many forms: a complete, readyto-use exercise (such as a game); a comprehensive resource on one topic (such as conflict management) containing a variety of methods and approaches; or a collection of like-minded activities (such as icebreakers) on multiple subjects and situations.

TRAINING PACKAGE An entire, ready-to-use learning program that focuses on a particular topic or skill. All packages comprise a guide for the facilitator/trainer and a workbook for the participants. Some packages are supported with additional media—such as video—or learning aids, instruments, or other devices to help participants understand concepts or practice and develop skills. • Facilitator/trainer’s guide Contains an introduction to the program, advice on how to organize and facilitate the learning event, and step-by-step instructor notes. The guide also contains copies of presentation materials—handouts, presentations, and overhead designs, for example—used in the program. • Participant’s workbook Contains exercises and reading materials that support the learning goal and serves as a valuable reference and support guide for participants in the weeks and months that follow the learning event. Typically, each participant will require his or her own workbook.

ELECTRONIC CD-ROMs and web-based products transform static Pfeiffer content into dynamic, interactive experiences. Designed to take advantage of the searchability, automation, and ease-of-use that technology provides, our e-products bring convenience and immediate accessibility to your workspace.

METHODOLOGIES CASE STUDY A presentation, in narrative form, of an actual event that has occurred inside an organization. Case studies are not prescriptive, nor are they used to prove a point; they are designed to develop critical analysis and decision-making skills. A case study has a specific time frame, specifies a sequence of events, is narrative in structure, and contains a plot structure—an issue (what should be/have been done?). Use case studies when the goal is to enable participants to apply previously learned theories to the circumstances in the case, decide what is pertinent, identify the real issues, decide what should have been done, and develop a plan of action.

ENERGIZER A short activity that develops readiness for the next session or learning event. Energizers are most commonly used after a break or lunch to stimulate or refocus the group. Many involve some form of physical activity, so they are a useful way to counter post-lunch lethargy. Other uses include transitioning from one topic to another, where “mental” distancing is important.

EXPERIENTIAL LEARNING ACTIVITY (ELA) A facilitator-led intervention that moves participants through the learning cycle from experience to application (also known as a Structured Experience). ELAs are carefully thought-out designs in which there is a definite learning purpose and intended outcome. Each step—everything that participants do during the activity—facilitates the accomplishment of the stated goal. Each ELA includes complete instructions for facilitating the intervention and a clear statement of goals, suggested group size and timing, materials required, an explanation of the process, and, where appropriate, possible variations to the activity. (For more detail on Experiential Learning Activities, see the Introduction to the Reference Guide to Handbooks and Annuals, 1999 edition, Pfeiffer, San Francisco.) GAME A group activity that has the purpose of fostering team spirit and togetherness in addition to the achievement of a pre-stated goal. Usually contrived—undertaking a desert expedition, for example—this type of learning method offers an engaging means for participants to demonstrate and practice business and interpersonal skills. Games are effective for team building and personal development mainly because the goal is subordinate to the process—the means through which participants reach decisions, collaborate, communicate, and generate trust and understanding. Games often engage teams in “friendly” competition.

ICEBREAKER A (usually) short activity designed to help participants overcome initial anxiety in a training session and/or to acquaint the participants with one another. An icebreaker can be a fun activity or can be tied to specific topics or training goals. While a useful tool in itself, the icebreaker comes into its own in situations where tension or resistance exists within a group.

INSTRUMENT A device used to assess, appraise, evaluate, describe, classify, and summarize various aspects of human behavior. The term used to describe an instrument depends primarily on its format and purpose. These terms include survey, questionnaire, inventory, diagnostic survey, and poll. Some uses of instruments include providing instrumental feedback to group members, studying here-and-now processes or functioning within a group, manipulating group composition, and evaluating outcomes of training and other interventions. Instruments are popular in the training and HR field because, in general, more growth can occur if an individual is provided with a method for focusing specifically on his or her own behavior. Instruments also are used to obtain information that will serve as a basis for change and to assist in workforce planning efforts. Paper-and-pencil tests still dominate the instrument landscape with a typical package comprising a facilitator’s guide, which offers advice on administering the instrument and interpreting the collected data, and an initial set of

instruments. Additional instruments are available separately. Pfeiffer, though, is investing heavily in e-instruments. Electronic instrumentation provides effortless distribution and, for larger groups particularly, offers advantages over paper-and-pencil tests in the time it takes to analyze data and provide feedback.

LECTURETTE A short talk that provides an explanation of a principle, model, or process that is pertinent to the participants’ current learning needs. A lecturette is intended to establish a common language bond between the trainer and the participants by providing a mutual frame of reference. Use a lecturette as an introduction to a group activity or event, as an interjection during an event, or as a handout.

MODEL A graphic depiction of a system or process and the relationship among its elements. Models provide a frame of reference and something more tangible, and more easily remembered, than a verbal explanation. They also give participants something to “go on,” enabling them to track their own progress as they experience the dynamics, processes, and relationships being depicted in the model.

ROLE PLAY A technique in which people assume a role in a situation/scenario: a customer service rep in an angry-customer exchange, for example. The way in which the role is approached is then discussed and feedback is offered. The role play is often repeated using a different approach and/or incorporating changes made based on feedback received. In other words, role playing is a spontaneous interaction involving realistic behavior under artificial (and safe) conditions.

SIMULATION A methodology for understanding the interrelationships among components of a system or process. Simulations differ from games in that they test or use a model that depicts or mirrors some aspect of reality in form, if not necessarily in content. Learning occurs by studying the effects of change on one or more factors of the model. Simulations are commonly used to test hypotheses about what happens in a system—often referred to as “what if?” analysis—or to examine best-case/worst-case scenarios.

THEORY A presentation of an idea from a conjectural perspective. Theories are useful because they encourage us to examine behavior and phenomena through a different lens.

TOPICS The twin goals of providing effective and practical solutions for workforce training and organization development and meeting the educational needs of training and human resource professionals shape Pfeiffer’s publishing program. Core topics include the following: Leadership & Management Communication & Presentation Coaching & Mentoring Training & Development e-Learning Teams & Collaboration OD & Strategic Planning Human Resources Consulting

An Essential Tools Resource

The Leader in Resources for Training & HR Professionals for the Past Four Decades Organizations that thrive in today’s competitive marketplace are those that make a firm commitment to training and development. And successful trainers stay at the top of their profession by accessing the most recent and important information, tools, and resources in the field. The 2010 Pfeiffer Training Annual offers a hands-on guide to the latest thinking and recent approaches to training and development. This year’s Annual presents a “communication” theme. The contributors also offer valuable information on such key topics as negotiation, leadership, situational training, informal learning, trust, and distance learning. The Annual is divided into four sections: Experiential Learning Activities (ELAs); Inventories, Questionnaires, and Surveys; Articles and Discussion Resources; and Editor’s Choice. The fourth section includes cutting edge material that doesn’t quite fit the other sections. ELAs are the mainstay of the Annual. The activities are presented as complete and ready-to-use training designs. We are honored to have ELAs from training leaders: Amitabh Jha, Robert Alan Black, and Cher Holton. The instrument section introduces reliable survey and assessment tools for gathering and sharing data on aspects of change and leadership best practices. The articles section presents the best current thinking about training. Use these for your own professional development or as a lecture resource within your trainings. Must-haves in this section include articles by Linda Talley, Bob Lucas, and Mohandas Nair have contributed articles that address the communications theme. All materials can be freely reproduced for training purposes. The depth and breadth of available resources—Annual content is entirely new each year—ensures a steady stream of contemporary knowledge and tools. Use the Annual to keep on top of developments within the training and HR profession, dip into the content for an activity or instrument that targets a specific performance problem, combine activities to create an entire development program, or learn how others in the profession are tackling the ever-increasing challenges of building and developing a capable and productive workforce. Elaine Biech is president and managing principal of ebb associates inc, an organizational development firm that helps organizations work through large-scale change. Biech has been in the training and consulting field for thirty years and is the author and editor of four dozen books, including Pfeiffer Annuals of Training and Consulting, 90 World-Class Activities by 90 World-Class Trainers, Training for Dummies, The Business of Consulting, Second Edition, and Marketing and Selling Your Consulting Services all published by Wiley. Biech is the recipient of ASTD’s highest honor, the Gordon M. Bliss award.

Discover more at www.pfeiffer.com

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