Practicing Organization Development (A guide for Consultants) - Part 75 pps

Bickman, L., 346 Biech, 359 Biggart, N. W., 319 Billingsly, K., 323 Binzagr, G. F., 433 Bion, W., 83, 89–92 Blake, B., 367 Blake, R. R., 23, 95, 96, 185, 319 Blanchard, K. H., 408 Bliese, P., 421 Block, P., 47, 60, 69, 89, 258, 260, 357, 472 Blumberg, M., 322 Boots-Ebenfield, M., 562 Boss, W., 257, 416 Bouchez, J. P., 110 Boulding, E., 519 Boyatzis, A. R., 136 Bradburn, N., 141 Bradford, D., 169e Bradford, L. P., 19, 20, 27, 88, 167e, 367, 378, 452 Brehm, J. W., 314, 315 Bridger, H., 367 Bridges, W., 358, 559 Bright, D., 556 Brinkerhoff, L., 5, 376 Brodbeck, P. W., 434 Brown, D., 108, 261 Brown, R., 607 Brown, S., 521 Browne, P. J., 621 Bruce, R., 241, 254, 257, 259, 268 Bruhn, J. G., 14 Bugental, J.F.T., 97, 601 Bunker, B. B., 94, 294, 426, 443 Burke, R. R., 317 Burke, W. W., 5, 15, 17, 18, 19, 25, 43, 53, 55, 56, 57, 73, 135, 138, 167e, 169e, 178, 185, 240, 242, 247, 255, 260, 313, 316, 319, 323, 354 Burns, T., 422 Bushe, G. R., 138 Byrd, D., 102 C Cabana, S., 426 Cabral, D., 479 Cady, S. H., 5, 327, 333, 440, 454 Caldreis, F., 522 Callahan, D. M., 138 Cameron, K., 423 Campbell, J., 403 Cannella, A. A., 315 NAME INDEX 711 Capra, F., 66, 440, 470 Carnall, C. A., 323 Catcher, A., 89 Chaffee, E., 421 Chapman, J. A., 433 Charan, R., 431 Cherbeneau, J., 4, 160, 188, 473 Cherns, A., 429, 566 Chesterland, 426 Chisholm, R., 428 Cho, E. S., 481 Church, A. H., 135, 138, 160, 169e, 178, 281, 552, 558, 579, 629 Clardy, A., 18 Clark, L. P., 15, 317 Cobb, A., 255 Coch, J., 517 Coch, L., 86 Coffey, H., 97 Coghlan, D., 5, 426, 579 Cohen, S., 430 Cole, D., 167e Collins, D., 39 Collins, J., 278, 279, 498, 532 Colteryahn, K., 1 Cooper, K., 136 Cooperrider, D. L., 5, 52, 64, 96, 169e, 184, 205, 276, 426, 444, 447, 450, 452, 510, 515, 523, 524, 531, 555, 556, 558 Corruzzi, C., 15 Costello, B. G., 106 Cotton, C. C., 621 Cottone, R., 497 Covey, S., 380, 382 Covin, T., 426 Crosby, B., 96, 102 Cummings, T. G., 1, 5, 23, 24, 112, 168e, 242, 252, 254, 277, 291, 319, 420, 421, 425, 427, 428, 429 Curtis, B., 116, 117 D Daft, R., 430 Daniels, J. A., 138 Dannemiller, K., 5, 69, 184, 440, 444, 447, 452, 454 Darrow, C., 387 Darwent, C., 479 Daubman, K., 531 David, M. W., 116 Davis, K. J., 5, 467 Davis, P., 1 Davis, S., 98, 102 40_962384 bindex.qxd 2/3/05 12:22 AM Page 711 De Goffau, G., 429 De Leede, J., 429 Deal, T., 24 Deane, M., 97 Deming, J. E., 449 Devane, T., 294, 452, 474, 475 Devanna, M., 425 DeVogel, S. H., 475, 503, 507 Digh, P., 14 Dinkin, D., 15 Dirndorfer, W., 75 Donaldson, T., 496 Donlon, J. P., 479 Donovan, M., 138 Doucet, K., 15 Dougherty, 358 Drucker, P., 23, 378, 431, 510, 522 Dubois, D. D., 108, 135, 136 Dunfee, T., 496 Dunlop, J., 98 Dunnette, M., 403 Dutton, J. E., 522 Duvall, S., 433 Dyck, R., 434 Dyer, W. G., Jr., 5, 403 E Eastman, K. K., 505 Egan, Father G., 102 Egan, T., 5, 266, 493, 505 Eggermont, S., 429 Einstein, A., 591 Eisen, S., 4, 5, 97, 98, 160, 178, 188, 260, 267, 473, 486, 583, 607 Eisenhardt, K., 521 Elkington, J., 474 Emery, F. E., 204, 346, 422, 426, 434, 444, 451, 452 Emery, M., 426, 517 Emory, C., 141 Eoyang, G. H., 5, 539, 540, 541, 543 Erickson, E., 378 Erikson, E., 83 Estrada, I., 531 Eubanks, J. L., 138 Everard, A., 15 Evered, R. D., 328 F Fadil, P., 506 Fagenson, E. A., 317 Felton, D. F., 429 Ferguson, C., 97 712 NAME INDEX Feyerherm, A. E., 5, 135, 138, 139, 154, 157, 420 Figallo, C., 574 Fink, N., 102 Fitz-Gibbon, C., 343 Follett, M. P., 92 Fombrun, C. J., 423 Foss, A., 5, 620 Frankel, M. S., 469, 498, 501, 503, 507 Fredrickson, X., 531 Freedman, A., 15, 247 Freiberg, J., 278 Freiberg, K., 278 French, J.R.P., 86, 246 French, R. P., 517 French, W. L., 19, 42, 103, 168e, 169e, 185, 242, 249, 252, 261, 317, 318, 323, 514 Freud, S., 82, 378 Freyerherm, A., 428, 497 Friedman, B., 118 Friedman, T. L., 479, 480 Fritz, R., 452 Frohman, A., 252 Fry, R. E., 510, 524, 531 G Galbraith, J., 423, 430, 431 Gardner, H., 452 Gavin, D., 75 Gellermann, W., 5, 250, 266, 469, 493, 498, 501, 503, 507 Gersick, C., 406 Geyer, N., 95 Ghoshal, S., 431 Gibb, J., 20, 27, 89, 91, 378, 383, 386, 452 Gibbs, B. W., 138 Gilbert, M., 558, 579 Gioja, L., 541 Gobeli, D., 430 Goldsmith, M., 382 Goleman, D., 378 Golembiewski, R. T., 22, 89, 184, 323, 383, 621 Gomez-Mejia, L. R., 434 Gordon, R., 97 Gray, B., 428 Greiner, L., 247, 255, 266, 424 Griffin, P., 77, 499 Grub, L., 479 H Hackman, J. R., 277, 452 Hafner, K., 551 Hagward, G. B., 138 40_962384 bindex.qxd 2/3/05 12:22 AM Page 712 Halal, W., 428 Hall, E., 473 Hall, M., 473 Halpern, N., 434 Hambrick, D. C., 315 Hamel, G., 278, 474, 513, 518, 520, 521, 523 Hammond, S., 531 Handy, C., 470 Hanna, D., 432 Harris, R. T., 256, 295, 297, 313, 327, 427 Harrison, M. I., 346 Harrison, R., 260 Harvey, D., 261 Harvey, J., 409 Hascall, J., 621 Head, T. C., 138 Hedrick, T. E., 346 Heifetz, R. A., 57 Henke, R., 561 Henschel, P., 562 Heraclitus, 10 Herena, M. R., 629 Herman, S., 101 Hersey, P., 408 Hershman, D., 651 Herzberg, F., 91, 93 Hester, P., 562 Heylighen, F., 13, 14 Higgin, B., 429 Hill, C., 421 Hitchin, D., 421, 427 Hofman, J. D., 75 Hofstede, G., 96, 473, 506 Holland, D., 17 Holman, P., 294, 452, 474, 475 Hooker, E., 97 Hornstein, H. A., 319 Houston, J. M., 258, 260, 266, 319 Huff, A. S., 521, 522 Hung, L.T.S., 15 I Ichijo, K., 562 Imber-Black, I., 452 Isen, A., 531 J James, H., 116 Jamieson, D. W., 4, 169e, 238, 240, 249, 250, 260, 267 Janis, I., 409 Janoff, A., 446, 451, 452 Janoff, S., 205, 444, 474, 517, 529 NAME INDEX 713 Janov, A., 650 Jaques, E., 367 Jayaram, G., 427 Jick, T., 74, 278, 433, 552 Jobs, S., 454 Johnson, 15 Johnson, B., 94 Johnson, G., 521 Johnson, L. B., 651 Jomon, M. G., 128, 131 Jones, D., 102 Jones, G., 421 Jones, R. M., 75 Jones, T. M., 505 Jongeward, D., 378 Jordan, M., 604 Joyce, W., 430 Jung, C., 82, 378 K Kahn, R., 25, 40, 100 Kallejian, V., 97 Kanter, R. M., 20 Kaplan, S., 5, 550, 562, 565 Karimov, M., 481 Katz, D., 25, 40, 100 Katz, R., 407 Kazanas, H., 34 Kazanjian, R., 431 Kees Loose, J., 429 Kelley, 357 Kelly, K., 541 Kelner, H., 99 Kennedy, A., 24 Keppel, G., 346 Kerr, B., 380 Kerr, S., 278, 431, 433, 552 Kidder, R. M., 477 Kiesler, S., 522 Kilmann, R., 426 Kinnunen, G., 3 Klein, E., 387 Kleiner, A., 425, 443, 450 Kleiner, B. H., 17 Klemes, M., 97 Knowles, M., 452 Kohlberg, L., 505 Kolb, D., 252, 452 Koopman, C., 317 Kotter, J., 278, 425, 530 Kotter, J. P., 74 Kringas, P., 39 Kroeger, O., 102, 598 40_962384 bindex.qxd 2/3/05 12:22 AM Page 713 Kudray, L., 17 Kulick, O., 135 Kurland, N., 505 L Lacy, M. Y., 621 Ladenson, R. F., 469, 498, 501, 503, 507 Lake, D., 118 LaMarke, S., 432 Lang, D., 40 Larson, E., 430 Lawler, E., 421, 432 Lawrence, P., 100, 422 Ledford, G., 421, 432 Legge, K., 323 Lens, W., 519 Lepsinger, R., 135 Levi, C., 100, 102 Levinson, D., 387 Levinson, M., 387 Lewin, K., 27, 75, 83, 85–89, 92, 95, 99, 103, 295, 303, 317, 367, 376, 378, 413, 443, 448, 450, 451, 517, 530 Lewis, M. J., 333 Likert, R., 30, 31, 367 Limbrick, V., 106 Lindaman, E., 444 Linder, R., 585 Lindholm, J., 141 Linstone, H., 190 Lipiec, J., 111 Lipnack, J., 551 Lippitt, G., 95, 135, 136, 138, 161, 247, 249, 258, 260, 367 Lippitt, R., 20, 27, 88, 91, 95, 96, 102, 103, 135, 136, 138, 139, 161, 178, 247, 249, 258, 260, 367, 378, 443, 444, 447, 451, 452 Lipsky, D., 5, 620 Lorsch, J., 100, 422 Lucia, A., 135 Ludema, J., 515, 523, 531 Luft, J., 587 Lundberg, C., 247 Lynton, R., 384, 385 M Ma, Y Y., 604 Maas, P., 477 McBain, R., 106 McCann, J., 430 McClelland, 378 McDermott, L. C., 138 McDonah, J., 579 714 NAME INDEX McGregor, D., 83, 92–94, 101, 367, 404 McIntire, S., 258, 260, 266 McIntire, S. D., 319 McKee, B., 387 Mackewn, 356 McLagan, P., 34 McLean, G. N., 3, 5, 43, 327, 338, 467, 474, 475, 480, 481, 485 McLean, L., 480 MacLean, T., 477 Macy, B., 421 Magyar, S. V., 14 Mankoe, I., 429 Manning, M. R., 433 Margulies, N., 245, 251, 252, 255, 260 Marrow, 378 Marty, M., 651 Maslow, A., 83, 94, 97 Massarik, F., 49, 318 Materana, U., 650 Mead, M., 88 Mento, A. J., 75 Metzger, R., 247, 255, 266 Meyer, D. E., 14 Michael, D., 188 Miles, M. B., 89, 319, 328 Miles, R., 431 Millemann, M., 541 Milliken, F., 522 Minahan, M., 22 Minno, D., 380 Minors, A., 499 Mintzberg, H., 518, 521 Mirabile, R., 135 Mirvis, 49 Mitchell, E., 470 Mitchell, K., 102 Mitchell, S., 559 Mitroff, I., 506 Mohr, B. J., 52, 53, 77, 240, 281, 426, 524 Mohrman, A., 421, 430 Mohrman, S., 421, 425, 430, 432 Moon, Y. L., 485 Morgan, G., 323 Morita, A., 212 Morris, L., 343 Mouton, J. S., 95, 96, 185, 319 Murray, H., 429 N Nadler, 357 Nadler, D., 281, 298, 425, 510 Nadler, L., 33, 34, 47 40_962384 bindex.qxd 2/3/05 12:22 AM Page 714 Nakajima, A., 102 Neilson, E. H., 138 Nevis, E. C., 621 Newman, M., 424, 425 Ngyen, T. T., 433 Nielsen, 169e Nieto Cardoza, E., 607 Nonaka, I., 562 Norton, J., 421 Novak, P., 382 Nowicki, G., 531 Nunnally, J., 140 Nuttin, J., 519 O O’Driscoll, M. C., 138 O’Driscoll, M. P., 138 Oldham, G., 277 Oliver, D., 558, 579 Olsen, J., 102 Olson, E., 543 Olson, J., 628, 631, 637 Orlikowski, W. J., 75 Orr, A., 5, 620 Orr, B., 108 Oswald, R., 102 O’Toole, J., 316 Owen, H., 426, 444, 447, 451, 470, 474, 529 P Page, M., 265, 506 Palmer, P., 651 Paquet, K., 558, 579 Pareek, U., 5, 113, 114, 118, 376, 384, 385, 398 Parker, R. A., 333 Partin, J. J., 138 Pascale, R., 541 Pasmore, W., 429 Passmore, W. A., 52 Pei-Carpenter, M., 49, 251, 318 Peters, M. B., 102 Peters, T., 24 Petrella, T., 89 Pfeffer, J., 278, 432 Polak, F., 519 Poling, D., 102 Pollack, A., 429 Porras, J. I., 278, 279, 324, 498, 536 Porter, M., 422, 512 Prahalad, C. K., 278, 474, 513, 518 Prescott, R., 12, 108 Preston, J. C., 138 Pringle, C. D., 322 NAME INDEX 715 Pritchard, W., 486 Purser, R., 426, 517 Putnam, R., 322 Q Quade, K., 5, 77, 169e, 268, 607 Quinn, R., 169, 423, 425 R Raia, A., 138, 154, 160, 178, 245, 252, 260 RainbowHawk, 470 Rao, T. V., 4, 106, 113, 114, 116, 118, 126 Raven, B., 246 Rea, L. M., 333 Rhinesmith, S. H., 479 Rice, A. K., 367 Ringland, G., 427 Roberts, C., 425 Robertson, C., 506 Robertson, P. J., 324 Rog, D. J., 346 Rogers, C., 83, 89, 97, 383 Romanelli, E., 424 Rosen, R., 14 Rosenthal, R., 322 Ross, R., 425 Ross, W., 421, 427 Roth, G., 425 Rothwell, W. J., 1, 4, 9, 12, 34, 39, 57, 106, 108, 135, 136, 141, 475, 544 Royal, K., 531 S Sackman, H., 190 Sally, M., 116, 117 Sammut, A. C., 106 Sanderlands, L. E., 522 Sanders, E., 34 Sashkin, M., 90 Schaafsma, H., 75 Schein, E., 21, 24, 32, 57, 91, 168, 185, 242, 249, 252, 258, 365, 407, 408, 417 Schein, V., 255 Scherer, J. J., 4, 5, 81, 96, 102, 376, 383, 384, 390 Schindler-Rainman, E., 451 Schmuck, R. A., 319, 328 Schutz, W., 89, 383, 598 Scott, B., 5, 620, 621, 627, 639 Scott, W. R., 160 Seamon, T., 5, 620 Seashore, C., 394, 397 Seashore, E., 19, 167e 40_962384 bindex.qxd 2/3/05 12:22 AM Page 715 Seiling, J., 531 Sekerka, L., 531 Senge, P., 425, 470, 478 Sheats, P., 97, 410 Shepard, H., 89, 98, 102, 246, 367 Shepard, K., 138, 154, 160 Shepherd, H., 185 Singer, J., 433 Sirvastva, S., 184 Skarke, G., 17 Skinner, B. F., 82, 378 Slater, R., 278 Smendzuik-O’Brien, J., 5, 620 Smith, B., 425 Smith, D. M., 322 Smither, R. D., 258, 260, 266, 319 Snow, C., 428, 431 Snyder, W. M., 551, 555 Soper, J., 34 Sorensen, P. F., 52, 138 Spencer, J. L., 15 Sproull, L., 522 Sredl, H., 34 Srivastva, S., 52, 96, 427, 429, 515, 555 Stalker, G. M., 422 Stamps, J., 551 Starbuck, W., 522 Staw, B. M., 522 Stewart, J., 39 Stich, T., 261 Stimpert, J. L., 522 Stone, M. P., 452 Strebel, P., 15 Styhre, A., 434 Sudman, S., 141 Sullivan, R. L., 1, 3, 4, 9, 21, 39, 43, 102, 135, 139, 141, 154, 170e, 178, 180, 199, 475, 544, 628, 631, 637 Surface, C., 558, 579 T Tannenbaum, R., 5, 19, 21, 77, 98, 139, 180, 199, 260, 267, 367, 383, 486, 489, 493, 494, 583, 607 Tavis, A., 5, 620 Taylor, F. W., 83, 85, 92, 513 Taylor, J. C., 429 Taylor, M., 12, 108 Thompson, H., 432 Thompson, L. L., 406, 409 Thuesen, J. M., 598 Tichy, N., 425 Towle, R., 106 Trist, E., 92, 367, 422, 429, 444, 446, 451, 452 716 NAME INDEX Trompenaars, F., 473 Trosten-Bloom, A., 524 Tuckman, B. W., 406, 559 Turoff, M., 190 Tushman, M., 424, 425 U Ulrich, D., 108, 115, 118, 278, 433, 552 V Vaill, P., 205, 443 Van der Keijden, K., 427 Van Eijnatten, F., 429 Van Eron, A., 5, 73, 354 Van Eynde, D., 135 Varney, G. H., 24, 135, 138, 154, 170e, 178, 627 Verkerk, M., 429 Von Bertalanffy, L., 100, 452 Von Krogh, G., 562 Vowen, M., 452 Vygotsky, L., 448 W Waclawski, J., 281, 552, 579 Wadowski, J., 138 Walterman, B., 441 Walton, A. E., 322 Walton, R., 432 Wanous, J., 46 Warner, S., 106 Warrick, D. D., 138, 164, 168e, 178, 271, 278, 279 Waterman, R., 24, 441, 442 Watkins, J. M., 52, 53, 77, 170e, 184, 240, 281, 426, 524 Watson, I., 584–585, 587 Weick, K. E., 478, 527 Weidner, C., 135 Weinberg, G., 397 Weisbord, M. R., 85, 90, 92, 93, 185, 205, 257, 278, 444, 446, 451, 452, 474, 512, 517, 528, 529 Weiss, A., 4, 211, 237 Welbourne, T. M., 434 Welch, J., 511, 533 Wenger, E., 551, 555 Weschler, I., 97 Wheatley, M., 5, 77, 440, 452, 470, 486, 646 White, L. P., 265, 506 Whiteley, A., 75 Whitney, D., 52, 447, 450, 515, 524, 531, 555 Wigglesworth, D., 486 Wilbur, K., 470 William, E. H., 116, 117 Wilson, H., 506 40_962384 bindex.qxd 2/3/05 12:22 AM Page 716 NAME INDEX 717 Y Yaeger, T., 52 Yeager, S., 323 Yeoell, M., 395 Yetmar, S. A., 505 Yeung, A. K., 115 Yon, B., 102 Young, X., 531 Z Zackrison, R. E., 15, 247 Zahn, L., 561 Zajac, G., 14 Wilson, L., 506 Wilson, T., 367 WindEagle, 470 Winfrey, O., 604 Wissman, D., 5, 620 Woodman, 170 Woods, C., 5, 620 Wooten, K. C., 265, 506 Worley, C. G., 1, 4, 19, 23, 24, 112, 135, 138, 139, 154, 157, 160, 167e, 168e, 178, 188, 242, 252, 254, 277, 291, 319, 421, 427, 497, 544 Wright, L., 108 Wyman, S., 241, 254, 257, 259 40_962384 bindex.qxd 2/3/05 12:22 AM Page 717 HOW TO USE THE CD-ROM SYSTEM REQUIREMENTS PC with Microsoft Windows 98SE or later Mac with Apple OS version 8.6 or later USING THE CD WITH WINDOWS To view the items located on the CD, follow these steps: 1. Insert the CD into your computer’s CD-ROM drive. 2. A window appears with the following options: Contents: Allows you to view the files included on the CD-ROM. 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Make sure your hardware and systems configurations conform to the systems requirements noted under “System Requirements” above. 2. Review the installation procedure for your type of hardware and operating system. It is possible to reinstall the software if necessary. To speak with someone in Product Technical Support, call 800–762–2974 or 317–572–3994 M–F 8:30 a.m. – 5:00 p.m. EST. You can also get support and contact Product Technical Support through our website at www.wiley.com/techsupport. Before calling or writing, please have the following information available: • Type of computer and operating system • Any error messages displayed • Complete description of the problem. It is best if you are sitting at your computer when making the call. 41_962384 cdrom.qxd 2/3/05 12:22 AM Page 718 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 Materials designed to support group learning. They come in many forms: a com- plete, ready-to-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 par- ticular 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. 42_962384 bob.qxd 2/3/05 12:25 AM Page 719 • Participant’s workbook Contains exercises and reading materials that support the learn- ing 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 partic- ipants 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 pur- pose 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.) 42_962384 bob.qxd 2/3/05 12:25 AM Page 720 [...]... 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... 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,... Pfeiffer, though, is investing heavily in e-instruments Electronic instrumentation provides effortless distribution and, for larger groups particularly, offers advantages over paperand-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... 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... Planning Human Resources Consulting What will you find on pfeiffer.com? • The best in workplace performance solutions for training and HR professionals • Downloadable training tools, exercises, and content • Web-exclusive offers • Training tips, articles, and news • Seamless on-line ordering • Author guidelines, information on becoming a Pfeiffer Affiliate, and much more Discover more at www.pfeiffer.com ... 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... 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... 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... 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... 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 . 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. addi- tion 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 demon- strate. method for focusing specifically on his or her own behav- ior. Instruments also are used to obtain information that will serve as a basis for change and to assist in workforce planning efforts.