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Pfeiffer Library CD-ROM
TRAINING AND DEVELOPMENT RESOURCES
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General Introduction to the Pfeiffer Library

About Jossey-Bass/Pfeiffer
Since 1968, Jossey-Bass/Pfeiffer (formerly University Associates, Inc., and now an imprint of Jossey-Bass Inc., Publishers) has been committed to publishing in the broad field of human resource development (HRD). The organization has earned an international reputation as a leading source of practical publications that are immediately useful to todays facilitators, trainers, consultants, and managers. These materials are designed for the HRD practitioner who wants access to a broad range of training and intervention technologies as well as background in the field.
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Celebrating Years of Expertise

The Pfeiffer Library celebrates years of expertise with a compilation of bestselling JosseyBass/Pfeiffer products, including materials from the following sources: 19721997 Annuals Volumes IX of the Handbooks of Structured Experiences University Associates Training Technologies Theories and Models in Applied Behavioral Science
These materials have been reedited and reorganized to form one comprehensive resource, categorized according to the following topics (the design of the entire Library is represented graphically on the grid found in the Main Menu):
Individual Development: Materials on personal awareness, growth, change, risk taking, sex roles, diversity, stress, and life/career planning. Communication: Materials on communication styles and approaches, coaching, confrontation, feedback, and negotiation. Problem Solving: Materials that focus on techniques for generating alternatives, sharing information, understanding conflict, reaching consensus/synergy, and action planning. Groups: Materials about how groups work, competition/collaboration, conflict, and negotiating/bargaining. Teams: Materials that relate to team-building and team-development issues and concerns.
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Consulting: Materials that address organization development (OD) theory and practice and interface with clients. Facilitating: Materials relating to skills of the facilitator, from needs assessment through closing. Leadership: Materials involving leadership styles, ethics, interviewing/appraisal, motivation, and diversity/stereotyping. Training Technologies: Materials that offer background and techniques for using experiential learning activities; inventories, questionnaires, and surveys; and presentation and discussion resources. Theories and Models in Applied Behavioral Science: Descriptions of theories and models that apply to individuals, groups, management, and organizations. Keyword Index: Index to the Library, with keywords organized alphabetically and linked by volume. The Pfeiffer Library can be used in a variety of ways. It can be studied for its collected information on HRD. Trainers and consultants can use it for design ideas for workshops,
seminars, and OD or HRD interventions. All types of materials related in subject matter can be easily identified and selected. For example, by consulting the grid that begins this program, a trainer who wants activities, instruments, and handouts on the topic of communication would learn to check the three volumes of the Pfeiffer Library that deal with communication. Individual pieces can be located in the index, either by title or by author. In addition, the keyword index makes it possible to locate activities, instruments, and articles that address specific topics.
Overview of the Pfeiffer Library Experiential Learning Activities

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Experiential learning activities are infinitely varied and variable. Activities should be selected based on the participants needs and the facilitators competence. Within a particular category, many activities might accomplish similar goals and be adapted to suit the particular needs of a group. However, for the activity to address the needs of the participants, the facilitator must be able to assist the participants in successfully processing the data that emerge from that experience. As you have seen on the grid, within the Pfeiffer Library, the following volumes and topics apply to experiential learning activities: 1. 4. 7. 10. 11. 14. 18. 21. Individual Development Communication Problem Solving Groups Teams Consulting and Facilitating Leadership Training Technologies for Experiential Learning Activities
Inventories, Questionnaires, and Surveys

Instrumented survey-feedback tools give the participants opportunities to develop an understanding of the theories involved in the dynamics of their own group situationsunderstanding that will increase their involvement. Instruments allow the facilitator of a small group to focus the energies and time of the participants on the most appropriate material and also to direct, to some extent, the matters that are dealt with in a session. In this way, the facilitator can ensure that the issues worked on are crucial, existing ones rather than less important ones that the members may introduce to avoid grappling with the more uncomfortable issues. Within the Pfeiffer Library, the following volumes and topics apply to inventories, questionnaires, and surveys:
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2. 5. 8. 12. 15. 19. 22.
Individual Development Communication Problem Solving Groups and Teams Consulting and Facilitating Leadership Training Technologies for Inventories, Questionnaires, and Surveys
Presentation and Discussion Resources

Learning based on direct experience is not the only kind of learning appropriate to humaninteraction training. A practical combination of theory and research with experiential learning generally enriches training and may be essential in many types of cognitive and skill development. Affective and cognitive data support, alter, validate, extend, and complement each other. Each facilitator needs to develop a repertoire of theory and background that he or she can use in a variety of situations.
Within the Pfeiffer Library, the following volumes and topics apply to presentation and discussion resources: 3. 6. 9. 13. 16. 17. 20. 23.
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Individual Development Communication Problem Solving Groups and Teams Consulting Facilitating Leadership Training Technologies for Presentation and Discussion Resources
Theories and Models

A theory is an explanation of causal relationships; a model, on the other hand, refers primarily to a graphic representation of a system or process and the relationships among its elements. Presenting theories and models in a training session provides a frame of reference for an experience that gives it meaning and connects it with other realities. Within the Pfeiffer Library, the following volumes describe theories and models in applied behavioral science: 24. 25. 26. 27. Individual Group Management Organization
Conclusion
Change remains an unchanging feature in modern life, and the rate of change continues to accelerate faster than the human capacity for accepting and integrating it. Experiential learning addresses how adults learn and change bestthrough active involvement. Research studies estimate that adults remember 10 percent of what they hear and 25 percent of what they see. However, they remember 90 percent of what they do. Seeing and hearing create the potential for new behavior, but new behavior comes about only by taking action. Experiential learning consists of doing something, looking back at it critically, gaining insights, and putting the results to work. The Pfeiffer Library represents the single most comprehensive set of experientially based resource materials available to human resource facilitators, trainers, and consultants. It exemplifies a commitment to experiential learning and to providing a stimulating source of ideas and a wealth of practical and varied materials. As the preface to the 1974 Annual Handbook for Group Facilitators noted, In addition to our abiding belief in the wide distribution of human relations training materials, we also experience a constant undercurrent of excitement and challenge as we create, collect, collate, use, and disseminate this emerging technology. This statement remains as true at Jossey-Bass/Pfeiffer today as it was in 1974.
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On-Line Help
Getting Started
Your Library CD contains two types of files: 1. PDF files of all the Library materials, which you can search and access via Acrobat Reader; and 2. Microsoft Word files that will allow you to manipulate, customize, and print these documents. To utilize the Word files: For Windows 3.X: Double-click on your Main program group. Double-click on File Manager. Double-click on Drive D (or the drive where your CD is located). If you wish to manually access the Word files, double-click the MS Word folder. You can launch any of the Word files by double-clicking on them. To access the Word files while in Acrobat, click on the Customize in Word button from your PDF files. This will bring up the Microsoft Word Files Grid. Click on any page range to access the Word file. Microsoft Word will automatically launch and open your file. Click on any volume number to access the table of contents for that volume. You can access the Word Grid from anywhere in the Library by clicking on MS Word Documents in the Acrobat bookmarks. You may also copy the files to your hard drive. You must have Microsoft Word 6.0 or later to utilize these files. Customized or changed files must be saved to your hard drive. For Windows 95 and Windows NT: Click on My Computer; double-click the Pfeiffer icon (CD-ROM drive). You will be presented with the opening splash screen. Click on the Customize in Word button. This will bring up the Microsoft Word Files Grid. Click on any page range to access the Word file. Microsoft Word will automatically launch and open your file. Click on any volume number to access the table
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of contents for that volume. You can access the Word Grid from anywhere in the Library by clicking on MS Word Documents in the Acrobat bookmarks. You may also copy the files to your hard drive. You must have Microsoft Word 6.0 or later to utilize these files. Customized or changed files must be saved to your hard drive. For Macintosh: Double-click the Library icon on your desktop. Double-click on the MS Word folder. If you wish to manually access the Word files, double-click on them. To access the Word files while in Acrobat, click on the Customize in Word button from your PDF files. This will bring up the Microsoft Word Files Grid. Click on any page range to access the Word file. Microsoft Word will automatically launch and open your file. Click on any volume number to access the table of contents for that volume. You can access the Word Grid from anywhere in the Library by clicking on MS Word Documents in the Acrobat bookmarks. You may also copy the files to your hard drive. You must have Microsoft Word 6.0 or later to utilize these files. Customized or changed files must be saved to your hard drive. To utilize the PDF files: Once you have launched the PDF files, you will see five buttons on the Title Screen to help you navigate around your Library CD. Click on CUSTOMIZE IN WORD to access the MS Word files as described above. Click on MAIN MENU to go to the Table of Contents from which you will be able to easily find and access any document contained in this Library. Click on INTRODUCTION for an introduction to the Pfeiffer Library. This area will introduce Jossey-Bass/Pfeiffer and orient you to the contents of the Library. The CREDITS button will take you to the page with the copyright and credits information. Click on HELP for this on-screen version of the step-by-step instruction manual. You will be able to access HELP from any screen in the Library or you can refer to the printed version included in the CDs case.
Moving Around
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You can move forward one page by using the forward button or back one page by using the back button . You may move to the beginning of a file by using the back-to-start button or to the end of a file by using the end-of-file button . These are your main navigational tools. Alternatively, you can use the page-up and page-down keys on your keyboard to move forward and backward one page, and the home key to go to the beginning of a file, and the end key to go to the end of the file.
Searching
Main Menu We provide you with a complete list of the 27 volumes contained in the Library. They are organized by topic (i.e., Individual Development, Communication, Groups). In each topic, the individual volumes are identified by the type of material contained in them (i.e., Experiential Learning Activities; Inventories, Questionnaires, and Surveys; Presentation and Discussion Resources). Use the scroll bar on the right to move through this list, then click on any volume title to go to the Table of Contents for that volume of material. You can return to this page from anywhere in the Library simply by clicking on the Main Menu button.
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Keyword Index
We have provided you with an index of keywords concerning the subjects found in the Library. These keywords are followed by a series of volume/page numbers where articles that address the appropriate subject can be found. By clicking on the volume/page number, you will be taken to the beginning of the article that has information related to the keyword that you have selected.
Adobe Acrobat Search

Adobe Acrobat includes a powerful search engine that allows you to search any word or word combination in these files. If you know the subject matter that you are interested in, to open the or the author whose work you want to use, click on the Search button Search window. Type the text or name you want to find in the Find Results Containing Text box, and click Search. You can limit your searches by using the word AND between words you would like to search. This will bring up only those results where both of the
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words appear within a few pages of each other. You can also use the word stemming feature to find variations on a word, for example, using Herb might find Herbert and Herbal. Click word-stemming off if you want an exact match. You can also search for instances of words with the same meaning by clicking on the Thesaurus feature. When searching the Library, you will be presented with a list of all documents matching your search query in order of relevance. The small round icon at the left of each document in the list indicates how frequently the search word(s) appear in the document. A solid circle indicates highest level of relevance, an empty circle, the lowest. Double-click any document name in this list to open that document. Acrobat will show you only those pages in the document that contain your search word(s), and they will be highlighted. You can move through the document viewing each occurrence of the search word(s) by using the SEARCH NEXT and SEARCH PREVIOUS buttons. To select another document in your search results, click the SEARCH RESULTS and select another document from the list. button Acrobat provides a comprehensive tutorial about performing searches in this program. If you would like more tips on how to search these indexes click HERE.
Materials Scan
To review all of the activities of a particular type, in a particular category (i.e., Experiential Learning Activities in Individual Development), click on the volume number listed in the Main Menu. You will see a page that lists the titles with authors of each article/activity in that volume. The index in the window on the left (bookmarks) allows you to click any title to go to the full-text view of the PDF file for that title. Bookmarks are arranged so that you
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Modifying/Printing Documents
Documents can be printed directly from the PDF files. Click on File in the Acrobat tool bar and then choose Print. To print only an individual article, you will need to specify the page range for that article. You can find the page range in the Table of Contents for each volume. Page numbers are visible in the bar at the bottom of the Acrobat screen and look like this: . In order to see the page numbers, you will need to minimize your Windows Taskbar. To modify or customize a document you can double-click on any of the Word files (see instructions for utilizing Word files above). You must have MS Word 6.0 or later installed on your machine to utilize the Word files. After opening the Word files, you can edit the document as you would any other Word document, making whatever changes are necessary to customize it to fit your needs. You can save it with changes on your hard drive by selecting File > Save As... from the menu bar and assigning the modified document a new name so that you can easily identify and access it again at a later time. Be aware that if you use the Save option instead of Save As..., you will be prompted with a dialog box for a new name. You cannot overwrite or modify the files on this CD-ROM. NOTE: Graphics will display differently depending on your monitor. In addition, some complex tables may not copy well. You may wish to re-create the graphics or tables that do not display well. Some graphics may take longer than others to appear on-screen.
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Main Menu Grid: Acrobat Files

Experiential Learning Activities Individual Development Communication Volume 1 Volume 4 Volume 7 Volume 10 Volume 12 Volume 13 Volume 16 Volume 14 Facilitating Leadership Training Technologies Volume 18 Volume 21 Volume 19 Volume 22 Volume 15 Volume 17 Volume 20 Volume 23 Organization Volume 27 Management Volume 26 Volume 11 Inventories Questionnaires and Surveys Volume 2 Volume 5 Volume 8 Presentation and Discussion Resources Volume 3 Volume 6 Volume 9 Group Volume 25 Theories & Models
Individual Volume 24
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Problem Solving Groups

Teams Consulting
Continued
Experiential Learning Activities:
Communication
Awareness
Ball Game: Controlling and Influencing Communication ........................................1 Ronald D. Jorgenson Helping Relationships: Verbal and Nonverbal Communication ..............................3 Clarke G. Carney One-Way, Two-Way: A Communication Experiment ..............................................5 Adapted from H.J. Leavitt Think-Feel: A Verbal Progression..............................................................................11 John E. Jones Mixed Messages: A Communication Experiment....................................................13 Branton K. Holmberg and Daniel W. Mullene Blindfolds: A Partners Experience.............................................................................19 James I. Costigan and Arthur L. Dirks Letter Exchange: Focus on Feelings ..........................................................................23 Arthur G. Kirn Re-Owning: Increasing Behavioral Alternative .......................................................27 H.B. Karp Synonyms: Sharing Perceptions Between Groups ...................................................30 Phil Leamon Words Apart: Bridging the Communication Gap.....................................................32 Mark Maier E-Prime: Distinguishing Facts from Opinions..........................................................37 Gilles L. Talbot Supportive Versus Defensive Climates: How Would You Say . . .? .....................41 J.C. Bruno Teboul Feelings: Verbal and Nonverbal Congruence ...........................................................53 Stella Lybrand Norman Blivet: A Communication Experience.......................................................................58 Ken Myers, Rajesh Tandon, and Howard Bowens, Jr. Dominoes: A Communication Experiment ...............................................................66 Stephan H. Putnam Gestures: Perceptions and Responses ........................................................................70 Stella Lybrand Norman
The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer
In Other Words: Building Oral-Communication Skills...........................................77 Editors Maze: One-Way and Two-Way Communication.....................................................84 Gilles L. Talbot Pass It On: Simulating Organizational Communication..........................................89 Linda Costigan Lederman and Lea P. Stewart Babel: Interpersonal Communication ........................................................................97 Philip M. Ericson Taking Responsibility: Practice in Communicating Assumptions.........................99 Gilles L. Talbot Shades of Difference: Exploring Metaverbal Communication.............................104 Arlette C. Ballew Meanings Are in People: Perception Checking ......................................................112 Jack N. Wismer Let Me: Introducing Experiential Learning.............................................................118 J. Allan Tyler Bugs: Improving Customer Service .........................................................................123 James W. Kinneer
Building Trust
Nonverbal Communication: A Collection of Activities ........................................126 Editors Disclosing and Predicting: A Perception-Checking Activity................................128 Jacques Lalanne Dimensions of Trust: A Symbolic Expression........................................................131 James Costigan Risk Taking: A Perception Check for Partners.......................................................133 Karl G. Albrecht and Walton C. Boshear Current Status: A Feedback Activity on Trust........................................................136 Robert N. Glenn Intimacy Program: Developing Personal Relationships........................................140 Adapted from S.M. Jourard Dialogue: A Program for Developing Work Relationships ..................................144 John E. Jones and Johanna J. Jones Partners Encounter: A Program for Developing Relationships............................158 John E. Jones and Johanna J. Jones Partners Renewal: A Program for Developing Ongoing Relationships ..............174 Colleen A. Kelley and J. Stephen Colladay Work Dialogue: Building Team Relationships.......................................................200 Judith F. Vogt and Karen L. Williams ii
Coal to Diamonds: Learning the Good from the Bad ............................................216 Marian K. Prokop and Daryl Anne Kline
Conflict
Conflict Resolution: A Self-Examination................................................................219 Joan A. Stepsis Frustrations and Tensions..........................................................................................225 Editors Conflict Management: Two-Person Sharing...........................................................231 Marc Robert Escalation: An Assertion Activity............................................................................240 Colleen Kelley VMX Productions, Inc.: Handling Resistance Positively......................................243 H.B. Karp The Decent But Pesky Coworker: Developing Contracting Skills ......................252 Larry Porter Defensive and Supportive Communication: A Paired Role Play.........................257 Gary W. Combs The Parking Space: Relationships and Negotiating ...............................................267 Larry Porter Quality Customer Service: When the Going Gets Tough .....................................273 Bonnie Jameson Conflict Role Play: Resolving Differences .............................................................281 Robert P. Belforti, Lauren A. Hagan, Ben Markens, Cheryl A. Monyak, Gary N. Powell, and Karen Sykas Sighinolfi Resistance: A Role Play.............................................................................................288 H.B. Karp Time Flies: Negotiating Personal Effectiveness Through Assertion ...................296 Michael Lee Smith The Company Task Force: Dealing with Disruptive Behavior ............................307 Susanne W. Whitcomb Alpha/Beta: Exploring Cultural Diversity in Work Teams...................................316 Steven R. Phillips Common Ground: Intervening in Interpersonal Conflict ......................................326 Jason Ollander-Krane and Neil Johnson Thumbs Up, Thumbs Down: A Conflict-Management Icebreaker......................337 Roger Gaetani
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Feedback
Behavior Description Trios: Reading Body Language..........................................340 Editors A Note to My Teammate: Positive Feedback .........................................................342 Deborah M. Fairbanks Introspection: Personal Evaluation and Feedback..................................................345 Dennie L. Smith Sculpturing: An Expression of Feelings..................................................................348 L.A. McKeown, Beverly Kaye, Richard McLean, and John Linhardt Adjectives: Feedback .................................................................................................350 John E. Jones The Gift of Happiness: Experiencing Positive Feedback......................................352 Don Keyworth Group-on-Group: A Feedback Experience..............................................................355 Editors Pin Spotter: Practicing Positive Feedback...............................................................357 M. Nicholas Mann Coins: Symbolic Feedback........................................................................................361 J. William Pfeiffer Puzzlement: A Mild Confrontation ......................................................................363 Robert R. Kurtz Seeing Ourselves as Others See Us: Using Video Equipment for Feedback...................................................................................................................367 Gilles L. Talbot Cards: Personal Feedback..........................................................................................371 J. Ryck Luthi Developing Trust: A Leadership Skill .....................................................................373 William J. Bailey Feedback: Increasing Self-Perceptions....................................................................380 Cyril R. Mill Gaining Support: Four Approaches..........................................................................383 Juliann Spoth, Barry H. Morris, and Toni C. Denton I Am, Dont You Think?: Zodiac Feedback ...........................................................388 Jane C. Bryant Two Bags Full: Feedback About Managerial Characteristics ..............................401 Alan R. Carey Feedback Awareness: Skill Building for Supervisors............................................405 Robert William Lucas Analyzing and Increasing Open Behavior: The Johari Window..........................413 Philip G. Hanson iv
The Art of Feedback: Providing Constructive Information ..................................421 Stephen C. Bushardt and Aubrey R. Fowler, Jr. Party Conversations: A FIRO Role-Play.................................................................429 Charles L. Kormanski The Portrait Game: Individual Feedback.................................................................434 Ferdinand Maire Feedback on Nonverbal and Verbal Behaviors: Building Communication Awareness ...................................................................436 Gilles L. Talbot Giving and Receiving Feedback: Contracting for New Behavior........................439 John E. Jones Lines: Understanding Goals and Performance Feedback......................................444 Michael R. Larsen
Listening
Peter-Paul: Getting Acquainted ................................................................................451 Evan L. Solley Not Listening: A Paired Role Play...........................................................................453 H.B. Karp Rumor Clinic: A Communications Experiment......................................................457 Editors Listening Trios: Building Communications Skills.................................................460 Editors Active Listening: A Communication-Skills Practice.............................................465 Jack N. Wismer Poor Listening Habits: Identifying and Improving Them .....................................471 Joseph Seltzer and Leland Howe Im All Ears: Enhancing Awareness of Effective Listening.................................477 James I. Costigan and Sandra K. Tyson In Reply: Responding to Feeling Statements..........................................................487 H. Frederick Sweitzer and Mitchell A. Kosh Needs, Features, and Benefits: Exploring the Sales Process ................................496 Bernie Jameson Levels of Dialogue: Analyzing Communications in Conflict...............................503 Gary Copeland
Styles
Submission/Aggression/Assertion: Nonverbal Components ................................510 Gerald N. Weiskott and Mary E. Sparks
The Candy Bar: Using Power Strategies .................................................................513 Judy H. Farr and Sandra Hagner Howarth Building Open and Closed Relationships................................................................522 Adapted from William Barber The Human Bank Account: Practicing Self-Affirmation......................................526 Based on W.C. Boshear and K.G. Albrecht Organizational TA: Interpersonal Communication................................................530 Rich Strand and Frederic R. Wickert Stating the Issue: Practicing Ownership ..............................................................539 Arthur M. Freedman Enhancing Communication: Identifying Techniques to Use with Diverse Groups................................................................................................559 Robert William Lucas Go Left, Go Right: Identifying Work-Style Preferences.......................................565 Cher Holton
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BALL GAME: CONTROLLING AND INFLUENCING COMMUNICATION

Goals
s s
To explore the dynamics of assuming leadership in a group. To increase awareness of the power held by the member of a group who is speaking at any given time. To diagnose communication patterns in a group.
Group Size Six to twelve participants. Several subgroups may be directed simultaneously. Time Required Approximately thirty minutes. Materials A ball or other convenient object for each group. Process 1. The facilitator explains that in the following discussion session, the manner in which the participants will interact will be limited. He or she tells them that possession of the ball (or other object) that he or she is holding will determine who may speak. The facilitator further explains that the participant with the ball must keep it until someone signals verbally that they wish to have it. The individual holding the ball may refuse to give it to a member who requests it. 2. If process observers are to be used, they are selected and briefed. 3. The facilitator announces a topic for the group to discuss, based upon the goals and experiences of the group. It is important to ensure that significant interaction will be generated. (Examples: silent members, expressing negative feedback, barriers to doing ones job, reactions to the training session so far.) 4. The facilitator hands the ball to a participant, indicating that the discussion period is to begin. 5. After fifteen minutes have passed, the facilitator indicates that the discussion is over.
6. The group processes the experience in terms of the power phenomena that emerge in reference to the holder of the ball, frustrations involved in attempting to gain or hold this power, and the patterns of communication that emerge during this experience. 7. If process observers have been used, the facilitator asks them to provide feedback for the group. Variations
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The facilitator may wish to introduce a power play (or illustrate the lack of it) in the beginning by placing the ball in the center of the group rather than with an individual. Participants can be given pencils and paper and be instructed to make notes to themselves on the announced topic prior to the discussion period. (This affords them the opportunity to crystallize their points of view and heightens participation.) The facilitator may direct that each participant must get the ball often enough to get all of his or her points into the discussion. Two balls can be used, so that paired interaction is possible. Alternatively, the facilitator may invite participants to toss the ball back and forth in confronting each other. (This process can result in more effective listening.) A ball of string is passed around and unwound as the experience progresses, resulting in a physical sociogram or interactiongram.
Submitted by Ronald D. Jorgenson.
HELPING RELATIONSHIPS: VERBAL AND NONVERBAL COMMUNICATION

Goals
s s
To demonstrate the effects of posturing and eye contact on helping relationships. To focus group members attention on the impact of their nonverbal behaviors on other individuals. To teach basic nonverbal listening and attending skills.
Group Size No more than twenty participants. Time Required Approximately thirty minutes. Physical Setting Movable chairs and open space. Process 1. The facilitator introduces the experience by discussing the verbal and nonverbal aspects of communication, pointing out that although individuals seem to rely primarily on verbal cues in their interactions, nonverbal cues (gestures, posture, tone of voice, etc.) are also important in communication. To reinforce this point, the facilitator demonstrates how nonverbal cues can either contradict or confirm a verbal message. To demonstrate contradiction, he or she approaches a group member and says, I like you, with his voice raised in anger and his hands clenched into fists. To demonstrate confirmation, he approaches the group member and says, I like you, in a warm manner, followed by a hug. 2. The facilitator announces that the activity will consist of forming pairs and exploring the effects of different seating arrangements. The members of each pair are told to sit in different positions; as they assume each position they are to remain silent and be aware of the effect of that seating arrangement. 3. Participants form pairs, and the facilitator directs them to sit back to back without talking. After the pairs have been sitting in this position for about a minute, the facilitator directs them to sit side by side. After another minute, the pairs are instructed to sit face to face. 3
4. After another minute, each pair discusses its reactions to the activity. The facilitator elicits observations about the experience from the entire group. 5. The pairs are seated face to face and silently assume three body postures (one minute each): slouched, straight, and leaning forward. 6. Each pair then discusses its reactions to the preceding round. The facilitator elicits observations about the experience from the entire group. 7. One partner assumes the role of helpee; the other partner assumes the role of helper. 8. While seated face to face, the pairs silently experience three different eye-contact situations (one minute each):
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The helper attempts to look the helpee in the eye while the helpee looks down or away. The helpee attempts to look the helper in the eye while the helper looks down or away. The helper and the helpee have direct eye-to-eye contact.
9. Step 6 is repeated. 10. After processing the eye-contact experience, the facilitator leads a discussion of the participants overall reactions to the sequence of activities. The discussion is focused on the integration and application of this learning. Variations
s
Participants can be permitted to talk at any time during the experience. The talking may include counseling on real problems. In the face-to-face situation participants can be directed to move their chairs to a distance that is most comfortable for them. The process can be combined with a group-on-group design. One pair is seated in the center of the group and goes through the activity sequence. The other group members are instructed to observe the impact of the different positionings and to report their observations. Different pairs can be formed for each round of the activity.
REFERENCES
Danish, S.J., & Haner, A.L. (1973). Helping skills: A basic training program. New York: Behavioral Publications. Ivey, A.E. (1971). Microcounseling: Innovations in interviewing training. Springfield, IL: Charles C. Thomas.
Submitted by Clarke G. Carney.
Inventories, Questionnaires, and Surveys:
Problem Solving
The Cognitive-Style Inventory .....................................................................................1 Lorna P. Martin The Concept of Learning Style...................................................................................19 Ronne Toker Jacobs and Barbara Schneider Fuhrmann Decision-Style Inventory.............................................................................................34 Rick Roskin Inventory of Barriers to Creative Thought and Innovative Action ........................46 Lorna P. Martin Locus of Control Inventory .........................................................................................58 Udai Pareek Phases of Integrated Problem Solving (PIPS)...........................................................72 William C. Morris and Marshall Sashkin Problem-Analysis Questionnaire................................................................................86 Barry Oshry and Roger Harrison Role Pics: Measuring Strategies for Coping with Role Stress................................95 Udai Pareek The TEM Survey ........................................................................................................114 George J. Petrello
THE COGNITIVE-STYLE INVENTORY

Lorna P. Martin
INTRODUCTION
In organizations the quantity and quality of cognitive behaviorsthose associated with the activities of thinking, learning, problem solving, and decision makingproduce a dramatic impact on productivity, performance, and potential for growth. The CognitiveStyle Model and its accompanying instrument, The Cognitive-Style Inventory, provide a basis for identifying the patterns of behavior that typify peoples approaches to these critical activities. The instrument identifies cognitive styles that imply preferred and consistent patterns of responses that are both habitual and unconscious as well as deliberate. By introducing individuals, groups, and organizations to both the model and the instrument, the human resource development (HRD) practitioner can accomplish the following:
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Help people to identify their own cognitive styles and to understand the benefits as well as the drawbacks of all cognitive styles; Teach people how to predict their own behaviors as well as those of others with regard to thinking, learning, and problem solving; Prescribe developmental strategies that people can use to enhance their own cognitive styles and/or to build strength in styles that they do not generally use; Increase peoples skill and flexibility in various problem-solving situations; and Facilitate the interactions between individuals and groups.
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BACKGROUND AND DEVELOPMENT OF THE COGNITIVE-STYLE MODEL

Theories about cognitive style were developed as a result of early studies conducted by Witkin, Lewis, Hertzman, Machover, Meissner, and Wapner (1954); Witkin, Dyk, Patterson, Goodenough, and Karp (1962); and Bruner (1966). These and other studies resulted in theories that generally assumed a single dimension of cognitive style, with an individuals style falling somewhere on a continuum between the extremes of this dimension. Many of the theories assigned a positive value to one of the extremes and a negative value to the other. The two extremes are described in general terms by Keen
(1973), McKenney and Keen (1974), and Botkin (1974): the systematic style (generally viewed as good when a value is assigned) is associated with logical, rational behavior that uses a step-by-step, sequential approach to thinking, learning, problem solving, and decision making; in contrast, the intuitive style (generally viewed as bad when a value is assigned) is associated with a spontaneous, holistic, and visual approach. Subsequently, many studies, books, and journal and magazine articles on the subject of cognitive styles have appeared, for example, Sargent (1981), Martin (1983), Buzan (1983), Wonder and Donovan (1984), and Latting (1985). Each addresses the same basic elements identified earlier as the systematic and intuitive styles. These theories can be linked with those of left-brain/right-brain thinking, which follow the same bipolarity pattern. Brain research in the late 1960s and early 1970s resulted in the discovery that the two sides of the brain are responsible for different mental functions (Buzan, 1983). Taking brain theory one step further and linking it to the concept of cognitive style, Wonder and Donovan (1984, p. 3) state, Because of our specific genetic inheritance, our family life, and our early training, most of us prefer to use one side of the brain more than the other. The types of behaviors associated with the two sides are as follows (Wonder & Donovan, 1984): 1. Left brain: analytical, linear, sequential, concrete, rational, and goal oriented; and 2. Right brain: intuitive, spontaneous, holistic, symbolic, emotional, and visual. A review of the material on both cognitive style and left-brain/right-brain theory resulted in the following generalizations about cognitive styles: 1. There are distinct, observable, and measurable differences among peoples cognitive styles. 2. Cognitive style can easily be detected through language and nonverbal behavior patterns. Dialogue between individuals can reveal differences and can highlight the need for awareness and understanding of these differences. 3. Styles are frequently associated with career choices; therefore, there are connections between behavioral styles and certain functions or divisions within an organization. In fact, style can dominate an organizations culture. 4, Styles take on connotations of good or bad, with one style generally considered to be better or best depending on the individual interpreter or system evaluator. 5. There is a need to understand, recognize, and develop each area of cognitive specialty. 6, Creativity and effectiveness can be increased when the bipolar dimensions are fused. In addition, most of the recent studies regarding brain functioning and cognitive style assert the need to use each of the bipolar elements of the systematic and intuitive
styles (either by combining or alternating between them) in order to generate greater performance, productivity, and creativity.
EXPLANATION OF THE COGNITIVE-STYLE MODEL

Although the systematic and intuitive styles provided the foundation for The Cognitive Style Model, these two styles had not previously been shown to reflect the entire spectrum of peoples behavior with regard to thinking, learning, and especially problem solving and decision making. Therefore, a multidimensional model intended to reflect the entire spectrum was created (Martin, 1983). This model consisted of two continua: (1) high systematic to low systematic and (2) high intuitive to low intuitive. Ongoing observational studies, along with efforts to develop measurement devices for assessing cognitive behavior, have resulted in an expanded version of that original model. As a result, the most current thinking is reflected and best illustrated by the grid presented in Figure 1.
Figure 1. Illustration of The Cognitive-Style Model
The five styles displayed on the grid in Figure 1 are described in the following paragraphs. (The descriptions of the systematic and intuitive styles are based on Keen, 1973; McKenney & Keen, 1974; and Botkin, 1974.) 1. Systematic style. An individual identified as having a systematic style is one who rates high on the systematic scale and low on the intuitive scale. According to findings in the Harvard studies, an individual who typically operates with a systematic style uses a well-defined, step-by-step approach when solving a problem; looks for an overall method or programmatic approach; and then makes an overall plan for solving the problem. 2. Intuitive style. An individual who rates low on the systematic scale and high on the intuitive scale is described as having an intuitive style. Someone whose style is intuitive uses an unpredictable ordering of analytical steps when solving a problem, relies on experience patterns characterized by unverbalized cues or hunches, and explores and abandons alternatives quickly.
3. Integrated style. A person with an integrated style rates high on both scales and is able to change styles quickly and easily. Such style changes seem to be unconscious and take place in a matter of seconds. A result of this rapid-fire ability is that it appears to generate an energy and a proactive approach to problem solving. In fact, integrated people are often referred to as problem seekers because they consistently attempt to identify potential problems as well as opportunities in order to find better ways of doing things. 4. Undifferentiated style. An individual rating low on both the systematic and the intuitive scale is described as having undifferentiated cognitive behavior. Such a person appears not to distinguish or differentiate between the two style extremes and, therefore, appears not to display a style. In fact, in a problem-solving or learning situation, he or she may exhibit a receptivity to instructions or guidelines from outside sources. Undifferentiated individuals tend to be withdrawn, passive, and reflective and often look to others for problem-solving strategies. 5. Split style. An individual rating in the middle range on both the systematic and the intuitive scale is considered to have a split style involving fairly equal (average) degrees of systematic and intuitive specialization. At first glance the split style appears to differ from the integrated style only in the degree of specialization. However, people with a split style do not possess an integrated behavioral response; instead, they exhibit each separate dimension in completely different settings, using only one style at a time based on the nature of their tasks or their work groups. In other words, they consciously respond to problem-solving and learning situations by selecting appropriate style. Due to the fact that an assessment score identifying a split style generally indicates an equal degree of both dimensions, it might be assumed that both dimensions would be equally exhibited. However, actual observational findings have not produced this result. As a rule, in stressful situations, one dimension appears to dominate, generally as a result of habit. It has been significant that many individuals exhibiting this particular cognitive style have indicated that they were in the process of a cognitive transition; they were moving into a new area of cognitive specialization and were trying out new behaviors and skills. Figure 2 presents a more detailed overview of findings about the five styles from formal as well as informal studies and data collections.
EFFECTS OF COGNITIVE SPECIALIZATION

There are indications that the result of extreme cognitive specialization in one dimension can drastically impact overall effectiveness in personal and professional situations. Extreme specialization may limit an individuals or a groups ability to think, learn, solve problems, and interact with others.
SYSTEMATIC STYLE Descriptors of Style Convergent thinker Concrete Highly structured Logical Rational Ordered Linear Step-by-step approach Concrete on facts, figures, and data Reduces problems to workable segments Product focused Deductive Very conscious of approach Uses a well-defined method or plan for solving a problem Uses a highly sequential process Handles a problem by breaking it down into a series of smaller (often hierarchical and manageable components Language Patterns Lets examine the facts. The data indicate... The specific objectives must be measurable. Here are my points: A, B, C,.... Whats your rationale? Wheres the logic in that? Do the following: 1, 2, 3,.... I have to figure this out carefully before I can come to a conclusion. Nonverbal Patterns Creates an endless list Establishes a chronological ordering of steps to be taken Spends a great deal of time on detail Often belabors a point or step of the process before proceeding to the next step Projected Career Positions Engineer System analyst Computer programmer Production manager Accountant Purchasing agent Personnel specialist Public administrator
Figure 2. Overview of Cognitive Styles1
This overview was inspired was inspired by Keen, 1973; McKenney and Keen (1974); and Botkin, 1974.
INTUITIVE STYLE Descriptors of Style Divergent thinker Global Abstract Visual Spontaneous Concentrates on ideas and feelings Emotion based Process focused Inductive Not consciously aware of approach, but does use a method that is generally driven by experience Keeps the overall problem in mind continually Frequently redefines the problem Looks at the big picture or the entirety of the problem Language Patterns "Somehow my gut tells me...." "I have a sense that...." "Lets look at the whole picture." "Youre not looking at the big picture." "The solution is simple." "Common sense dictates...." "I see the answer but I dont know how I got it." Nonverbal Patterns Very visual approach Plays with (pores over) data Can appear to be disorganized Thinks with eyes, has to see the problem, very frequently draws or graphically displays the problem or alternative solutions Projected Career Positions Advertising agent Marketing manager Graphic artist Counselor Therapist
Figure 2. (continued) Overview of Cognitive Styles
INTEGRATED STYLE Descriptors of Style Has highly developed, dual cognitive specialties Is highly flexible and adaptable; alternates easily and quickly from one style specialty to another Exhibits high degrees of internal locus control Looks for opportunities to solve problems Creative, innovative Proactive Language Patterns Im just as concerned about the process as I am about the product." "Before we establish measurable objectives, we should develop a philosophy, a vision of the future. Our objectives should be consistent with that philosophy." "I have the answer, but need to determine how I arrived at it." Nonverbal Patterns Active Alert High participation and involvement Frequently acts as facilitator or interpreter of language in groups Appears to be comfortable with "disorganized organization" Projected Career Positions Entrepreneur Consultant Researcher
UNDIFFERENTIATED STYLE Receptive Is not a problem-solving specialist; does not exhibit a specific specialty Passive, reflective Relies heavily on rules, procedures, instructions, suggestions, or guidelines Reacts to the problem stimulus and does not impose a process on the problem Has difficulty making decisions Procrastinates; delays action "I dont need to know the whys, whens, and wherefores....Just tell me what you want me to do." "I dont ask questions; I just do what Im told." "Tell me exactly what you want to have done." Passive, mostly nonverbal Reflective Low involvement Confluent Waits patiently for specific directions Bookkeeper Administrative assistant Clerical worker
Figure 2. (continued) Overview of Cognitive Styles
SPLIT STYLE Descriptors of Style Has approximately equal degrees of systematic and intuitive style that are average/medium in terms of degrees of intensity. Styles are used as completely separate entities. Styles are not at all integrated and are consciously selected for each specific situation Out of habit, one style is used often than the others. Figure 2. (continued) Overview of Cognitive Styles Language Patterns Pattern changes according to the style being used at the time of observation. Generally an individual with a split style is in the process of a cognitive transition involving building new strengths and skills in the dimension that is perceived to the weaker of the two (systematic or intuitive). Nonverbal Patterns Pattern changes according to the style being used at the time of observation. Generally an individual with a split style is in the process of a cognitive transition involving building new strengths and skills in the dimension that is perceived to the weaker of the two (systematic or intuitive). Projected Career Positions All careers
Effects on the Individual Cognitive style specializationparticularly in systematic, intuitive, and undifferentiated stylesappears to limit ones ability to fully function in learning and problem-solving situations. In many cases individuals whose styles are specialized are highly successful in most endeavors but have a blind spot in the ways in which they take in information, sort the data, and ultimately respond. The same blind spots appear in conversations and interactions between individuals or groups that specialize in different cognitive styles. The dialogue frequently becomes stilted and often breaks down. Barriers and misunderstandings between individuals occur due to the differences in methodologies and language or nonverbal communication patterns. Differences in cognitive specialization also can lead to poor performance reviews, conflict situations, and a lack of job fit or match between an individual and an organization. Indeed, the success of the fit between an individual and a group or an organization can be predicted by the degree to which the cognitive styles match. Once a group or an organization becomes characterized by a particular style, it may begin to reward that style exclusively; for example, managers might insist that subordinates use the same processes or approaches that they use. In such a situation people whose styles are different from the organizations may be labeled resistant, stubborn, weird, or even incompetent; consequently, they may find it difficult or even impossible to succeed in the organization.
When such a bias occurs within an organization, often it is in favor of the systematic style, which is generally associated with the left side of the brain. Wonder and Donovan (1984) describe this phenomenon as follows:
Researchers refer to the left brain as the dominant hemisphere and the right as the nondominant one, because the skills of the left brain are dominant in our society. Money, technology, efficiency and power are thought to be the rewards of leftbrain planning. (p. 14)
In an industrial and highly technological society, systematic ability is critical; therefore, the systematic style has become favored. Yet innovation is fostered by the intuitive style. Effects on the Work Group Differences in style among members of a work group can also create difficulties in achieving goals. Cognitive-specialization differences in groups frequently result in process and communication problems. If severe enough, the problems can cause communication breakdowns, which, in turn, can lead to spending a great deal of time on the process of problem solving rather than on accomplishing the task with the greatest effectiveness. In a few isolated cases when the degree of cognitive difference is extreme, the group members sometimes experience a mental logjam. The group becomes immobilized and gets stuck, actually unable to proceed. If the problem of differences is severe enough and the group has the option to do so (as may be the case with a task force), it may choose to terminate its efforts. However, when differences and similarities among cognitive styles in a group are recognized and taken into consideration, a type of synergy can be created. This synergy results when the group honors the efforts of each of its members to use his or her particular cognitive expertise in those stages of the problem-solving process where it is most appropriate. For example, systematics and intuitives might work together on the first phase of the problem-solving process (problem identification). Then the intuitives might use a divergent approach by expanding all of the problem possibilities in order to identify all potential problems. Subsequently, the systematics might employ a convergent approach, using the intuitives list to identify realistic problems. Ultimately, the focus of the groups problem-solving activity would become more and more narrow and specific until a problem statement could be generated. Another type of synergy is created when a groups members all share the same cognitive style and begin to work on a task that requires a methodology characteristic of that style. In this case members easily understand one anothers language and readily pick up on nonverbal cues. As a result they communicate and work well together. However, it is important to understand that the opposite result also could occur when the members share one style. For example, the group might find it necessary to complete an assignment that requires behaviors characteristic of an opposite style.
Effects on the Organization Organizational systems can sometimes experience the difficulties brought about by cognitive-style specialization of entire divisions. For example, one young, newly appointed vice president of a well-known publishing company explained that she was having a great deal of difficulty managing her work unit. She reported behaviors of resistance, sabotage, and raging battles that she described as an ongoing war. She was in charge of coordinating the activities of the Production Division (a function characterized by a systematic style) and the Marketing and Advertising Division (a function characterized by an intuitive style). Her performance evaluation and position were dependent on her ability to instill and maintain peace and harmony between the two divisions. What she did not know and was surprised to discover was the notion that these two groups essentially spoke different languages and thought and acted in distinctly different ways. As a result, each division perceived the other as misfits. Once she understood the implications of their cognitive-style differences, she could address the problem.
THE INSTRUMENT
The Cognitive-Style Inventory consists of forty statements, half of which pertain to the systematic style and half to the intuitive style. Respondents evaluate each statement according to the degree to which they agree with it. Subsequently, the respondents transfer their responses to the scoring sheet, which yields a systematic score and an intuitive score. These scores are then transferred to the interpretation sheet, which allows them to determine to what degree they specialize in systematic and intuitive styles. Finally, they locate their scores on the scales provided in the interpretation sheet to identify their own specific styles. Validity and Reliability The Cognitive-Style Inventory has face validity. Because it is used primarily as a basis for discussion of the effects of cognitive style on individual, group, and organizational functioning, no attempt has been made to establish validity and reliability beyond this point. Administration The instrument, the scoring sheet, and the interpretation sheet can be completed by most respondents in approximately twenty to thirty minutes. It is advisable to follow scoring and interpretation with a lecturette and discussion on cognitive styles. If the HRD practitioner prefers, respondents may be instructed to complete the instrument, listen to the lecturette and participate in the discussion, and then predict what their styles will be before they complete the scoring and interpretation sheets. If the practitioner wants the respondents to practice identifying styles, he or she may distribute copies of Figure 2
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from this paper; cover the contents with the respondents; and then show a videotape of a group problem-solving session, asking the respondents to monitor verbal and nonverbal patterns and to identify individual styles. Uses of the Instrument and the Model The HRD practitioner can play an important role in helping an organization to understand, appreciate, and expand the range of cognitive behaviors used by its members. To fulfill this role, the practitioner can administer The Cognitive-Style Inventory and explain the model to organizational members for the following purposes: 1. Raise peoples awareness of the significance of cognitive styles in general and of their own in particular. Organizational members need to learn the benefits and liabilities associated with each specific style, particularly as it interacts with other styles. Botkins (1974) study suggests that an individuals awareness of his or her own cognitive style can improve that persons ability to communicate and interact with others. 2. Help people to develop the skills, attitudes, and behaviors associated with styles that they do not typically use. According to Buzan (1983), research has shown that a synergistic effect takes place in all mental performance when an individual develops one mental area (either the systematic or the intuitive style) that was previously considered to be weak. The HRD specialist can provide training and development activities to enhance peoples present styles and/or to build each persons underutilized or weaker style. For instance, a seminar on creativity that focuses on lateral thinking and creative problem-solving techniques such as brainstorming and visualization would greatly benefit people with a systematic style while supporting those with an intuitive style. 3. Train people to be facilitators and/or advisors in the problem-solving process of a work group or a task force. These individuals would become familiar with both The Cognitive-Style Model and the inventory and would act as interpreters or even negotiators in groups as needed in order to bridge the gap of cognitive differences. This strategy would be particularly useful in helping groups to deal with conflict. In addition, these people could be trained in team-building strategies so that they could assist groups in developing better intragroup relationships. 4. Use individual style similarities and differences in team-building sessions to examine interaction pinch points and synergy points in order to establish group guidelines. The HRD specialist, through process observation, could identify when and how cognitive barriers occur in the problem-solving process and could then offer preventive and prescriptive measures. 5. Form task forces or product-innovation groups whose members are identified as specialists in specific cognitive styles. This approach would champion creative designs from the inception phase to introduction in the marketplace. The HRD practitioner could help to create such groups throughout an organization (much like quality circles) in an attempt to foster a cultural change geared toward innovative 11
responses. Training and development activities could build and integrate systematic and intuitive skills, both of which are needed for creative growth. 6. Determine whether the organization as a whole, practices a cognitive-style specialization. The HRD specialist could provide management-development programs to address the issue and build the skill base that is needed. A single style throughout an organization imposes limitations; consequently, the practitioner could conduct interventions designed to alter the culture to foster change. REFERENCES
Botkin, J.W. (1974). An intuitive computer system: A cognitive approach to the management learning process . Unpublished doctoral dissertation, Harvard University, Cambridge, MA. Bruner, J.S. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press. Buzan, T. (1983). Use both sides of your brain. New York: E.P. Dutton. Keen, P.G.W. (1973). The implications of cognitive style for individual decision-making. Unpublished doctoral dissertation, Harvard University, Cambridge, MA. Latting, J.E. (1985). A creative problem-solving technique. In L.D. Goodstein & J.W. Pfeiffer (Eds.), The 1985 annual: Developing human resources (pp. 163-168). San Diego, CA: Pfeiffer & Company. Martin, L.P. (1983). Examination of the relationship of multidimensional analytic cognitive behaviors and multidimensional sex-role behaviors. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, Pennsylvania. McKenney, J.L., & Keen, P.G.W. (1974, May-June). How managers minds work. Harvard Business Review, pp. 79-88. Sargent, A. (1981). The androgynous manager. New York: AMACOM. Witkin, H.A., Dyk, R.B., Patterson, H.F., Goodenough, D.R., & Karp, S.A. (1962). Psychological differentiation. New York: John Wiley. Witkin, H.A., Lewis, H.B., Hertzman, M., Machover, K., Meissner, P.B., & Wapner, S. (1951). Personality through perception: An experimental and clinical study. New York: Harper & Row. Wonder, J., & Donovan, P. (1981). Whole-brain thinking. New York: William Morrow.
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THE COGNITIVE-STYLE INVENTORY Lorna P. Martin Instructions: For each of the statements in this inventory, refer to the following scale and decide which number corresponds to your level of agreement with the statement; then write that number in the blank to the left of the statement. 1 2 3 4 5 Strongly Disagree Undecided Agree Strongly Disagree Agree _____ A. I get a feel for a problem or try to see it before I attempt a solution. _____ B. I analyze a problem or situation to determine whether or not the facts add up. _____ C. I create pictorial diagrams/visual images while problem solving. _____ D. I have a classification system (pigeon holes) where I store information as I solve a problem. _____ E. I catch myself talking out loud as I work on problems. _____ F. I solve a problem by first spotlighting or focusing on the critical issues. _____ G. I solve a problem by first floodlighting or broadening the scope of the problem. _____ H. I attack a problem in a step-by-step, sequential, and orderly fashion. _____ I. I attack a problem by examining it in its entirety before I look at its parts. _____ J. The most efficient and effective way to deal with a problem is logically and rationally. _____ K. The most efficient and effective way to deal with a problem is to follow ones gut instincts. _____ L. I carefully solve a problem by ordering, combining, or building its parts in order to generate a solution for the whole problem. _____ M. I carefully solve a problem by examining it in its entirety, in relationship to its parts, before I proceed. _____ N. All problems have predetermined, best or right answers in a given set of circumstances. _____ O. All problems are open ended by nature, allowing for many possible answers or solutions. _____ P. I store volumes of data in my memory, much like a computer, by compartmentalizing each entry for easy recall. _____ Q. I store a lot of data in my memory by adding to the image that is already
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1 Strongly Disagree
2 Disagree
3 Undecided
4 Agree
5 Strongly Agree
_____ _____ _____ _____ _____
R. S. T. U. V.
_____ W. _____ X. _____ _____ Y. Z.
_____ AA. _____ BB. _____ CC. _____ DD. _____ EE. _____ FF. _____ GG. _____ HH. _____ II. _____ JJ.
there and then determining how the information fits (like the relationship between a jigsaw puzzle and its individual pieces). Before solving a problem, I tend to look for a plan or method of solving it. I generally rely on hunches, gut feelings, and other nonverbal cues to help me in the problem-solving process. I generally rely on facts and data when problem solving. I create and discard alternatives quickly. I generally conduct an ordered search for additional information and carefully select the sources of data. I consider a number of alternatives and options simultaneously. I tend to define the specific constraints of a problem early in the problemsolving process. When analyzing a problem, I seem to jump from one step to another and back again. When analyzing a problem, I seem to progress from one step to another in a sequential way. I generally examine many sources of data, letting my eyes play over the information while searching for guiding clues. When I work on a problem involving a complex situation, I break it into a series of smaller, more manageable blocks. I seem to return to the same source of data several times, deriving different insights each time. I gather data methodically, at a chosen level of detail, and in a logical sequence. I generally sense the size and scope of a problem to produce the whole picture. When I solve a problem, my approach is detailed and organized; as a result, arriving at a solution is generally a time-consuming process. I am able to solve a problem quickly and effectively; I do not spend a great deal of time on the problem-solving process. I have an excellent memory and a good aptitude for mathematics. I am comfortable with uncertainty and ambiguity. I would describe myselfand so would othersas predictable and reliable.
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1 Strongly Disagree _____ KK. _____ LL. _____ MM. _____ NN.
2 Disagree
3 Undecided
4 Agree
5 Strongly Agree
I have an abundance of ideas and an inquisitive nature. It is my nature to avoid making waves with change. I would describe myselfas would othersas a risk taker. I am comfortable with the status quo; new ways are not always better ways.
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THE COGNITIVE-STYLE INVENTORY SCORING SHEET Instructions: Transfer your inventory responses to the appropriate blanks below. Add the numbers in each column, and record the totals in the blanks provided. ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ A. C. E. G. I. K. O. Q. S. U. Y. ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ B. D. F. H. J. L. N. P. R. T. V. X. Z.
______ M.
______ W. ______ AA. ______ CC. ______ EE. ______ GG. ______ II. ______ KK. ______ MM.
______ BB. ______ DD. ______ FF. ______ HH. ______ JJ. ______ LL. ______ NN.
_____________ Total Intuitive Score
_____________ Total Systematic Score
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THE COGNITIVE-STYLE INVENTORY INTERPRETATION SHEET Place an X in the appropriate block to indicate your degree of cognitive specialization.
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Instructions: Scan the numbers listed below, one style at a time, until you find a style that lists your degree of systematic specialization as well as your degree of intuitive specialization. The style that lists both is your own cognitive style. For each style, the more extreme degrees of that style are listed at the top. Systematic Score Systematic Style High > 81 High > 81 Medium High 71-80 Low < 60 Medium Low 61-70 Low < 60 High > 81 High > 81 Medium High Low < 60 Medium Low 61-70 Low < 60 Medium High 71-80 Medium High 71-80 Medium Low 61-70 Medium Low 61-70 Intuitive Score Low < 60 Medium Low 61-70 Low < 60 High > 81 High > 81 Medium High 71-80 High > 81 Medium High 71-80 High > 80 Low < 60 Low < 60 Medium Low 61-70 Medium High 71-80 Medium Low 61-70 Medium High 71-80 Medium Low 61-70
Intuitive Style
Integrated Style
Undifferentiated Style
Split Style
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Presentation and Discussion Resources:
Groups and Teams

Types of Groups
Types of Growth Groups ...............................................................................................1 John E. Jones A Look at Quality Circles............................................................................................10 H.B. Karp Outstanding Performance Through Superteams.......................................................18 Julia Pokora and Wendy Briner Quality Circles: After the Honeymoon......................................................................26 Edward E. Lawler III and Susan A. Mohrman General Inclusion Groups Versus Individual Initiative Networks .........................38 Stanley M. Herman
Group Process
Therapeutic Intervention and the Perception of Process .........................................45 Anthony G. Banet, Jr. Interaction Process Analysis .......................................................................................58 Beverly Byrum-Gaw Major Growth Processes in Groups............................................................................64 John E. Jones Group Size as a Function of Trust..............................................................................69 Patrick Leone
Behavior and Role in Groups

Defense Mechanisms in Groups .................................................................................72 Paul Thoresen Guidelines for Group Member Behavior...................................................................74 J. William Pfeiffer Transcendence Theory.................................................................................................78 J. William Pfeiffer Synergy and Consensus Seeking ................................................................................85 John E. Jones Hidden Agendas............................................................................................................88 Editors
The Shadow of Organization Development..............................................................90 Stanley M. Herman Role Functions in a Group.........................................................................................101 Donald Nylen, J. Robert Mitchell, and Anthony Stout D-I-D: A Three-Dimensional Model for Understanding Group Communication .......................................................................................................104 David G. Smith Structure as an Integrative Concept in Management Theory and Practice .........108 Joan A. Stepsis Tolerance of Equivocality: The Bronco, Easy Rider, Blockbuster, and Nomad.......................................................................................................................121 Robert C. Rodgers Diagnosing and Changing Group Norms ................................................................125 Daniel C. Feldman Humor and the Effective Work Group.....................................................................135 Jean M. Westcott Diversity and Team Development............................................................................139 Claire B. Halverson and Guillermo Cullar Creating and Motivating Effective Teams: The Challenge...................................147 William A. Snow
Group Development
TORI Theory and Practice.........................................................................................154 Jack R. Gibb A Model of Group Development..............................................................................162 John E. Jones Cogs Ladder: A Model of Group Development....................................................166 George O. Charrier Yin/Yang: A Perspective on Theories of Group Development ............................172 Anthony G. Banet, Jr. Accelerating the Stages of Group Development ....................................................192 John J. Scherer Group Energy, Group Stage, and Leader Interventions.........................................203 C. Jesse Carlock and Beverly Byrum-Gaw Issues Present when Entering a System...................................................................215 Richard Hensley A Situational Leadership Approach to Groups Using the Tuckman Model of Group Development...............................................................................218 Chuck Kormanski
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Stages of Group Development..................................................................................229 Peter P. Fay and Austin G. Doyle Fostering the Effectiveness of Groups at Work......................................................233 Patrick J. Ward and Robert C. Preziosi
Team Building and Team Developing

Team Building.............................................................................................................247 Anthony J. Reilly and John E. Jones Team Development: A Training Approach.............................................................263 Lawrence N. Solomon Team Building from a Gestalt Perspective..............................................................279 H.B. Karp A New Model of Team Building: A Technology for Today and Tomorrow......284 Chuck Kormanski and Andrew Mozenter The Search for Balance: Team Effectiveness .........................................................300 Tom Noonan
Techniques to Use with Groups

Contracts in Encounter Groups.................................................................................306 Gerard Egan Cybernetic Sessions: A Technique for Gathering Ideas........................................320 John T. Hall and Roger A. Dixon Common Problems in Volunteer Groups ................................................................327 Ed Bancroft The Delphi Technique: A Projection Tool for Serious Inquiry............................332 Richard L. Bunning Videotape Techniques for Small Training Groups.................................................342 Jerry L. Fryrear Meeting Management.................................................................................................348 David R. Nicoll A Structured Format for Improving Meetings........................................................353 Jack J. Rosenblum Toward More Effective Meetings.............................................................................357 Mike M. Milstein Video-Enhanced Human Relations Training: Self-Modeling and Behavior Rehearsal in Groups ................................................................................................362 Jerry L. Fryrear and Stephen A. Schneider From Vision to Reality: The Innovative Process....................................................375 Michael Stanleigh
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TYPES OF GROWTH GROUPS

John E. Jones In the field of human relations training there is considerable confusion over terminology among both professionals and the public. The most obvious example of a failure to use a common language is the term, sensitivity training. To some people that term connotes brainwashing, manipulation, and a host of other horrid activities. To others the term refers to a technology of helping people to grow in self-understanding from analyzing their experience in social situations. To others the term carries the meaning, feel and reveal. There are many other connotations attached to the term sensitivity training, and, because it has such surplus meaning, it is for all practical purposes a garbage term. There is a need for consumers of groupsthat is, prospective participants and people who hire group consultantsto have realistic expectations when they elect to invest in the group approach. There are important differences among various categories of groups commonly found in the human potential movement, and it is very useful for the public to understand what those differences are. A major reason why making distinctions among the various types of groups can be useful is that the various group strategies are not equally appropriate in all learning situations. The counseling group can be highly appropriate as an intervention in the lives of young people in school, where the emphasis is on their personal development; whereas, a more therapy-oriented approach may place too great an emphasis on personal deficiencies or may be inappropriate for a variety of other reasons. There are also political reasons why distinctions among different types of groups are important. The counselor in the school is taking a large risk if he describes his counseling groups as T-groups, since most parents are not equipped to understand the distinction and may have been propagandized by the mass media to think negatively of the T-group experience. Some of the distinctions among the more common types of groups found in the human-potential movement today are very real in practice, and some have an aura of arbitrariness about them; that is, the distinctions are in terms of degree rather than kind. An analogy may help. There are two times during the day when we cannot say for sure whether it is day or night: At dawn and during the twilight hours we cannot say with complete confidence that it is day or that it is night. Nevertheless, we find the two terms, day and night, to be enormously useful. While there are rather large commonalities among T-groups, counseling
Originally published in The 1972 Annual Handbook for Group Facilitators by J.W. Pfeiffer & J.E. Jones (Eds.), San Diego, CA: Pfeiffer & Company.
groups and other kinds of groups, there are some differences that are useful to explore. These very often represent differences in the degree of emphasis on a particular method or a particular learning goal, and often different types of groups look similar and are experienced very much alike. The dimensions that will be considered to differentiate the selected types of groups are goals, time orientation, the settings in which they are found, the roles of facilitators, and the usual clientele to whom the group experience is offered.
MAJOR TYPES
The major types of groups that have been selected for analysis are the T-group (training group), the encounter group, the marathon group, the therapy group, and the counseling group. Figure 1 represents a summary of the major distinctions between these types of groups. There is no attempt to make exhaustive lists of the variety of types of groups that are available in the human-potential movement today, such as developmental groups, emergent groups, transactional-analysis groups, etc.
Figure 1. Summary of Types of Growth Groups
Training Groups The major objectives of a T- or training group are awareness and skill building. The objectives center around helping the individual participants to grow in increased awareness of their feeling experience, of their reaction to other people, of their impact on other people, of how others impact them, and in their awareness of how people interrelate and of how groups operate. In terms of skills, the objectives are to improve ones ability to listen to people, to understand them empathically (to put oneself in their shoes, so to speak), to be more effective in
expressing what is going on with oneself, and to improve ones own skill in responding to other people when attempting to give them feedback. The major goals, then, are increased awareness and increased skills in interpersonal relations. The goals also include understanding group process (i.e., becoming more cognizant of trends, unacknowledged relations and communications, functional roles, and so on). There are two major types of T-group trainers: those who emphasize the personal growth of the individual participant in terms of awareness and skills and those who take as their primary objective helping people to learn about how groups operate, how societies form, and how communities develop. In terms of time orientation, the T-group is distinguished from all the rest of the types that will be discussed in this paper by a rather rigid adherence to what is called the here and now. There is no history-taking, no story-telling, and no future-planning activity. The entire energy of the group is focused on the immediate present, trying to find that reality, and discussing it openly with each other. T-groups are most commonly found in educational and business settings. The educational settings are usually in teacher training, in-service education, and higher education. Very little T-group work is done, as such, with elementary and secondary school students. In fact, it can be argued that the T-group is largely an inappropriate intervention into the lives of children and early and middle adolescents. It is generally felt that the giving and receiving of open, honest feedback about feeling reactions to ones behavior requires that the participants have a certain amount of ego strength and stability in their view of themselves. Tgroups have long been a part of managerial training; however, in recent years there has been a retrenchment from wide (occasionally indiscriminate) use of Tgroups in industries. Managers and other people in business and industry experienced subtle coercion into participating in T-groups, and the effects of Tgroups on managerial development were sometimes negative, or at least not positive. The development of a set of theories and strategies called organization development has largely supplanted the misuse of T-groups in business and industry; however, the appropriate use of them can be found as a part of the repertoire of organization development specialists and consultants in the business and industrial arena. The role of the facilitator in a T-group is to participate and to provide some leadership in helping people to get in touch with themselves and to share openly with each other. Two major approaches that T-group trainers use are modeling and scanning. These ideas are described most aptly by Schein and Bennis (1965). The T-group trainer who models is a person who tries to be as open as he or she can be, gives feedback, solicits feedback, and tries to be, in short, an ideal participant. This trainer does not run things, but simply attempts to be as open and sensitive as possible. The T-group trainer who adopts the role of scanner is a person who participates less as a person and more as a professional. This is a person who monitors the dynamics of the groups development and comments on
the processes that he or she sees. This trainer is more aloof from the interaction, more authoritative in approach, and likely to be a person whose major interest is more in getting people to learn some model of social interaction than in getting people to be more open and sensitive. Both modeling and scanning are necessary to group training to various degrees, depending on the needs of the individual group, and many T-group trainers assume both roles with varying emphasis during the life of the group. The clientele for T-groups is that broad range of people who are colloquially called normal. Egan (1970) describes some of the psychopathology of being normal in Encounter. For purposes of this discussion, the term normal describes that person who gets along in everyday existence without significant assistance from other people. His or her level of coping is sufficient to accomplish his or her objectives. In addition, this is a person who does not ordinarily distort the reality of the situations in which he or she finds himself or herself. There is no precise technical definition of normality that has been agreed on by those in the helping professions. What we are concerned with in the T-group are people who encounter and respond appropriately to everyday concerns. The T-group is not a place for a person who is under a great deal of psychological stress or who is incapable of understanding reality the way most people do. The T-group, then, functions primarily toward the individuals development and awareness of interpersonal skills and is restricted to the immediate present. It is found primarily in educational and business settings. Facilitators tend to be a part of the process as people and focus by modeling and scanning on interpersonal issues and group development. The T-group experience is designed primarily for the broad range of people called normal. It consists of ten to fifteen people who begin work for about twenty to thirty hours in a highly unstructured way, usually with no ground rules. They develop and discuss a structure as it emerges in the group. The kinds of interactions that take place are encounters between people and the sharing of feeling reactions to the interpersonal behavior that occurs. The attempt is to get people to try new behavior, to try new ways of relating to one another, and to share emotional reactions to the behavior that spontaneously occurs in the group setting. The technology that is often used consists of lectures, skill-building games such as listening activities, processobservation experiences, games, simulations, and other activities. But the core of the learning experience is the unstructured T-group meeting, in which members take responsibility for their own learning and participate in a free, give-and-take of feeling reactions to one anothers behavior. There is little or no attempt to try to discover why people behave the way they do; rather the emphasis is on studying the effects of behavior and exploring alternative behaviors that might be more effective. A major distinction is made within T-groups between content and process: what is talked about and what happens in the group. Another major distinction that is drawn within T-groups is between thinking and feeling. Participants learn
that what they think and what they feel may not be highly correlated. The major effort of the T-group is to help people share their feeling experience of each other. Incidentally, the intent of the T-group is diametrically opposed to the intent of brainwashing in that the T-group is an exercise in democratic interpersonal relating, in which people become more free as a result of becoming more aware of what they do to one another on an impact level. The intent is not to get people to conform, to cry, or to feel alike, but to increase a persons freedom of choice and freedom of behavior by giving him or her an accurate reading on the way he or she comes across to other people and what other people do to him or her. The emphasis is on learning in order for the person to run his or her own life more effectively. Encounter Groups The major goals of the encounter group are awareness and genuineness. The encounter group differs from the T-group in that it has a relatively high emphasis on helping the person to have a real experience of other people. The flavor is existential, that is, the concern is not so much with the application of the learning as it is with the realness of the encounter between people. The major objectives are to help the participants to get in touch with themselves more fully, more authentically; to help them relate that to other people more openly; and to help them be with other people in the world. Being-together-in-the-world in a very open, level way is presumed to have a justification of its own. There is relatively less emphasis than in the T-group on skill-building and back-home application. In terms of time orientation, the encounter group may be described as here and now plus. A great deal of attention is spent looking at the immediate reality, but there is some story-telling. There is some sharing of ones psychological development. It is permissible in the usual encounter group to talk about people who arent there; ordinarily in the T-group that becomes forbidden. In the encounter group the major emphasis is on the present, but one may look at the past and the future. Encounter groups can be found almost anywhere. They are used in business, industry, schools, clinical settings, teacher training, and parent-effectiveness training, and they are independently offered by growth centers and others as isolated personal experiences. The facilitators role in the encounter group is to model and to confront. The facilitator engineers confrontations in the sense of encouraging people to be more open than they ordinarily would be, more genuine, and more level in looking directly at the interpersonal reality that emerges. He or she also participates in the interchange, giving and receiving feedback. The usual encounter-group facilitator would exclude no type of person arbitrarily. All sorts and conditions of people can be found in encounter groups,
from normals to therapy patients. On occasion encounter facilitators will require therapy patients to obtain prior permission from their therapists, but generally that is for legal protection rather than because of any design for the kind of interaction that will take place. The encounter-group meeting tends to be emotionally charged. There is perhaps more attention given to extreme feelings of loving and aggression in the encounter group than in the T-group. The technology of the encounter group tends to be more in the area of pair confrontation, touching, and nonverbal communication than in the T-group. Encounter group facilitators very often eschew T-group games and lecturettes and tend to use a wide variety of nonverbal and fantasy techniques to generate the interpersonal-confrontation data. Marathon Groups The major goal of the marathon group, as opposed to the major goals of either the T- or encounter group, is to deliberately strip away from the participants their ordinary defensive behavior, so that they are able to look at themselves more genuinely than they might ordinarily. The time orientation could be described in a manner similar to that of the encounter group (i.e., here and now plus). A good bit of attention is placed on looking at the participants as they interact with other people in the marathon setting, but the participants often develop histories of their psychological development and explore those with one another. The major distinguishing feature of the marathon group is the time that the group consumes. Marathon groups take place in uninterrupted meetings generally of twenty or more hours. Some facilitators conduct marathons of less than twenty hours, but ordinarily at least twenty hours of continuous interaction is planned. The rationale behind the marathon is that fatigue can serve to lower ones need for defensiveness and that genuine, real behavior is more possible if one is able to stick with the task over a long period of time. Meals are brought in, people excuse themselves to go to the bathroom, sometimes the facilitator reserves the right to take a break for brief periods of rest, but the participants stay with the group throughout the time that the group is together in continuous meeting. Marathon groups can be found in a variety of settings and are often not a separate group experience but rather one phase of a total training design. Sometimes a marathon group is an intervention in a school, in a hospital, or with a therapy group. Some facilitators like to begin groups with a marathon session, and some teachers begin a course the same way. There is almost no limit on the portability of the idea. The facilitator takes a slightly different role in a marathon group than in a Tgroup or encounter group. The facilitator is more likely in a marathon group to engage in direct confrontation. Depending on his or her theoretical persuasion, he
or she may also interpret some of the behavior of the participants in an analytical way. At any rate, the facilitators major style tends to be to use direct, sometimes aggressive, confrontation. The clientele of marathon groups can be almost anyone, since they may be integrated into designs for other types of growth groups. The marathon group can be used as a very powerful intervention for therapeutic purposes, or it may be used to enhance the growth of essentially normal people. Sometimes groups are made up of combinations of people who are psychotherapy patients and people who are there primarily for their own personal growth and not for treatment. Therapy Groups There are endless varieties of approaches to group therapy, but there are some major distinctions between group therapy and other groups that have been discussed. One major distinction is that the goals of therapy groups generally focus on the increased coping ability of members. That is, the participants are led in a therapy group to explore themselves in ways that will permit them to be more effective in their daily living, so that they will be less anxious, more capable of making decisions, more capable of accepting responsibility for their behavior, less depressed, etc. The time orientation of the therapy group differs from the three groups that have been discussed in that in a therapy group a great deal of life-history data is discussed. The time orientation of the therapy group is primarily past and present. People talk through unresolved difficulties in their pasts and talk about their lives in the present because the goal of the therapy group is typically to improve the life situation of a person in the immediate present. Therapy groups are most commonly found in clinical settings (i.e., in hospitals, mental health centers, medical clinics, student health centers, etc.). Ordinarily the therapy group is conducted by a doctoral-level therapist whose role is to treat the participants or patients. The usual interaction that takes place in the therapy group is for the therapist to treat people one at a time, with other group participants watching and helping. Some group psychotherapists function differently by using group-process observations and interventions as a treatment strategy, but the usual procedure is individual treatment in a group session. The clientele of therapy groups could be considered those people who are significantly below par in their level of ordinary, everyday coping. These people would be considered non-normal in the sense that they require significant assistance from other people for them to solve their everyday problems. Counseling Groups There is probably as much variety among counselors as there is among group psychotherapists in the approaches that are used in their groups, but some broad
differences exist between counseling and any of the other four types of groups that have been discussed. On the dimension of goals, the counseling group is usually distinguished by its emphasis on effective planning. The counseling group has as its major objective helping people to learn to manage their lives more effectively. Members develop increased awareness of who they are, awareness of what opportunities are available to them, and increased ability to make decisions in planning their own development. The time orientation of the counseling group is generally present and future. Persons talk through their normal development problems, but a great deal of attention in counseling groups is placed on, Where do we go from here? Counseling groups most commonly are found in educational settings from the elementary school through higher education. The facilitator in the counseling groups has the job of helping group members to learn how to be helpful to one another. The facilitator perhaps does more teaching of effective group membership than do facilitators in other types of groups. He or she may also inject into counseling groups a great deal of educational and vocational information. His or her job as an intervener in group meetings is to help people to accept responsibility for helping their peers. Counseling groups are designed to facilitate the orderly development of normal people who are experiencing the same kinds of problems that most people do.
NEW DEVELOPMENTS
These broad distinctions among the most common types of growth groups are not intended to be precise but to be illustrative of trends in the human-potential movement. It is significant that there is overlap among such groups. Such commonalities stem in large part from the major commitment among group facilitators to find new ways to enhance the personal growth of the general populace. Four streams of activity are taking place in the human-potential movement. A number of people are doing some highly creative work in developing group approaches that will facilitate sensory awakening, sensory awareness, and selfexpression on the part of people whose adult-life situations do not permit them the freedom of learning about themselves and being genuine with one another. A second stream is in educationboth within institutions and in the free education movementto find new ways of using group approaches to get away from teacher-centered, highly structured classroom interaction. A third area of considerable activity is in finding new ways of working with clinical populations, those people who are hospitalized, those who are out-patients in various clinics, and so on. A number of people are working on ways of borrowing from education models and from the experimental work that is being done in growth centers ideas that may be useful in accelerating the treatment of persons who need interpersonal assistance to develop effective coping. A fourth stream of
activity that is a vital part of the human-potential scene is the infusion of all these activities into organization development and into working with people within their work settings. A number of business and industrial officials are now coming to see that there are responsibilities on the part of the corporations for the personal development of employees, and a number of corporations are experimenting with life-planning laboratories, counseling, career development, Tgroups, encounter groups, and so on, with people in their natural work environments, with the people that they interact with day by day. There will be a continuation of confusion within the human-potential movement as new group models are developed, but the person who is thinking about participating in a group or hiring people who work in groups as consultants can make some order out of what appears to be chaos by taking into account the dimensions that have been stressed in this paper. Of those dimensions the single most important is goals. The consumer of groups needs to have a good sense of what the learning goals are of the group he or she is contemplating. The technologies of groups are nothing but means toward ends. The ends, or goals, vary depending on the facilitator and the type of group with whom he or she is working. Perhaps the most significant commonality among the types of groups that are being experimented with today is that they are all designed to be helpful to participants. It may be that we are on the verge of redeveloping the culture in a way that permits groups of people to be supportive of each other.
REFERENCES
Egan, G. (1970). Encounter: Group processes for interpersonal growth. Belmont, CA: Brooks/Cole. Schein, E.H., & Bennis, W.G. (1965). Personal and organizational change through group methods. New York: John Wiley.
Theories and Models:
Organization
Organizational
Action Research..............................................................................................................1 Applied Strategic Planning............................................................................................6 Attraction-Selection-Attrition .....................................................................................17 Bureaucracy...................................................................................................................21 A Causal Model of Organizational Performance......................................................24 The Congruence Model of Organizational Behavior...............................................36 Designing Organizations To Cope with Task Uncertainty......................................40 Differentiation-Integration Theory of Organizational Design................................46 Excellence......................................................................................................................53 Faster Cycle Time.........................................................................................................60 The Hawthorne Studies................................................................................................66 Information-Processing Theory of Organizational Design .....................................70 Job Enrichment .............................................................................................................74 Matrix Management .....................................................................................................76 Mayo and the Human-Relations Movement .............................................................84 A Model for Innovation ...............................................................................................86 Open Systems................................................................................................................94 Open-Systems Theory..................................................................................................98 Organizational Climate ..............................................................................................103 Organizational Culture...............................................................................................109 Organizational Neuroses............................................................................................112 Organizational Roles..................................................................................................117 The Organizational Universe ....................................................................................121 Organizationally Centered Structure........................................................................131 The Origins of Organizational Hierarchy................................................................133 Participative Diagnosis, Design, and Implementation...........................................136 The Pluralistic/Political Model .................................................................................145 Productivity-Potential Model....................................................................................152 Scientific Management ..............................................................................................156 The Seven-S Framework ...........................................................................................158 The Six-Box Model....................................................................................................160 Sociotechnical Systems..............................................................................................167 Strategy and Structure................................................................................................175
Stream Analysis ..........................................................................................................181 Superleadership...........................................................................................................186 System 4.......................................................................................................................190 Task Analysis..............................................................................................................194 Wellness Benefits in the Workplace ........................................................................201 Work-Redesign Model...............................................................................................207
Change
Aquarian Change ........................................................................................................211 Functional Roles of Change Agents.........................................................................215 Models for Designing and Implementing Change..................................................223 Open-Systems Planning for Change ........................................................................232 Organizational Change...............................................................................................236 Organizational Renewal.............................................................................................241 Strategic Management of Change.............................................................................247 Strategies of Change...................................................................................................252
Consulting
Depth of Interventions ...............................................................................................263 Five Types of Management-Consulting Firms .......................................................267 Flawless Consulting ...................................................................................................274 A Gestalt Approach to Consulting ...........................................................................278 The Lippitts Consulting Model ...............................................................................284 The Organization-Development Cube .....................................................................290 Types of Organizational Consulting ........................................................................293
ii
ACTION RESEARCH
Action research is a time-honored procedure for systematically improving organizations. As early as the 1940s, Commissioner of Indian Affairs John Collier (1945) described his use of the action-research model in interventions for improving race relations. Social-psychology pioneer Kurt Lewin (1946) used action research in projects to improve intergroup relations and to promote the consumption of less-desirable cuts of meat during the food-rationing years of World War II. To this day, action research is an essential tool for behavioral scientists who are conducting organizational-improvement interventions. In their classic textbook on the technology of organizational improvement, Wendell L. French and Cecil H. Bell (1984) call action research the basic intervention model that runs through most organization development efforts. French and Bell define action research in two ways, as organization development and as expert. They define the organization-development approach as:
...the application of the scientific method of fact-finding and experimentation to practical problems requiring action solutions and involving the collaboration and cooperation of scientists, practitioners and laypersons. The desired outcomes of the actionresearch approach are solutions to the immediate problems and a contribution to scientific knowledge and theory. (pp. 109-110)
One way in which organization-development (OD) consulting can be distinguished from expert consulting is ODs requirement that members of the organization identify and solve their own problems. The OD consultant resists the temptation to offer expert advice on how to solve the problems, thereby empowering members of the organization and gaining their commitment to solutions. (People tend to support solutions that they have created more strongly than they support externally imposed solutions.) Action research is an ideal instrument for consultants who are encouraging groups to take responsibility for their problems because the methods of action research allow the consultants to hold objective mirrors before the organizations as their members experiment with solutions. Action research is more than action to solve problems, and it is more than abstract research; it is a hybrid of both.
ACTION RESEARCH AND OTHER TYPES OF RESEARCH

Peter A. Clark suggested a taxonomy of research that gives some perspective to the concept of action research. Clarks taxonomy (1972, p. 10) identifies five classes of research: 1. Pure Basic, which deals with a theoretical problem arising in basic discipline; 2. Basic Objective, which concerns a general practical problem arising in many contexts; 3. Evaluation, which tackles a practical problem (e.g., the success of training schemes); 4. Applied, which explores a practical problem (e.g. job enrichment) experienced by the organization that is sponsoring the research; and 5. Action, which studies a practical problem with theoretical relevance on behalf of the organization that is sponsoring the research, the scientists, and the OD practitioners. Clarks fifth category is consistent with the second definition of action research offered by French and Bell. Viewing action research as a process, French and Bell (1984) define it as:
...the process of systematically collecting research data about an ongoing system relative to some objective, goal, or need of that system; feeding those data back into the system; taking actions by altering selected variables within the system based both on the data and on hypotheses; and evaluating the results of actions by collecting more data. (pp. 107-108)
USING THE ACTION-RESEARCH MODEL FOR INTERVENTIONS

Not all changes are improvements. The action-research model is a practical tool for ensuring that planned changes in organizations actually are improvements. The figure on the next page illustrates how the action-research model could be used to structure the steps of an organization-development intervention. In the first step, the consultant conducts preliminary research. (The actionresearch model refers to the consultant, which often connotes an outsider, but the change agent for an organization-development project can be either an external consultant or an internal consultant.) In the case of an external change agent, some of this preliminary research might amount to a marketing study in order to find clients, but it also would include the casual and formal information gathering that occurs during the initial meetings between client and consultant. For internal consultants, preliminary research occurs during the period of trust building required to obtain managerial commitment to the change process. During this period, the consultant learns about the organizations problems and
opportunities and informs the client about the methods and anticipated benefits of the action research process. The preliminary research terminates with the potential clients decision about whether to engage the consultants services for the change effort. If the potential client does not accept the consultants offer, the intervention stops. If the client says yes, the climate-setting phase begins.
The Action-Research Model
During the climate-setting phase, the organization and the consultant become acquainted; and the action research is designed by the client and by the change agent, who acts as a behavioral-science-process expert. The actionresearch design is similar to that of an experiment, except that the subjects of this study (the members of the organization) obtain much more advance knowledge about research treatments and hypotheses than do the subjects of conventional experiments. The members of the organization, as subjects, also will participate in periodic revisions of the experiments designanother point of departure from conventional research methodology. After the climate-setting and design phases, members of the organization and the consultant cooperate to collect data about the organization and its interface with its environment. These data can take many different forms. For example, in a comprehensive organization-development project that was conducted in a department of a city in southern California, the OD team collected data about employee satisfaction, supervisory practices, job design, productivity (efficiency), performance (output), and citizen satisfaction with the departments services (Gross, 1979; Paul & Gross, 1981). Next, the data are communicated to the members of the organization. Often, the data feedback will take place in team-building sessions. This allows organization members to view the organizations problems and opportunities objectively. Ideally, the data feedback will lead to concrete problem identification and analysis. Using the data feedback, members of the organization plan actions to solve problems and to maximize the organizations opportunities. Finally, the organization implements the recommended actions. The action steps are intended to improve the functioning of the organization; however, there is no guarantee that plans will accomplish their intended purposes. Organizations social and physical environments probably will change; todays solutions are not necessarily adequate responses to tomorrows challenges. Therefore, the next step of the action-research process is to evaluate the effects of the intervention, particularly to determine how well the intervention worked and whether future changes are advisable. The action-research model is a closed-loop system; that is, after the evaluation, the next step is to recycle through the process. The action-research intervention then begins again with a contracting phase to determine whether the client wants to continue through another full cycle of the process. Presumably, if the process was cost-effective (returning greater benefits than its material and nonmaterial costs), the organization would want to repeat the process. Clearly, action research is not a quick fix or a patch up for ailing organizations. Instead, action research is an ongoing process of renewal for organizations that wish to optimize their health.
REFERENCES
Collier, J. (1945, May). United States Indian administration as a laboratory of ethnic relations. Social Research, 12, 275-276. Clark, P.A. (1972). Action research and organizational change. London: Harper & Row. French, W.L., & Bell, C.H. (1984). Organization development: Behavioral science interventions for organization improvement (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Gross, A.C. (1979). Human factors in productivity improvement: Vol. 1: Case study. San Diego, CA: City of San Diego. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. Paul, C.F., & Gross, A.C. (1983). Increasing productivity and morale in a municipality: Effects of organization development. In J. Straussman (Ed.), New directions in public administration. Monterey, CA: Brooks/Cole.
Index
A absenteeism, v23:196 abstract-concrete orientation, v19:58 ACHIEVE model, v26:105 achievement, v6:293 achievement motivation, v24:192 achievement needs, v1:386; v24:192 achievement of motivation, v19:25 action planning, v1:366; v1:395; v1:403; v1:407; v1:422; v1:445; v1:451; v1:470; v4:273; v4:296; v4:401; v7:420; v7:425; v7:430; v7:435; v7:445; v7:453; v7:459; v7:464; v7:497; v11:187; v11:213; v11:326; v11:334; v14:215; v14:286; v15:167; v16:515; v18:112; v18:293 action research, v27:1 action-research models, v27:1 active listening, v5:14 Adler, v2:56 Adler's theory, v3:147 adult education, v25:171 adult learning, v4:118; v14:326; v25:171; v25:173 adult learning cycle, v15:144 adult-learning principles, v23:61 advancement, v27:74 adventure training, v17:349 affection, v11:298 affiliation needs, v1:386 affinity diagram, v11:202 affinity technique, v11:213 affirmation, v1:375; v1:395 agendas, v11:21; v11:25; v11:51; v11:244 Alcoholics Anonymous, v24:187 alderfer, v20:454 alienation, v2:16 Allport's theory, v3:1 ambiguity, v13:121; v19:15; v27:40 ambiguity in facilitation, v23:190 ambiguity tolerance, v19:15 American Sign Language, v4:118 Americans with Disabilities Act, v17:349 andragogy, v25:171 androgyny, v6:60; v24:1 anger, v1:31; v6:318; v9:9; v24:107 anger cycle, v24:107 anger (dealing with), v5:111 anger management, v6:318; v24:107 anti-head bias, v23:1 anxiety, v14:453 applied behavioral analysis, v20:263 applied behavioral science model, v9:243 Applied Strategic Planning, v20:365; v27:6 applying, v21:2 approach behaviors, v19:101 approval, v3:161 Aquarian change, v27:211 arationality, v9:344 archetypes of growth & development, v2:1 Argyris' theory of action, v15:87 art, v1:30 assertion, v6:312 assertion effectiveness, v6:312 assertive response styles, v4:510; v6:312 assertiveness, v4:240; v4:510; v6:312; v6:340; v9:76 assertiveness training, v6:340 assertiveness-training model, v6:340 assessment guidelines, v23:218 assignment flexibility, v10:328; v10:333 assumptions, v1:187; v1:204; v1:215; v1:253; v1:309; v4:99; v4:112; v4:144; v4:225; v7:282; v18:127 attitudes, v12:1 attraction-selection-attrition cycle, v27:17 attribution theory, v6:293 audiovisual aids, v23:201 audiovisual aids in human resource development, v23:201 audiovisual-aids presentation guidelines, v23:201 auditory perceptions, v24:53 authentic management, v26:113 authoritarian behavior, v18:427 autonomy, v3:161; v23:196; v27:263
The Pfeiffer Library, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer
avoidance behaviors, v19:101 awareness, v14:46; v24:158 awareness models, v24:122 Awareness Wheel, v3:50; v24:122 B Baby Boomers, v1:356 bargaining, v10:442; v10:445; v10:448 BARS, v18:112 basic-assumption groups, v12:133 behavior, v5:1; v20:284 behavior modeling, v6:271; v17:56 behavioral assumptions, v24:118 behavioral change, v3:38; v3:119; v3:161; v3:222; v3:252; v3:257; v3:427; v6:212; v6:328; v13:45; v13:64; v13:72; v13:90; v13:101; v13:104; v13:125; v16:18; v16:534; v20:18; v24:32; v24:118; v24:145; v24:167; v24:171; v24:173; v24:178; v24:187; v24:228; v24:237; v25:255; v26:60 behavioral clarity, v9:270 behavioral contracts, v4:252 behavioral models, v24:118 behavioral norms, v15:100 behavioral objectives, v4:37 behavioral versatility, v6:105 behavioral-change models, v24:178 behaviorally anchored rating scales, v18:112 behaviorally based performance appraisal, v20:183 behavioral-science utilization, v16:247 behaviorism, v3:157 behavior-management strategies, v20:263 Belbin, Meredith, v13:300 benchmarking, v6:443 bias, v1:187; v1:204; v1:234; v1:253; v1:274; v1:279; v1:289; v1:299 bias identification, v14:150 bilateral-brain theory, v24:5 Bion's theory, v12:133 birth order, v3:147 blind spots, v25:39 body language, v6:44; v25:50 boss/employee relationships, v6:293 brain functions, v26:27 brainstorming, v7:18; v7:110; v11:202; v26:1
brainstorming rules, v26:1 breakthroughs, v26:64 Bridges, v7:492 Bucket Model, v6:37 bureaucracy, v27:21 burnout, v2:16; v3:425 business process management, v9:396 business process reengineering, v9:396 C career analysis, v2:160 career anchors, v24:242 career assessment, v1:77 career change, v3:359 career development, v1:482; v2:75; v2:181; v3:359; v14:65; v20:439; v24:265 career goals, v1:494; v2:181; v7:497 career management, v19:1 career planning, v1:77; v1:371; v1:378; v1:395; v1:445; v1:451; v1:470; v1:482; v1:494; v2:181; v3:296; v3:312; v3:319; v3:341; v3:359; v7:479; v18:205; v19:1; v24:242; v24:261; v24:265; v24:271 career stages, v3:319 career-development systems, v2:181 career-planning instruments, v24:242 career-planning models, v24:242 case studies, v21:39; v23:90 case studies defined, v21:122 case studies in human resource development, v21:122 case studies in program development, v21:127 case-study development, v21:136 case-study method history, v21:122 case-study notes for the facilitator, v21:136 case-study preparation, v21:127 case-study presentation, v21:127 case-study procurement, v21:136 case-study purpose, v21:122 case-study rationale, v21:122 case-study releases, v21:136 case-study research, v21:136 case-study revisions, v21:136 case-study selection, v21:127 case-study writing, v21:136 causal attribution, v3:137
causal models, v16:45; v27:24 celebrations, v11:248 centering, v3:226; v3:241 CERES principles, v16:483 change, v1:439; v1:470; v9:404; v10:181; v16:509; v20:469; v23:61 change agents, v9:256; v9:263; v9:270; v9:286; v9:317; v9:324; v14:13; v14:24; v15:109; v15:266; v17:337; v27:236 change cycle, v7:492; v25:181 change designing, v27:223 change dynamics, v9:263; v14:449 change implementation, v9:317; v9:331; v27:223 change management, v9:263; v9:307; v9:313; v9:317; v9:344; v9:364; v27:215; v27:247 change models, v27:223 change process, v9:302 change readiness, v19:15 change strategies, v9:286; v9:302; v9:372; v14:13; v27:252; v27:263 change-agent models, v9:256 change-agent roles, v9:256; v9:324; v27:215 change-agent style, v2:1 change-implementation model, v9:331 change-management models, v9:313 change-process transactions, v9:302 change-stability dilemmas, v27:232 change-strategy models, v9:270 changes in management, v20:316 client contracts, v16:593; v16:596 client identification, v14:346 client interviews, v16:581; v16:626 client needs, v14:150; v16:626 client power, v16:596 client-centered therapy, v25:59 client-consultant communications, v16:606 client-consultant relationship, v15:197; v16:596 climate, v27:103 closed communication, v4:522 closure, v14:590 coaching, v4:421; v6:230; v6:247; v6:271; v6:293; v18:205; v20:210; v26:121
coaching-skills training, v6:271 Coalition for Environmentally Responsible Economies, v16:483 codependence, v3:169; v16:70; v24:145 co-facilitating, v17:103; v23:143; v25:173 co-facilitating checklist, v17:103 cognition, v2:45; v6:6; v6:37 cognitive behavior, v8:1 cognitive dissonance, v24:102 cognitive maps for learning, v23:139 cognitive-affection orientation, v19:58 cognitive-style model, v8:1 cognitive-style specialization, v8:1 Cog's Ladder model, v13:166 collaborating with other facilitators, v23:99 collaboration, v1:508; v7:66; v7:122; v7:127; v7:140; v7:155; v7:183; v7:218; v7:226; v7:265; v9:127; v9:131; v9:140; v9:211; v9:227; v10:25; v10:43; v10:43; v10:83; v10:212; v10:216; v10:222; v10:227; v10:233; v10:241; v10:247; v10:251; v10:257; v10:270; v10:275; v10:284; v10:295; v10:301; v10:310; v10:320; v10:456; v10:460; v11:147; v11:156; v11:395; v11:400; v13:375; v14:206; v14:249; v14:585 collaboration methods, v9:131 collaborative power, v20:307 command decisions, v8:34 commitment, v11:288 communication, v1:14; v1:356; v2:75; v2:193; v4:216; v4:243; v4:273; v4:503; v4:559; v5:35; v5:118; v5:174; v6:142; v6:238; v6:437; v7:116; v7:144; v10:188; v10:194; v10:233; v10:241; v10:361; v11:218; v11:277; v11:352; v11:362; v13:233; v14:305; v16:70; v17:323; v18:219; v18:475; v18:502; v20:478; v25:1; v25:44; v25:80 communication activities, v21:39 communication awareness, v3:50; v4:1; v4:3; v4:5; v4:11; v4:19; v4:32; v4:37; v4:41; v4:53; v6:1; v6:6; v6:18; v6:22; v6:37; v6:44; v6:51; v6:53; v6:60; v6:75; v6:9 communication barriers, v4:477; v6:1; v6:69; v6:123; v6:155; v6:238; v25:44
communication collusion, v6:155 communication effectiveness, v4:5; v4:11; v4:13; v4:27; v4:30; v4:53; v4:58; v4:66; v4:70; v4:77; v4:84; v4:97; v4:99; v4:104; v4:112; v4:128; v4:131; v4:144; v4:240; v5:74; v5:83; v6:1; v6:6; v6:22; v6:32; v6:44; v6:44; v6:51; v6:69; v6:75; v6:81; v6:87; v6:95; v6:105; v6:123; v6:9; v6:155; v6:161; v6:238; v6:243; v9:9; v25:1; v25:44 communication in organizations, v4:89 communication model, v6:95; v13:104; v25:1 communication modes, v6:22; v6:44; v6:51 communication networks, v25:80 communication patterns, v6:53; v6:95; v6:123; v6:367; v7:285; v14:6; v14:79 communication skills, v6:22; v6:32; v6:44; v6:9; v17:318 communication style, v4:522; v5:83; v6:53; v6:60; v6:69; v6:75; v6:81; v6:87; v6:105; v6:129 communication symbols, v6:44 communication training, v6:271 communication-network diagrams, v25:80 communication-style flexibility, v6:81 competence, v25:34 competence assessment, v14:522 competition, v7:66; v7:122; v7:127; v7:140; v7:155; v7:183; v7:226; v9:127; v9:140; v10:21; v10:25; v10:43; v10:43; v10:51; v10:61; v10:74; v10:107; v10:148; v10:212; v10:216; v10:220; v10:231; v10:233; v10:257; v10:263; v10:270; v10:275; v10:284; v10:295; v10:301; v10:310; v10:320; v10:442; v10:460; v11:4; v11:395; v11:400; v11:411; v14:263; v16:134; v18:184; v18:376 conceptual-input interventions, v6:230 conducting games, v21:177 conducting role plays, v21:89 configurational learning, v9:286 conflict, v1:112; v1:116; v1:210; v1:212; v4:326; v4:503; v17:318 conflict management, v1:14; v4:337; v5:35; v5:111; v7:102; v9:176; v9:180; Continued
(conflict management, cont.) v9:186; v9:189; v9:194; v9:200; v9:211; v9:218; v9:227; v9:238; v10:194; v10:379; v10:386; v10:393; v10:428; v11:371; v11:377; v11:390; v11:425; v11:427; v13:135; v16:70; v18:238; v23:190; v25:18; v26:80; v26:86; v26:94; v26:99 conflict modes, v26:99 conflict prevention, v9:211; v9:218 conflict resolution, v3:24; v3:257; v4:326; v4:539; v6:362; v7:445; v10:369; v10:370; v10:379; v10:386; v10:393; v10:417; v10:428; v10:437; v10:460; v11:371; v11:377; v11:420; v11:425; v11:429; v18:238; v26:80; v26:94 conflict sources, v9:211 conflict-management models, v9:227 conflict-management strategies, v9:200; v9:218 conflict-management styles, v5:27; v9:194; v11:377 conflict-mode instruments, v26:99 conflict-resolution strategies, v4:219; v4:231; v4:252; v9:176; v26:80 conflict-situation consulting, v15:13 confrontation, v4:363; v4:530; v5:35; v6:312; v6:318; v6:328; v6:340; v10:437; v23:190 confrontation effectiveness, v6:302 confrontation strategies, v4:530; v6:328 confrontation types, v6:302 confrontations, v6:302 consensus, v1:107; v1:138; v1:144; v1:242; v1:266; v1:274; v1:317; v1:336; v7:83; v7:282; v7:285; v7:290; v7:304; v7:309; v7:314; v7:321; v7:326; v7:329; v7:342; v7:346; v7:351; v7:357; v7:363; v7:372; v7:385; v7:401; v7:403; v7:415; v7:435; v7:471; v10:417; v18:325 consensus decisions, v8:34 consensus seeking, v13:85 consensus-seeking methods, v13:85 consensus-seeking techniques, v7:309; v7:351; v7:363; v7:372 construct formation, v6:187 consultant collaboration, v16:462 consultant marketing, v16:606 consultant style, v15:13
consultant training, v15:13 consultant-client differences, v14:142 consultant-client relationship, v27:274 consultant-marketing models, v16:606 consultants, v3:416; v9:270; v16:284; v27:274 consultation decisions, v8:34 consulting, v4:326; v14:1; v14:6; v14:9; v14:13; v14:19; v14:24; v14:27; v14:37; v14:46; v14:56; v14:65; v14:72; v14:79; v14:142; v14:150; v14:154; v14:164; v15:230; v16:377; v16:515; v16:523; v16:564; v20:307; v27:278; v27:293 consulting diagnosis, v14:142; v14:174; v14:181 consulting effectiveness, v27:274 consulting firms, v27:267 consulting models, v20:195; v27:284 consulting skills, v14:154; v14:164; v14:188; v14:206; v14:215; v14:225; v14:233; v14:239; v14:249; v14:263; v14:346; v16:284; v27:274 consulting strategies, v16:384; v16:400; v16:406; v16:419; v16:435; v16:462; v16:467 consulting styles, v15:1 consulting techniques, v16:462; v16:472; v16:581 contact cycle, v3:24 content orientation, v15:120 contingency theories, v9:227 continuous improvement, v3:280; v15:132 contract approaches, v6:322 contract guidelines, v6:307 contract models, v17:212 contract problems, v6:322 contracting, v13:306; v13:327; v14:239; v16:593; v16:596; v17:212; v23:132 contracting checkpoints, v16:593 contracts, v6:307; v6:322 control, v20:23 convenience decisions, v8:34 convergence strategies, v25:5 convergence-strategies models, v25:5 conviction, v20:510 cooperation, v7:116
coping, v19:15 coping skills, v7:492 coping styles, v8:95 cost-benefit analyses, v17:230 cost-benefit forecasting, v17:230 counseling, v20:263 counseling guidelines, v20:151 counseling skills, v3:97 counseling style, v5:55 CPM, v7:425; v26:54 creative conflict management, v9:200 creative problem solving, v7:23; v7:31; v7:36; v7:98; v9:30; v9:60; v9:67; v9:91; v13:135 creativity, v3:161; v7:1; v7:3; v7:13; v7:18; v7:23; v7:31; v7:36; v7:56; v7:78; v7:98; v7:342; v8:46; v9:30; v9:60; v9:91; v9:364; v10:25; v11:202; v13:375; v14:442; v14:471; v16:523; v20:464; v24:9; v26:1; v26:71; v26:76; v27:86 creativity barriers, v9:60 creativity scan, v16:523 Creatrix Inventory, v3:390; v24:9 credibility, v19:179 crisis management, v9:307; v16:509 critical numbers, v14:46 critical path method, v7:425; v26:54 cross-cultural groups, v5:174 cross-functional groups, v5:174 cultural awareness, v12:204; v16:636 cultural context, v5:174; v12:21 cultural diversity, v1:293; v4:316; v5:174; v6:362; v16:349; v16:636; v20:254 cultural stereotypes, v24:1 cultural synergy, v20:163 cultural transitions, v17:182 cultural values, v6:362; v10:448 culture, v9:344; v27:109; v27:112 culture shock, v17:182 customer bonding, v16:105 customer satisfaction, v16:148 customer service, v4:123; v4:496; v6:403; v7:515; v16:105 customer value, v16:105 customer-service strategies, v6:403 cybernetic sessions, v13:320 cycle time, v20:428
D data analysis, v17:277; v23:67; v25:184; v25:277 data collection, v7:1; v7:276; v11:307; v14:188; v16:435; v16:540; v16:581; v17:277; v17:362; v25:184; v25:272 data collection during training, v23:108 data feedback, v6:168; v6:195; v13:247; v13:263 data processing, v7:1 data utilization, v23:241 data-collection methods, v23:241 data-collection techniques, v17:277; v23:67 data-gathering techniques, v13:332; v14:137 death, v24:112 decision acceptance, v26:10 decision analysis, v26:49 decision cycle, v26:7 decision implementation, v26:7; v26:10 decision making, v1:91; v1:107; v1:138; v1:144; v1:200; v1:266; v1:279; v7:415; v8:34; v9:23; v11:213; v11:433; v14:117; v14:121; v15:197; v18:15; v18:29; v18:37; v18:127; v18:238; v18:299; v18:309; v18:376; v18:534; v26:7; v26:10; v26:15; v26:34; v26:49; v26:58 decision orientations, v24:39 decision quality, v26:10 decision style, v8:34; v26:10 decision tree, v21:155; v26:34 decision types, v26:10 decision-cycle models, v26:7 decision-tree models, v26:15 defense mechanisms, v13:72 defensive communication, v5:47 defensiveness, v2:193 delegating, v19:48 delegation, v18:261; v18:270; v18:309; v20:175 delivery skills, v17:323 dependency, v2:129; v3:6 deroling, v21:89 design dimensions, v23:108 design skills, v23:99 design skills in human resource development, v23:61
designing organizations, v27:40 design-skills bibliography, v23:260 development role, v21:89 development role-play techniques, v21:112 disability-awareness training, v14:272 discipline, v18:54 discontinuous futures, v3:341 discrimination, v1:309; v17:343 discussions, v23:90 disruptive behavior, v9:189 dissonance management, v24:180 dissonance reduction, v24:102 diversity, v1:91; v1:95; v1:196; v1:212; v1:226; v1:271; v1:279; v1:285; v1:293; v1:299; v1:328; v2:141; v4:316; v4:559; v7:265; v12:1; v12:21; v12:196; v13:139; v14:272; v14:419; v14:435; v16:88; v17:318; v19:188; v20:163; v20:254; v20:284; v20:296 diversity awareness, v12:196; v12:204 diversity interventions, v16:349 diversity management, v6:129 diversity training, v12:196; v20:296 downsizing, v16:564; v20:464 downsizing models, v20:392 drawing, v4:5 driving forces, v26:18 dying, v24:112 dysfunctional behavior, v3:169; v3:180; v18:227; v23:196 dysfunctional families, v24:145; v24:155 dysfunctional systems, v16:77 dysfunctions, v27:112 E economic benefits, v17:230 effective communication, v6:60 effectiveness, v2:75 effectiveness improvement, v16:221 ego development, v3:60 ego states, v4:530; v5:90; v25:63; v25:73; v25:76 ego/behavior distinction, v25:18 ego-radius model, v1:403 eight-systems model, v20:131 emotional recovery, v24:97 emotional responses, v3:129; v24:112 emotional stages, v24:112
emotional styles, v25:84 emotional tolerance limits, v3:129 emotional-coping styles, v24:97 emotions, v2:45 employee assistance programs, v20:263 employee development, v6:279; v9:390; v14:286; v18:205; v20:469 Employee Effectiveness Profile, v27:152 employee empowerment, v15:212 employee involvement, v26:188 employee morale, v9:410; v15:279; v16:564 employee orientation, v19:48 employee satisfaction, v25:34; v27:74 employee selection, v27:17 employee self-control, v12:58 empowered organizations, v15:28 empowerment, v7:430; v12:58; v15:28; v15:87; v15:279; v17:343; v18:333; v19:70; v20:397; v26:152 empowerment readiness, v15:28 encounter groups, v13:306 encounter-group checklist, v13:306 encouragement, v6:238; v6:243 energizers, v14:362 Enneagram, v16:57; v20:284 entrepreneurial characteristics, v19:25 environmental consulting, v16:483 environmental factors, v27:66 environmental impact, v16:483 environmental management, v16:483 environmental recycling, v16:483 envisioning, v11:313; v11:317 equal employment opportunity, v17:349 equivocality tolerance, v13:121 Erikson's eight ages of man, v24:70 ethical considerations in using instruments, v22:1 ethical dilemmas, v15:197 ethics, v16:189; v18:1; v18:8; v18:20; v18:24; v18:29; v18:37 evaluation, v17:362; v17:373; v17:383; v17:393; v18:119; v18:293; v25:229 evaluation designs, v17:362; v17:373; v17:393 evaluation dichotomies, v23:218 evaluation irrelevant, v23:218 evaluation models, v17:393
evaluation predesign issues, v23:218 evaluation procedures, v23:241 evaluation purpose, v23:218 evaluation timing, v23:218 evaluation types, v23:218 evaluation-planning model, v17:373 evaluations, v14:519; v14:583 evaluation-skills bibliography, v23:260 evaluative study reporting, v22:91 event-implementation considerations, v23:67 excellence, v27:53; v27:158 excellence model, v16:324 exclusion, v1:246 executive-development training designs, v23:122 expectancy model, v17:65 expectancy theory, v17:65; v24:199; v24:199 expectations, v1:518; v24:199; v24:199 experience-based activities, v21:48 experiencing, v21:2 experiential education, v23:61 experiential learning, v4:118; v17:1; v17:11; v17:31; v17:123; v17:304; v25:171; v25:196 experiential learning cycle, v15:144; v17:149; v17:158; v21:2; v25:196; v25:222 experiential learning model, v23:183 experiential lectures, v23:21; v23:90 experiential training, v23:139 experiential-learning designs, v17:123 experiential-learning models, v17:31 experiential-learning processing, v23:183 experiential-lecture guidelines, v23:21 experiential-lecture uses, v23:21 experiential-lecturette sample, v23:38 experiential-training elements, v23:139 experiential-training materials, v23:139 experiential-training physical setting, v23:139 experiential-training terms, v21:59 experiment results reporting, v22:91 experimental investigations, v22:91 experimental learning, v25:255 experimental studies constituents, v22:76 experimental studies in training, v22:76
experimentation, v3:24 experiments to evaluate training, v22:76 external consultants, v16:284 F face-to-face selling, v16:606 facilitating, v25:173; v25:196; v25:206 facilitating awareness, v14:481 facilitating closings, v14:569; v14:571; v14:573; v14:579; v14:581; v14:583; v14:585; v14:587 facilitating fantasy, v17:135 facilitating feelings, v14:451 facilitating focus groups, v14:137; v16:540 facilitating functions, v17:119 facilitating imagery, v14:483 facilitating learning, v14:449; v14:457; v14:460; v14:464; v14:467 facilitating methods, v17:47 facilitating models, v17:47 facilitating openings, v14:361; v14:362; v14:364; v14:366; v14:368; v14:371; v14:375; v14:381; v14:383; v14:386; v14:388; v14:390; v14:392; v14:395; v14:397; v14:400; v14:404; v14:408; v14:410; v14:413; v14:415; v14:419; v14:421; v14:424; v14:428; v14:430; v14:433 facilitating role playing, v17:158 facilitating simulation games, v17:193; v21:239 facilitating strategies, v17:103; v17:119; v17:149; v17:158; v17:172; v17:182; v17:193; v17:212; v17:230 facilitating techniques, v17:115; v17:123; v17:135; v17:206; v17:221; v17:242; v17:270; v17:277; v17:292 facilitating theory, v17:1; v17:31; v17:40; v17:56; v17:65; v17:71; v17:80; v17:135 facilitating trait awareness, v14:453 facilitation, v16:540; v17:323 facilitation skills, v14:481; v14:483; v14:486; v14:489; v14:492; v14:494; v14:496; v14:498; v14:505; v14:506; v14:508; v14:519; v14:522; v14:541; v14:553; v14:559; v14:562; v20:273 facilitation techniques, v16:515 facilitative changes, v17:80 facilitative roles, v17:71
facilitator behaviors, v25:206 facilitator effectiveness, v23:143; v25:206 facilitator reentry, v17:115 facilitator roles, v23:183 facilitator style in presenting instruments, v22:16 facilitator training, v17:119 facilitator/participant interdependence, v23:190 facilitators, v23:143 facilitator's role, v17:31 family relationships, v24:155 family systems, v16:77 family therapy, v24:155 faster cycle time, v27:60 Fayol's principles, v27:131 fear, v3:252; v9:21 feedback, v1:48; v1:60; v1:63; v1:66; v1:70; v1:98; v1:135; v1:153; v1:196; v1:403; v1:414; v1:422; v1:451; v4:66; v4:133; v4:340; v4:342; v4:345; v4:348; v4:350; v4:352; v4:355; v4:357; v4:361; v4:367; v4:373; v4:388; v4:413; v4:434; v4:436; v4:444; v6:155; v6:161; v6:168; v6:187; v6:191; v6:195; v6:212; v6:219; v7:479; v10:2; v10:17; v11:73; v11:80; v11:89; v11:222; v11:230; v11:233; v11:236; v11:240; v11:246; v11:248; v11:252; v11:256; v11:261; v11:265; v11:268; v11:272; v11:277; v11:280; v11:283; v11:285; v11:288; v11:291; v11:295; v11:298; v11:301; v11:307; v11:309; v11:313; v11:322; v11:334; v11:345; v11:349; v11:390; v14:581; v14:583; v14:587; v14:590; v18:54; v20:273; v21:89; v25:22; v25:39; v25:134 feedback checklist, v6:175 feedback designs, v6:195 feedback effectiveness, v4:487; v6:191; v6:219 feedback elicitation, v6:161; v6:175 feedback guidelines, v6:175; v21:227; v25:22 feedback in training groups, v21:227 feedback presentations, v25:22 feedback process, v6:168; v6:195 feedback properties, v6:168 feedback skills, v6:175; v6:219
feedback solicitation, v25:39 feedback styles, v6:191 feedback vs. conflict management, v6:212 feelings about work, v12:116 feelings accommodation, v24:97 feelings awareness, v3:22; v3:50; v3:129; v3:226; v3:241; v3:252; v3:257; v3:261; v3:312; v4:11; v4:23; v4:487; v4:526; v6:6; v6:32; v6:37; v6:123; v14:451; v14:457; v14:481; v14:573 feelings ownership, v24:115 feelings-accommodation models, v24:97 feeling/thinking statements, v24:115 fight/flight defenses, v13:72 figure/ground cycle, v3:22; v3:24 figure/ground issues, v24:158; v27:278 FIRO, v4:429 FIRO behavior, v24:13 FIRO theory, v24:13 fishbone diagram, v11:202 fishbowls, v14:496 flawless consulting, v27:274 flip-chart posters, v23:201 flowcharts, v26:54 flow-state management, v20:347 focus groups, v14:137 followers, v20:94 force-field analysis, v7:459; v9:5; v14:1; v26:18 forecasting economic benefits, v17:230 Freudian psychology, v3:157 future search conference, v16:570 G game construction, v21:185 game discussion, v21:177 game evaluation, v21:173 game facilitation, v21:177 game introduction, v21:177 game prework, v21:177 game processing, v21:177 game selection, v21:173 game staffing considerations, v21:173 game structures, v21:163 game testing, v21:185 game types, v21:163 games, v21:39 games in human resource development, v21:163
games rationale, v21:163 gap analysis, v1:445; v16:570 gender bias, v18:127 gender differences, v4:32; v24:75 gender issues, v18:127 gender roles, v19:188 gender-related attitudes, v12:1; v19:188 gender-related politics, v26:134 generalizing, v21:2 Generation X, v1:356 gestalt, v1:23; v9:404; v20:115 gestalt consulting, v27:278 gestalt cycle of experience, v27:278 gestalt methods, v3:24 gestalt team building, v26:214 gestalt therapy, v24:158 gestures, v4:70 getting acquainted, v11:248; v14:361; v14:362; v14:364; v14:368; v14:371; v14:373; v14:375; v14:381; v14:383; v14:386; v14:388; v14:390; v14:392; v14:395; v14:397; v14:400; v14:404; v14:408; v14:410; v14:413; v14:415; v14:419; v14:421; v14:424; v14:428; v14:430; v14:433; v14:445; v14:457; v14:464; v14:486; v14:494 getting-acquainted activities, v23:108 Gibb's theory, v4:41; v5:47 glass ceiling, v18:127 globalization, v1:344 goal analysis, v26:137 goal setting, v1:375; v1:395; v1:407; v1:445; v1:451; v1:470; v1:518; v3:365; v7:464; v10:220; v14:486; v18:164; v24:192 goal-related activities, v23:99 goals, v11:349; v23:108; v26:137; v26:159 graphics for presenting research results, v22:91 group acceptance, v13:215 group awareness, v10:112; v21:39 group behavior, v7:116; v10:43; v10:43; v13:72; v13:74; v13:78; v13:85; v13:88; v13:90; v13:108; v13:121; v13:135; v25:94; v25:113; v25:139 group characteristics, v10:1; v10:12; v10:161 group collaboration, v9:131; v9:140
group communication, v10:122; v13:135; v25:80 group content-style interactions, v25:104 group counseling, v12:34 group creativity, v26:71 group decision making, v1:317; v1:336; v7:102; v7:508; v10:194; v10:295; v10:320; v10:370; v11:4; v11:168; v11:187; v18:241; v18:325; v18:372 group decision-making patterns, v7:321; v7:326; v7:329; v7:342; v7:385 group development, v10:6; v13:38; v13:58; v13:162; v13:166; v13:172; v13:203; v13:215; v13:218; v17:40; v25:88; v25:108; v25:118; v25:160; v25:173 group discussion, v14:496 group dynamics, v10:21; v10:181; v11:352; v11:433; v13:279; v16:540; v25:143; v25:155 group effectiveness, v13:233; v20:296 group effects, v10:12 group facilitation skills, v12:34 group feedback, v25:134 group formation, v14:390; v14:392; v14:395 group function, v10:188; v10:209; v25:94; v25:130 group growth process, v23:169 group interaction, v25:84; v25:130; v25:143 group intervention, v13:45; v23:169 group leader competency, v12:34 group learning, v1:1; v1:42; v17:40 group loyalty, v10:88 group maintenance orientation, v12:157 group maintenance roles, v13:101 group norms, v4:345; v23:169; v25:134 group norms developed from instruments, v22:42 group phenomena, v13:58 group problem solving, v7:7; v7:36; v7:56; v7:83; v7:90; v7:116; v7:122; v7:127; v7:140; v7:144; v7:155; v7:172; v7:183; v7:194; v7:218; v7:226; v7:250; v7:282; v7:285; v7:290; v7:304; v7:309; v7:314; v7:321; v7:342; v7:346; v7:351; v7:363; v7:372; v7:385; v7:401; v7:403; v7:435; Continued
(group problem solving, cont.) v7:445; v7:453; v7:464; v7:471; v8:72; v9:15; v9:21; v9:23; v9:53; v9:99; v9:180; v9:186; v9:211; v10:194 group process, v10:1; v10:2; v10:6; v10:17; v10:21; v10:78; v10:107; v10:154; v12:34; v13:45; v13:58; v13:69; v25:94; v25:101; v25:108; v25:113; v25:118 group psychotherapy, v13:45; v13:45 group relations, v10:74 group relationships, v12:65; v12:133 group roles, v13:101 group skills, v10:194; v13:233 group space, v25:101 group stages, v13:233 group stress, v11:15 group structure, v25:101 group style, v16:57 group task activities, v21:39 group task behavior, v3:60; v10:12; v10:138; v10:227; v11:256 group task orientation, v12:157 group task roles, v13:101 group therapy, v13:45 group training, v13:1 group values, v10:88 group work-style interactions, v25:104 group-behavior norms, v13:74; v13:125 group-communication models, v13:104 group-development acceleration, v13:192 group-development facilitation, v13:203; v13:218 group-development models, v13:162; v13:166; v13:172; v13:218; v25:88; v25:166 group-development processes, v25:166 group-development stages, v13:162; v13:166; v13:192; v13:203; v25:88 group-development theories, v25:160 group-development training, v13:192 group-facilitators requirements, v23:143 group-growth models, v13:64; v25:118 group-interaction instruments, v25:143 group-intervention guidelines, v23:169 group-leader functions, v25:211 group-leader interventions, v13:203 group-member roles, v25:97 group-membership identity, v13:215
10
group-on-group designs, v14:496 group-session guidelines, v13:74 group-structure-and-process models, v25:101 group-task planning, v13:121 group-training models, v13:342 group-work elements, v10:12 groups-systems theory, v25:130 growth groups, v13:1 growth-group types, v13:1 guided imagery, v1:40; v1:89; v14:483; v21:39 H harassment, v20:225 Hawthorne effect, v27:66 Hawthorne studies, v27:66; v27:70; v27:84 helping process, v25:59 helping relationships, v5:55; v26:22 helping skills, v26:22 helping styles, v18:380; v18:502; v18:548 helping-relationship models, v26:22 here-and-now reactions, v14:451 Herzberg, v20:454 heuristics, v7:342 hidden agendas, v7:83; v7:226; v10:29; v10:83; v18:440 hidden-agenda solutions, v13:88 hierarchies, v27:21 high-performance groups, v15:279 high-performance organizations, v16:349; v20:110 high-performance quality model, v16:148 high-performance teams, v13:300 Hill Interaction Matrix, v25:104 hiring practices, v18:325 holistic concepts, v20:67 holistic HRD, v16:207 holistic OD, v16:207 Hoshin planning, v20:131 HRD climate, v15:51 HRD concepts, v16:262 HRD consulting, v16:284 HRD goals, v16:262 HRD history, v23:61 HRD professionals, v17:71 HRD systems, v16:262 HRD systems designs, v16:262
HRD training, v16:207 HRD trends, v16:275 human development, v24:75; v24:88; v24:91 human interaction, v3:43; v3:341; v4:526; v6:1; v6:370 human nature, v3:1 human needs, v24:205 human performance technology, v16:362 human problems, v22:67 human relations, v13:90 human relationships, v3:1; v3:43; v3:50; v3:55; v3:60; v3:73; v3:97; v3:147; v3:180; v25:5; v25:18; v25:34; v25:48; v25:50 human resource development, v3:114; v16:362; v17:349 human resource development history, v23:61 human resources, v10:361; v16:134 human traits, v22:1 human-development models, v24:91 human-development phases, v24:88; v24:91 human-needs models, v24:208 human-relations models, v27:66; v27:70; v27:84 human-relations movement, v27:84 human-service organizations, v16:406 humanism, v3:157 humor, v13:135; v17:206; v17:270 humor consultants, v17:270 hypotheses, v23:23 I icebreakers, v4:337; v14:361; v14:366; v14:373; v14:375; v14:383; v14:386; v14:388; v14:390; v14:392; v14:397; v14:400; v14:404; v14:408; v14:410; v14:421; v14:430; v14:435; v14:442; v14:445; v14:481; v14:494 idea generation, v7:110; v14:471 idea-gathering techniques, v13:320 illnesses, v27:201 impressions, v1:309 incentives, v10:345 inclusion, v17:343; v20:23 inclusive organizations, v16:349 individual behavior, v19:179
11
individual change, v7:492 individual development, v1:328; v3:280; v13:38 individual effectiveness, v8:58; v16:70; v19:101 individual initiative, v13:38 individual performance, v2:104; v20:115 individual traits, v15:230 individual values, v18:325 individuality, v20:296 industrial enterprises, v27:175 inferential process, v6:187 influence, v3:55; v3:80; v5:90; v8:58; v14:449; v19:179; v25:26; v26:131; v26:141; v26:156; v27:145 influence strategies, v25:26 information age, v3:341 information processing, v27:40 information sharing, v4:216; v7:122; v7:127; v7:140; v7:144; v7:155; v7:172; v7:183; v7:194; v7:218; v7:226; v7:250; v14:368; v14:397; v14:559; v16:70 information-processing models, v27:70 innovation, v9:364; v13:375; v16:148; v26:71; v26:76; v27:86 innovation model, v9:364; v27:86 input-throughput-output cycle, v27:98 institutionalization of change, v9:331 instructional design, v25:258 instructional style, v15:243 instructional systemic design, v25:258 instructional systems, v25:215 Instructional-Design Grid, v17:292 Instructional-Design Model, v25:258 instructional-development models, v25:215 instrument advantages, v22:1 instrument development, v22:42 instrument development sequence, v22:42 instrument dimensions defined, v22:42 instrument disadvantages, v22:1 instrument evaluation, v22:25 instrument generation, v22:42 instrument impact, v22:25 instrument scaling, v22:42 instrument selection, v22:25 instrument validation, v22:42
instrumentation, v23:90 instrumentation in human resource development, v22:1 instrumentation in human resource development research, v22:67 instrumentation learning focus, v22:25 instrumentation models, v22:25 instrumentation presentation, v22:16 instrumentation rationale, v22:1 instrumentation research, v22:67 instruments as part of overall training designs, v22:16 instruments defined, v22:1 instruments in laboratory workshop designs, v22:16 instruments to measure trainer/learner styles and orientations, v23:268 instruments' primary uses, v22:25 intensive growth groups, v23:90 intensive small groups, v23:90 interaction distances, v25:50 interaction matrices, v25:104 interaction process analysis, v13:58; v13:58; v25:113 interaction styles, v10:251 interaction-process-analysis categories, v13:58 intercultural communications, v6:53 interdependence, v1:344; v10:209; v13:154; v15:296; v25:166 intergroup conflict, v4:30; v9:218; v11:429; v26:94 intergroup issues, v11:395; v11:400; v11:408; v11:411; v11:420; v11:425; v11:427 internal consultants, v16:284 internal consulting, v16:377 interpersonal behaviors, v5:131 interpersonal communication, v5:83; v5:111 interpersonal competence, v25:34 interpersonal conflict, v4:326 interpersonal contracts, v6:307 interpersonal effectiveness, v2:193 interpersonal feedback, v4:526; v6:187; v6:212 interpersonal problem solving, v9:76 interpersonal problems, v26:60 interpersonal relations, v24:28
12
interpersonal relationships, v2:64; v4:429; v5:74; v5:104; v5:141; v5:160; v12:65; v12:183; v13:90; v19:143 interpersonal skills, v4:200; v5:83; v13:233; v17:318 interpersonal styles, v5:90 interpersonal-relations orientations, v24:58 interpersonal-relations scale, v24:13 interpreting results of experiments, v22:91 interrole exploration, v3:204 intervention depths, v23:190; v27:263 intervention evaluation, v18:119 intervention modes, v27:290 intervention skills, v4:487; v6:230; v12:80 intervention style, v19:37 intervention types, v6:230 interventions, v12:34; v14:506 interviewing, v4:451; v18:45; v18:51; v18:63; v18:66; v18:78; v18:94 interviews, v14:188; v14:215 intimacy, v3:6 introductions, v14:364; v14:435; v14:442 intuitive style, v8:1 inventory, v1:33; v1:50; v1:66; v1:98; v1:112; v1:160; v1:386 Ishikawa diagram, v11:202 iterative feedback, v20:273 J jargon, v6:87 jealousy, v3:252 job aids, v9:372 job analysis, v3:348; v16:472; v27:194 job attitudes, v19:86 job effectiveness, v3:248; v3:266; v24:251 job enrichment, v27:74 job performance, v14:280; v20:263 job phases, v7:515 job planning, v3:348 job responsibilities, v16:207 job satisfaction, v2:16; v27:103; v27:207 job satisfaction/dissatisfaction, v24:213 job stress, v24:256 job training, v9:390 job-aid development, v9:372 Johari Window, v1:70; v3:230; v4:380; v4:413; v5:1; v6:161; v25:39 journaling, v1:28
journals, v24:171 judgments, v1:309 Jungian typologies, v24:19; v24:39 K kenepathy, v6:37 kinesis, v6:44; v6:53 kinesthetic perceptions, v24:53 Kirkpatrick, v18:119 Kbler-Ross' five stages, v24:112 L laboratory education, v3:372; v17:11 laboratory facilitating, v17:11 laboratory learning, v14:498 laboratory-education designs, v17:11 language barriers, v4:97 language structure, v24:140 lateral relationships, v6:386 lateral thinking, v26:27 leader behavior, v19:137 leader effectiveness, v19:163; v26:141 leader expectations, v26:129; v26:131 leader intervention, v11:58 leader-effectiveness models, v26:141 leadership, v1:271; v1:274; v1:279; v2:64; v2:75; v3:60; v3:180; v3:241; v3:244; v4:373; v6:60; v6:386; v7:83; v7:90; v7:102; v7:326; v7:453; v9:23; v9:189; v10:275; v11:9; v11:156; v11:246; v11:277; v11:301; v11:390; v11:411; v13:58; v13:69; v13:88; v13:104; v13:108; v13:154; v13:203; v13:218; v13:233; v14:553; v15:279; v16:324; v18:201; v18:227; v18:261; v18:270; v18:358; v18:367; v18:372; v18:376; v18:397; v18:433; v18:440; v18:455; v18:467; v18:475; v18:487; v18:490; v18:534; v18:548; v20:110; v20:115; v20:131; v20:478; v20:499; v20:510; v25:166; v25:211; v26:117; v26:129; v26:131; v26:141; v26:144; v26:148; v26:152; v26:156; v26:167; v26:173; v26:192; v27:186; v27:236; v27:241 leadership behavior, v20:110; v26:148 leadership continuum, v26:144 leadership effectiveness, v20:115 leadership evaluation, v12:80 leadership flexibility, v20:115
13
leadership methods, v19:48 leadership models, v20:5; v20:49; v20:94; v20:101; v20:147; v20:244 leadership motivation, v26:121 leadership neutralizers, v26:156 leadership practices, v26:148 Leadership Practices Inventory, v26:148 leadership roles, v15:212; v16:349 leadership strategies, v20:147; v20:151; v20:155; v20:163; v20:175; v20:210; v20:225; v20:244; v20:254; v20:392; v26:152 leadership style, v7:127; v7:329; v7:403; v9:404; v10:188; v12:49; v12:80; v14:72; v14:263; v14:553; v15:180; v18:193; v19:37; v19:48; v19:143; v20:244; v20:284; v25:211; v26:144; v26:192 leadership substitutes, v26:156 leadership superiority, v26:117 leadership techniques, v20:151; v20:183; v20:195; v20:210; v20:244 leadership theory, v19:137; v20:1; v20:5; v20:9; v20:13; v20:18; v20:23; v20:28; v20:49; v20:57; v20:67; v20:82; v20:94 leadership transparency, v12:49 learner involvement, v23:90 learning, v4:216; v16:156; v25:171; v25:181; v25:215; v25:218 learning barriers, v14:449 learning cycles, v3:119 learning diversity, v3:189 learning models, v25:222 learning objectives, v25:218 learning organization, v9:396; v15:87; v16:119; v16:156 learning style, v3:189; v8:19; v14:353; v14:460; v15:144; v19:58; v23:143; v25:222; v25:267; v25:281 learning theory, v25:267 learning transfer, v25:289 learning vicariously, v17:221 learning-cycle models, v3:119 Learning-Model Instrument, v23:268 Learning-Style Inventory, v23:268 learning-transfer methods, v25:289 lecture/lecturette differences, v23:1 lecturette closings, v23:4
lecturette impact, v23:4 lecturette presentations, v23:4 lecturette rationale, v23:1 lecturette sample, v23:38 lecturette techniques, v23:4 lecturette-material sources, v23:4 lecturettes, v23:90 lecturettes bibliography, v23:260 lecturettes in human resource development, v23:1 lecturettes involving people, v23:4 lecturettes that link input with participation, v23:4 left-brain/right-brain orientations, v10:95 left-brain/right-brain thinking, v8:1 legal compliance, v1:166 legal issues, v17:349; v18:94 lemons, v1:8 length of event, v23:67 levels of evaluation, v18:119 levels of openness, v4:503 levels of training evaluation, v17:409 Lewin's force-field analysis, v7:459; v9:5; v14:1; v26:18 life orientations theory, v24:28 life planning, v1:249; v3:296; v3:312; v3:319; v3:365; v18:15; v24:261 life positions, v25:63; v25:69; v25:73; v25:76 life style, v2:45; v2:56; v2:160; v27:201 life-style assessment, v3:147 life-style theory, v3:147 LIFO, v24:28 line management, v20:49 line-management roles, v20:49 Lippitt and Lippitt consulting model, v27:284 listening, v4:451; v4:453; v4:457; v4:460 listening effectiveness, v4:477 listening skills, v4:13; v4:200; v4:477; v6:1; v6:32; v6:69; v9:9; v11:244 listening style, v4:487 litigation, v17:349; v20:225 location of event, v23:67 locus of control, v3:137; v8:58; v19:25; v24:32 locus-of-control orientations, v24:32 Loevinger's ego stages, v3:60
14
loneliness, v3:180 lose/lose issues, v10:222 love relationships, v5:141 M Machiavelli, v2:64 maintenance roles, v25:97; v25:108 male/female characteristics, v18:399 management, v16:4 management behavior, v26:113 management by objectives, v7:464; v20:1; v26:159 management competencies, v19:195 management consulting, v20:67 management development, v4:401; v15:100; v16:1; v17:383; v20:439; v27:131 management effectiveness, v19:195 management levels, v26:196 management models, v19:195; v20:5; v20:9; v20:28; v20:57; v20:82; v20:175 management of human resources, v19:163 management plans, v26:58 management problems, v22:67 management skills, v19:195 management strategies, v20:151; v20:155; v20:163; v20:175; v20:225; v20:254; v20:392; v26:177; v26:188 management style, v3:80; v6:129; v18:276; v18:309; v18:358; v18:367; v18:372; v18:376; v18:380; v18:384; v18:405; v18:411; v18:413; v18:427; v18:433; v18:440; v18:455; v18:467; v18:487; v18:490; v18:502; v18:512; v18:521; v18:534; v18:548; v19:70; v19:163; v20:244; v20:313; v20:327; v20:347; v26:164; v26:180; v27:190 management systems, v20:1 management techniques, v20:183; v20:195; v20:210 management theory, v13:108; v20:13; v20:18; v20:57; v20:67; v20:82; v20:94; v20:94; v20:101 management training, v16:1 management-consulting firms, v27:267 management-consulting firms' characteristics, v27:267
management-development evaluation, v17:383 management-implementation checklist, v20:82 management-theory implementation, v20:82 manager-subordinate issues, v18:502 manager-subordinate relationships, v2:104 managerial attitudes, v24:233 managerial behavior, v2:104; v19:195; v20:195; v20:313 managerial coaching, v26:121 managerial conflict, v26:144 managerial decision making, v26:34 managerial effectiveness, v26:196 Managerial Grid , v26:164 managerial skills, v26:196 managerial styles, v3:287; v18:397; v18:399; v26:144 managerial superiority, v26:117 managerial training, v26:196 managerial-styles models, v26:180 managers (female), v19:188 managers' work values, v19:86 managing authentically, v26:113 managing change, v27:181; v27:241 manipulation, v13:72; v20:313 marriage interaction, v5:160 Maslow, v2:31; v20:454 Maslow's hierarchy of needs, v14:562; v19:173; v24:208 Maslow's motivation hierarchy, v2:113 Maslow's theory, v3:3; v18:156 matrix management, v27:76 matrix organizations, v14:37 maturity-linked power motivation, v24:216 MBO, v7:464; v20:131; v26:159 McGregor, v20:454 McGregor's model, v20:5 McGregor's theory, v18:512; v18:521; v24:233; v24:237 McGregor's theory of human motivation, v19:173 mechanical systems, v27:94 mediation, v4:326 meeting awareness, v11:28 meeting effectiveness, v10:168; v13:353
15
meeting follow-up, v13:357 meeting format, v13:353 meeting ground rules, v13:353 meeting management, v4:307; v9:189; v10:168; v18:227; v25:123 meeting planning, v25:123 meeting purpose, v13:348 meeting technique, v13:348 meeting type, v13:348; v25:123 meeting-improvement techniques, v13:353; v13:357 meetings, v11:28 membership identity, v13:215 memory aids, v6:87; v6:95 memory management, v8:114 mental blocks, v7:13 mentoring, v6:247; v6:279 mentoring barriers, v6:247 mentoring programs, v6:247 meta model, v6:95 metacommunication, v6:51 metaverbal communication, v4:104; v4:112 microlab design, v17:172 microlabs, v17:172 mind traps, v3:403 mission statement, v6:437; v7:479 model building, v23:29 model development, v23:29 model sample, v23:38 modeling, v16:570; v17:56; v25:267 models as road maps, v23:29 models bibliography, v23:260 models in group activities, v23:29 models in human resource development, v23:29 models vs. theories, v23:29 modifying training designs, v23:99 Monte Carlo method, v21:155 moral development, v20:9; v24:78; v24:82 moral development in children, v24:82 moral-development levels, v24:78; v24:82 moral-development models, v24:78 morale, v20:464 morality, v20:9 motivation, v1:378; v1:386; v2:45; v2:113; v3:3; v3:38; v3:60; v3:80; v3:97; v3:137; Continued
(motivation, cont.) v3:244; v3:248; v3:266; v3:416; v6:243; v6:293; v7:357; v10:181; v10:345; v12:116; v14:72; v17:65; v17:206; v17:270; v18:156; v18:164; v18:167; v18:173; v18:180; v18:184; v18:189; v18:193; v18:201; v18:215; v18:251; v19:101; v19:115; v19:163; v20:1; v20:94; v20:101; v20:454; v20:464; v23:61; v24:192; v24:196; v24:199; v24:199; v24:205; v24:208; v24:213; v24:216; v24:224; v24:228; v24:233; v24:237; v25:139; v26:129; v26:159; v26:164; v26:173; v26:192; v27:70; v27:74; v27:207 motivational analysis of organizations, v24:196 motivational needs, v24:205 motivational rewards, v24:224 motivators, v24:196 multichannel communication, v25:44 multicultural teams, v13:139 mutual-support groups, v24:187 Myers-Briggs Type Indicator, v24:39 Myers-Briggs typologies, v24:39
N needs, v2:113; v16:105; v20:454 needs assessment, v11:317; v11:345; v14:181; v14:225; v14:233; v14:239; v14:505; v16:626; v17:277; v17:292; v18:5; v23:67; v25:184; v25:272; v27:194 needs hierarchy, v3:3; v3:38; v3:60; v3:80; v3:287; v14:562; v18:156; v24:208; v24:213 needs identification, v3:287 needs-assessment models, v17:277 negligence, v17:349 negotiating, v23:132 negotiation, v1:210; v4:267; v4:288; v4:383; v5:191; v6:307; v6:322; v6:333; v6:358; v6:362; v7:445; v9:117; v9:127; v9:162; v9:211; v10:222; v10:227; v10:284; v10:301; v10:310; v10:320; v10:437; v10:442; v10:445; v10:448; v10:456; v10:460; v11:21; v25:10; v26:44; v26:80 negotiation behavior, v6:333
16
negotiation effectiveness, v25:10 negotiation model, v6:333; v9:117 negotiation skills, v6:333; v9:176; v10:470 negotiation strategies, v9:162; v25:10 negotiation styles, v10:328; v10:333 negotiators, v9:162 networking, v1:422; v1:508; v2:75 neurolinguistic programming, v5:118; v24:53 neurotic styles, v27:112 New Age defined, v17:242 New Age training techniques, v17:242 the new truck dilemma, v21:76 New-Age training technologies, v25:234 newlink object, v3:3 Nintendo generation, v1:356 NLP, v24:53 nominal group technique, v7:78; v7:110; v9:15 nonverbal, v1:20; v1:30 nonverbal communication, v4:19; v4:53; v4:70; v4:97; v4:126; v14:489; v14:492; v14:571; v14:585 nonverbal problem solving, v7:7 norm changing, v13:125 norms, v11:352; v23:108; v23:196; v25:134; v27:109 not-for-profit organizations, v16:406 numbers, v6:18 O objective-related activities, v23:99 objectives, v25:218 observations methods, v14:164 observed behavior, v5:104; v5:131; v5:160 observers, v21:39 occupations, v1:285 octapace, v15:167 OD ( see also organization development), v3:47; v3:60; v3:73; v3:80; v3:114; v3:204; v3:287; v3:374; v3:384; v6:195; v6:370; v9:82; v9:117; v9:140; v14:142; v14:215; v14:239; v14:263; v16:1; v16:4; v16:14; v16:21; v16:45; v27:1; v27:181 OD approaches, v20:57; v20:67
OD assessment, v16:179; v16:189; v16:215; v16:312; v16:324; v16:334; v16:400; v16:419; v16:435 OD assumptions, v16:174 OD characteristics, v16:334 OD consultant's role, v16:236 OD consultants, v15:197; v16:509 OD consulting, v16:284; v16:377 OD cube, v27:290 OD defined, v16:236 OD design, v16:221; v16:324; v16:400 OD ethics, v16:189 OD failures, v16:179 OD flow chart, v16:215 OD implementation, v16:221; v16:334 OD intervention, v15:109; v16:570; v27:290 OD intervention types, v16:312 OD models, v16:4; v16:236; v16:290; v16:324; v16:384; v16:406 OD objectives, v16:174 OD planning, v16:215 OD process, v16:4 OD programs, v16:174 OD readiness, v16:179; v16:198 OD skills, v16:179 OD strategies, v16:14; v16:198; v16:236 OD structure, v16:290 OD technology, v16:174 OD theory, v16:247; v16:262; v16:290; v16:302; v16:312; v16:334 OD trends, v16:275 OD white papers, v20:13 OD-assessment methods, v16:419 OD-readiness checklist, v16:198 OK/not OK positions, v25:63; v25:69 one-to-one training, v14:353 one-way communication, v4:58; v4:66; v4:84 open systems, v3:43; v27:94; v27:117; v27:232 open/closed relationships, v25:48 open/closed-relationship models, v25:48 openness, v3:372; v4:216; v4:503; v6:155; v11:288; v13:154; v18:1; v18:12; v18:189; v20:23; v25:166 open-systems planning, v27:232 open-systems theory, v27:98
17
operational definitions, v6:443; v14:280 oral presentation of research results, v22:91 organization development, v2:181; v3:348; v6:437; v14:286; v15:68; v15:87; v15:167; v15:180; v15:197; v15:230; v16:77; v16:88; v16:349; v16:362; v16:493; v16:509; v16:523; v16:570; v18:119; v20:115; v20:469 organization development interventions, v16:77 organization-based scenarios, v21:71 organizational analysis, v14:181; v16:221; v16:236; v27:136 organizational anarchy, v9:313 organizational assessment, v12:116; v15:100; v15:132; v16:4 organizational awareness, v3:73; v10:161; v14:305 organizational barriers, v16:14 organizational behavior, v2:92; v5:131; v14:316; v16:435; v19:101; v27:17; v27:36 organizational burnout, v3:425 organizational categories, v16:14 organizational change, v3:384; v3:390; v3:403; v9:5; v9:263; v9:390; v9:410; v9:416; v14:24; v14:114; v14:181; v15:28; v15:266; v15:311; v16:21; v16:119; v16:362; v16:534; v16:564; v16:570; v17:337; v17:343; v18:37; v20:478; v27:181; v27:211; v27:215; v27:223; v27:232; v27:236; v27:252; v27:263 organizational change efforts, v15:60 organizational climate, v5:35; v12:65; v12:116; v15:20; v15:51; v15:100; v15:167; v15:311; v16:26; v16:554; v18:475; v19:70; v19:115; v19:163; v27:103 organizational communication, v6:367; v6:370; v6:386; v6:393; v6:403; v6:413; v6:421; v12:65 organizational communication patterns, v6:367 organizational concerns, v16:275 organizational consulting, v27:293 organizational crises, v9:307
organizational culture, v9:344; v9:416; v10:470; v14:97; v14:114; v15:167; v16:57; v16:88; v16:126; v16:148; v16:312; v16:384; v16:493; v16:534; v17:318; v19:115; v27:17; v27:109 organizational decision making, v14:121 organizational design, v14:19; v27:40; v27:46; v27:70 organizational diagnosis, v15:60; v16:215 organizational differentiation, v27:46 organizational differentiation-integration theory, v27:46 organizational diversity models, v16:349 organizational effectiveness, v2:193; v5:191; v8:58; v12:143; v14:65; v15:296; v16:70; v16:156; v16:362; v19:115 organizational environment, v16:26; v27:66; v27:160 organizational environmental impact, v16:483 organizational ethos, v15:167 organizational excellence, v16:302; v16:312; v16:324; v16:534; v27:53 organizational gestalt, v3:73 organizational goals, v2:181; v16:26 organizational groups, v13:38 organizational growth, v20:365 organizational health, v15:68; v16:38 organizational hierarchies, v3:180 organizational ideology, v15:20 organizational improvement, v27:1 organizational inconsistencies, v14:305 organizational influence, v15:109 organizational innovation, v13:375; v27:86 organizational integration, v27:46 organizational intelligence, v16:156 organizational interventions, v16:77; v16:362 organizational knowledge, v16:247 organizational learning, v3:280; v16:1; v16:156; v16:247 organizational models, v16:45; v16:88; v20:4469; v24:242; v27:24; v27:145 organizational neuroses, v27:112 organizational norms, v15:100; v16:18
18
organizational observations, v16:435 organizational pain, v3:374 organizational performance, v16:45; v16:148 organizational planning, v16:302 organizational power, v15:109 organizational problem solving, v8:86 organizational problems, v14:215; v14:225 organizational process, v12:12; v12:12 organizational reengineering, v15:212 organizational reengineering-process, v14:286 organizational relationships, v9:82 organizational renewal, v20:469; v27:241 organizational requirements, v16:18 organizational roles, v3:204; v12:105; v14:72; v27:117 organizational size, v16:38 organizational skills, v14:249 organizational strategy, v15:68; v20:510; v27:175 organizational structure, v2:75; v13:108; v14:6; v14:19; v14:37; v14:65; v16:26; v18:475; v20:23; v26:177; v27:21; v27:46; v27:60; v27:76; v27:131; v27:133; v27:156; v27:175 organizational studies, v14:316 organizational style, v10:161; v15:180; v19:1 organizational subsystems, v16:21 organizational success, v16:134 organizational systems, v15:296; v16:21; v16:77; v20:131; v27:121; v27:160; v27:167; v27:232 organizational training, v16:467 organizational transformation, v16:45 organizational universe, v27:121 organizational values, v14:9; v14:56; v14:97; v14:174; v15:20; v15:167; v16:26; v17:318; v18:325; v27:53 organizational-behavior congruence models, v27:36 organizational-behavior models, v16:221; v27:36 organizational-change interventions, v27:263 organizational-change strategies, v27:252 organizational-consulting types, v27:293
organizational-design models, v27:70 organizational-elements models, v16:207 organizational-hierarchy origins, v27:133 organizational-learning approaches, v16:1 organizational-performance causal models, v27:24 organizational-performance models, v27:24 organizational-universe models, v27:121 orientation activities, v23:108 orientation awareness, v24:19 orientation checklist, v6:413 orientation programs, v6:393; v6:413 orientation-program designs, v6:393 orientation-program problems, v6:393 outcomes, v8:58 overcompensation, v3:377; v24:167 overlearning, v3:377; v24:167 P paradigm shifting, v4:216; v27:211 paradigms, v16:88; v19:70 paradox, v24:102 parallel learning structures, v14:79 paraphrasing, v4:460 parent/adult/child ego states, v25:63 parent/adult/child model, v25:63; v25:73; v25:76 participant barriers, v23:190 participant considerations, v23:67 participant goals, v23:99 participant intensity, v23:190 participant investment, v23:108 participant involvement, v23:108; v23:190 participant reentry, v17:182 participant resistance, v17:212 participant responsivity, v17:115 participant variables, v23:190 participant-response sensitivity, v23:99 participation training, v23:90 participative diagnosis, v27:136 participative management, v20:9; v20:23; v20:327; v27:190 participative OD, v27:136 participative-management models, v20:327 pendulum swing, v24:167 perception orientation, v24:53
19
perceptions, v3:47; v4:112; v4:128; v6:75; v14:413; v14:415; v14:424; v14:428; v14:430; v14:433; v14:453; v14:505; v16:57; v24:140; v26:38 perceptions of work environment, v12:65 perceptions orientations, v24:39 perceptual barriers, v26:38 performance, v1:518; v4:444; v11:365; v18:180 performance appraisal, v18:54; v18:66; v18:88; v18:112; v18:205; v18:251; v20:183; v20:210; v26:159 performance criteria, v26:137 performance feedback, v4:405 performance improvement, v17:337; v26:121 performance management, v26:105 performance measurement, v11:365 performance perceptions, v18:391 performance problems, v26:105; v26:108 performance time, v7:20 performance-analysis models, v20:155 performance-factors awareness, v18:180 performance-problem analysis, v26:108 personal characteristics, v2:31; v2:64 personal contracts, v4:439 personal effectiveness, v2:170; v3:230; v5:191 personal energy management, v8:114 personal feedback, v2:113 personal growth, v2:64; v2:120; v3:22; v3:43; v3:60; v3:97; v3:137; v3:147; v3:161; v3:201; v3:204; v3:222; v3:226; v3:230; v3:241; v3:244; v3:248; v3:252; v3:257; v3:261; v3:266; v3:280; v3:306; v3:331; v3:377; v3:403; v5:104; v20:439; v24:145; v24:167; v24:171; v24:173; v24:178; v24:180 personal responsibility, v4:539 personal strengths, v11:349 personal style, v19:1 personal values, v1:336; v2:92; v7:479; v15:20 personal vision, v3:455 personal-growth training designs, v23:122 personality, v1:33; v16:57 personality traits, v2:56; v5:1; v5:74 personality typologies, v6:129 PERT, v7:425; v9:1; v26:54
physical facilities, v23:67 physiological awareness, v3:24; v24:158 pigeonholing, v3:47 PINCH model, v26:44 pinches, v26:44 Planned Renegotiation Model, v26:44 planning, v7:508; v16:515; v27:6 planning for change, v27:232 POIS, v25:26 polarity, v3:24 posters, v23:201 potential-problem analysis, v26:49 power, v1:193; v3:55; v3:312; v4:32; v4:281; v6:60; v6:386; v7:401; v7:435; v9:82; v11:92; v11:112; v11:139; v11:283; v11:298; v11:326; v13:215; v15:109; v16:312; v18:372; v18:405; v18:411; v18:413; v18:487; v19:179; v20:244; v20:307; v24:128; v24:132; v24:216; v25:26; v26:134; v26:152; v27:112; v27:145 power bases, v24:128 power defined, v24:132 power inequities, v26:134 power motivation, v24:216 power needs, v1:386 power strategies, v4:513 power systems, v3:55 predesign concerns, v23:67 predictor analysis, v16:554 preferences, v2:160; v5:174 presentation issues, v23:190 presentations, v17:323 presentations bibliography, v23:260 pretest and posttest problems, v22:67 prioritizing, v18:333 problem analysis, v8:86; v26:49 problem definition, v11:172 problem identification, v7:44; v7:194; v15:60 problem solving, v1:253; v1:482; v4:337; v4:539; v7:1; v7:3; v7:7; v7:13; v7:18; v7:20; v7:23; v7:26; v7:31; v7:36; v7:44; v7:50; v7:56; v7:66; v7:78; v7:83; v7:90; v7:98; v7:102; v7:110; v7:288; v7:420; v7:425; v7:430; v7:459; v7:471; v7:515; v8:1; v9:5; v9:23; v9:30; v9:53; v9:60; v9:67; v9:76; v9:99; v9:109; v9:117; Continued
20
(problem solving, cont.) v9:127; v9:131; v9:140; v9:162; v9:176; v9:180; v9:186; v9:189; v9:194; v9:200; v9:218; v9:227; v9:270; v9:286; v9:324; v9:372; v9:410; v9:416; v10:51; v10:78; v10:95; v10:138; v10:148; v10:241; v10:247; v10:257; v10:275; v10:284; v10:437; v11:1; v11:130; v11:202; v11:213; v11:218; v11:317; v11:433; v13:247; v13:327; v14:1; v14:117; v14:188; v14:206; v18:5; v18:219; v18:276; v18:299; v18:380; v18:455; v20:163; v20:254; v26:1; v26:7; v26:10; v26:15; v26:18; v26:22; v26:27; v26:31; v26:34; v26:38; v26:44; v26:49; v26:54; v26:58; v26:60; v26:64; v26:71; v26:76; v26:86; v26:94; v26:99; v26:105; v26:108; v27:136 problematic interactions, v23:196 problem-solving barriers, v14:79 problem-solving communications, v9:76 problem-solving language, v9:99 problem-solving logic, v26:31 problem-solving logical-steps models, v26:31 problem-solving methods, v7:26; v7:31; v7:66; v7:78; v7:250; v9:1; v9:9; v9:67; v9:99 problem-solving models, v9:53; v9:67; v9:76; v9:82; v9:91; v9:109; v26:58 problem-solving process skills, v8:72 problem-solving skills, v9:30; v9:53 problem-solving techniques, v9:1; v9:5; v9:15; v9:23; v9:60; v9:91; v9:109 process awareness, v10:1; v10:6; v10:17; v10:29; v10:122; v10:154; v10:369; v11:38; v11:48; v11:236; v11:268 process facilitation, v2:214 process improvement, v26:188 process interventions, v10:21 process observation, v10:1; v10:2; v10:6; v10:17; v10:29; v10:43; v10:43; v10:51; v10:154; v10:442; v11:67; v11:400 process orientation, v10:168 process reengineering, v15:212 process-observation interventions, v6:230 processing, v21:2
processing in subgroups, v21:48 processing questions, v17:149 product-analysis models, v27:152 productivity, v9:410; v14:280; v15:279; v18:173; v20:155; v20:464; v26:159; v27:66 productivity-potential models, v27:152 professional development, v6:279; v18:205 program designs, v17:292 program evaluation, v17:362 program evaluation and review technique, v7:425; v9:1; v26:54 proxemic zones, v25:50 proximity, v25:50 psychological awareness, v3:24; v24:158 psychological depth of instruments, v22:25 psychological development, v24:70 psychological maturity, v2:104 psychological models, v3:1 psychological setting for training events, v23:132 psychological types, v24:19 psychological-development models, v24:70 psychosocial maturity, v24:88 publication of evaluative studies in professional journals, v22:91 publishing, v21:2 Pygmalion effect, v26:129 Q quality, v6:443; v7:276; v15:279; v16:105; v16:148 quality circles, v7:44; v13:10; v13:26 quality improvement training, v17:304 quality tools, v17:304 quality-circle benefits, v13:10 quality-circle implementation, v13:10 quality-circle strategies, v13:26 quality-circle structure, v13:10; v13:26 quality/quantity issues, v18:173 quantity/quality issues, v18:391 question processing, v23:183 questionnaire method, v22:91 questionnaires, v13:332; v16:419 quotas, v18:215
21
R random numbers, v21:155 rational emotive therapy, v2:193; v24:173 readiness, v23:61 realization, v13:154; v25:166 record systems for research instrumentation, v22:76 recruitment, v27:17 reductionism, v20:454 reengineering, v9:396; v14:286; v15:212; v16:119 reentry, v17:115; v17:182 reinforcement, v10:361; v18:167 relationship behavior, v26:167 relationships, v5:55 reliability of dependent variables, v22:76 reliability problem, v22:67 religious issues, v25:234 renegotiation, v9:117; v26:44 representational systems, v5:14; v5:118 research, v27:1 research results statistics, v22:91 resistance, v6:358; v23:196 resistance to change, v14:449; v14:457; v14:467; v15:266 resistance-response strategies, v6:358 resources assessment, v14:464 responsibility, v3:244; v3:257; v3:296 responsivity, v17:115 restraining forces, v26:18 results assessment, v23:218 reward systems, v14:65; v16:384 rewards, v8:58; v24:224 right-brain/left-brain characteristics, v24:5 rightsizing, v20:464 risk taking, v1:44; v1:63; v1:66; v3:372; v3:374; v3:390; v4:133; v4:136; v4:140; v4:158; v4:174; v10:263; v24:9 Rogerian helping process, v25:59 role analysis, v3:348 role clarification, v11:136; v11:143 role clarity, v20:307 role efficacy, v3:248; v12:143; v24:251 role efficacy scale, v24:251 role factors, v27:117 role planning, v3:348 role play, v1:20; v1:50; v1:75; v1:91; v1:102; v1:160; v1:184; v1:193; v1:263; Continued
(role play, cont.) v1:299; v4:27; v4:89; v4:104; v4:240; v4:243; v4:252; v4:257; v4:267; v4:281; v4:288; v4:296; v4:326; v4:429; v4:453; v4:460; v4:465; v4:471; v11:429; v17:158; v17:221; v21:39; v23:90 role play defined, v21:63 role play in human resource development, v21:63 role play in the experiential learning cycle, v21:89 role stress, v3:204; v8:95; v24:256 role-play advantages, v21:63 role-play analysis, v21:89 role-play change cycle, v21:89 role-play closure, v21:89 role-play design, v17:158; v21:76 role-play design considerations, v21:76 role-play direction, v21:89 role-play disadvantages, v21:63 role-play evaluation, v21:71 role-play introduction, v21:89 role-play materials, v21:76 role-play objectives, v21:63 role-play preparation, v21:89 role-play problems, v21:71; v21:76 role-play rationale, v21:63 role-play selection, v21:71 role-play structure, v21:76 role-play techniques, v21:112 role-playing history, v21:63 roles, v1:185; v1:242; v1:414; v1:422; v5:1; v5:90; v12:143; v14:590 room and board arrangements for training events, v23:132 rule-governed behaviors, v14:27
S sales, v4:496 SAST process, v18:299 Schutz's theory of interpersonal needs, v3:38 scientific management, v27:156 seating arrangements, v21:48 self-actualization, v2:31; v5:160 self-affirmation, v4:526 self-assessment, v1:485; v3:331; v3:455; v14:154; v18:384
22
self-awareness, v1:20; v1:50; v1:70; v1:75; v1:212; v1:215; v1:253; v1:266; v1:328; v1:395; v1:422; v1:435; v1:470; v2:193; v3:50; v3:230; v3:455; v4:27; v4:565; v5:27; v8:46; v24:122; v26:86 self-awareness communication, v24:122 self-concept, v9:9 self-disclosure, v1:1; v1:5; v1:14; v1:23; v1:40; v1:42; v1:48; v1:50; v1:63; v1:70; v1:75; v1:77; v1:84; v1:98; v1:102; v1:107; v1:138; v1:149; v1:153; v1:160; v1:249; v1:403; v1:414; v1:422; v2:120; v4:23; v4:136; v4:158; v4:200; v4:345; v4:350; v4:371; v4:380; v4:388; v4:413; v9:9; v14:569 self-doubt, v3:403 self-esteem, v26:129 self-fulfilling prophecies, v24:228 self-help programs, v24:187 self-leadership, v26:173; v27:186 self-manipulation, v20:313 self-perception, v5:104 self-reliance, v2:129 self-talk, v24:228 semantic differential, v24:137 semantic-differential models, v24:137 semantics, v24:137; v24:140 sensing interviews, v16:581 sensitive-subject training, v17:318 sensitivity training, v13:1; v25:255 sensory awareness, v1:3; v1:5; v1:10 session opening, v23:108 seven-S framework, v27:158 sex identity, v3:222 sex roles, v1:89; v1:91; v1:95; v1:130; v1:135; v3:222; v24:1; v24:75 sex traits, v24:1 sex-linked power motivation, v24:216 sex-role stereotypes, v19:188 sex-role stereotyping, v12:1 sexual harassment, v6:421; v20:225 sexual-discrimination legalities, v6:421 sexual-discrimination training, v6:421 sexual-harassment legalities, v6:421 sexuality, v1:102; v1:149 shamrock teams, v12:204 shouldism, v20:313 simulation and game differences, v21:155 simulation aspects, v21:155
simulation development, v21:155 simulation games, v17:193; v21:163; v23:90 simulation history, v21:150 simulation model, v21:185 simulation rationale, v21:150 simulation-development stages, v21:155 simulation-game design, v17:193 simulation-game development considerations, v21:185 simulation-game evaluation checklist, v21:173 simulation-game functional issues, v21:185 simulation-game history, v21:163 simulation-game purpose, v21:185 simulation-game resources, v21:173 simulation-game stylistic issues, v21:185 simulation-game use, v21:185 simulation-game utilization, v21:239 simulation-gaming group dynamics, v21:177 simulations, v21:39 simulations defined, v21:150 simulations for teaching strategic planning, v21:177 simulations in human resource development, v21:150 situation appraisal, v26:49 Situational Leadership , v8:19; v13:218; v26:167 Situational Leadership model, v26:167 six-box model, v16:236 six-box organizational model, v15:60 skill assessment, v2:214 skill development, v6:279 skill levels, v3:306 skill modeling, v17:56 skills training, v23:190 small organizations, v16:38 Small-Group Adaptive Spiral model, v13:342 social behavior, v24:118; v24:122; v24:128; v24:132 social communication, v24:137 social facilitation, v25:139 social influence, v24:237 social interaction, v6:370 social stratification, v6:370
23
social styles, v6:105; v24:58 social-emotional maturity, v24:88 social-learning theory, v6:271 social-style awareness, v6:105 social-style models, v24:58 socialization, v1:130; v2:104 sociotechnical systems, v20:67; v27:167 sociotechnical-systems theory, v27:167 sources of case studies, v21:127 SPIRO model, v3:365 staffing considerations, v23:67 stages of adulthood, v24:91 stages of group development, v11:58 stages of team development, v13:139; v13:147 statistical significance, v22:76 statistics, v6:18 stereotypes, v1:356; v18:399; v24:1 stereotyping, v1:91; v1:95; v1:130; v1:135; v1:153; v1:185; v1:196; v1:215; v1:226; v1:242; v1:263; v1:274; v10:428; v18:241; v18:276; v18:325 stochastic variables, v21:155 strategic assumptions surfacing and testing process, v18:299 strategic framework, v20:499 strategic leadership styles, v19:143; v20:510 strategic management, v20:422; v20:422; v27:247 strategic management matrix, v27:247 strategic planning, v1:445; v7:50; v7:479; v16:105; v16:302; v20:365; v20:422; v20:422; v27:6 strategic planning models, v20:365; v27:6 stream analysis, v27:181 stress, v1:414; v9:76; v24:256 stress management, v2:129; v3:129; v3:204; v3:374; v3:416; v3:421; v3:425; v3:427; v3:455; v4:240; v7:420; v7:435; v7:492; v8:95; v11:15; v12:105; v24:256 stress management skills, v3:421 stress management training, v3:427 stress symptoms, v3:427 STRIDE model, v9:109; v26:64 structural concepts, v13:108 structural differential, v24:140 structural-differential models, v24:140
structured experiences, v17:40; v23:90; v25:196 structured experiences defined, v21:9 structured experiences in human resource development, v21:9 structured learning, v17:1 structured role-play techniques, v21:112 structured-experience activities, v21:39 structured-experience classification, v21:13 structured-experience development, v21:30 structured-experience evaluation, v21:13 structured-experience example, v21:195 structured-experience history, v21:9 structured-experience presentations, v21:19 structured-experience problems, v21:25 structured-experience selection, v21:13 structured-experience subgroups, v21:48 student orientation, v15:120 style adjustment, v15:1 styles, v2:64 subgroup formation, v21:48 subgroups, v21:48; v23:190 subjectivity, v6:18 superleadership, v26:173; v27:186 superteam models, v13:18 superteam performance, v13:18 superteams, v13:18 supervisory skills, v4:355; v4:465; v19:137 supplier service, v7:515 support, v3:261 support network, v2:129 supportive communication, v5:47 survey administration, v22:58 survey constructed, v22:58 survey design, v22:58 survey development, v6:437; v16:554 survey feedback, v6:168; v6:195 survey finalized, v22:58 survey objectives defined, v22:58 survey population studied, v22:58 survey pretested, v22:58 survey report, v22:58 survey responses coded, v22:58 survey results tabulated, v22:58 survey sample selected, v22:58 SYMLOG, v25:143
24
synectics, v26:71 synergy, v4:257; v7:282; v7:288; v7:290; v7:304; v7:309; v7:314; v7:321; v7:326; v7:351; v7:357; v7:363; v7:372; v7:403; v7:430; v8:1; v13:85; v25:139; v25:173 system 4 management, v26:177 systematic attributes, v27:98 systematic multiple level observation of groups, v25:143 systematic style, v8:1 systems, v14:117; v16:362 systems change, v14:117 systems development, v27:94 systems thinking, v10:209; v14:121; v15:296 T tai chi, v1:10 T-groups, v13:1 tardiness, v23:196 targeted innovation, v26:76 task analysis, v16:472; v27:194 task behavior, v26:167 task complexity, v14:19 task groups, v27:76 task instructions, v10:112 task roles, v25:97; v25:108 task uncertainty, v27:40 task-analysis models, v16:472 task-oriented meeting, v10:168 Tavistock model, v25:155 teacher-student interaction, v15:120 teaching skills, v3:189 teaching styles, v14:460; v15:120 teaching-learning process, v15:157 team awareness, v11:1; v11:51; v11:236 team building, v1:84; v2:64; v2:64; v2:75; v3:10; v7:497; v10:25; v10:61; v10:78; v10:263; v11:1; v11:4; v11:9; v11:15; v11:21; v11:25; v11:28; v11:34; v11:38; v11:40; v11:48; v11:51; v11:94; v11:99; v11:126; v11:130; v11:136; v11:147; v11:162; v11:213; v11:222; v11:244; v11:252; v11:288; v11:291; v11:295; v11:322; v11:345; v11:349; v11:390; v12:183; v13:247; v13:263; v14:114; v14:435; v14:590; v15:100; v17:304; v18:219; v26:202; v26:214; v26:226
team communication, v11:51 team development, v11:9; v11:28; v11:34; v11:38; v11:48; v11:58; v11:94; v11:99; v11:136; v11:168; v11:187; v11:222; v11:230; v11:233; v11:256; v11:261; v11:265; v11:268; v11:272; v11:280; v11:285; v11:291; v11:326; v11:334; v12:150; v13:139; v13:147; v26:202; v26:220; v26:226 team effectiveness, v11:352; v11:365; v13:279; v13:300 team evaluation, v11:213 team functioning, v12:204 team improvement, v11:213 team interventions, v11:58 team leadership, v18:146 team learning, v17:304 team orientation and behavior inventory, v26:226 team performance, v11:58; v11:362; v13:18; v26:232 team planning, v10:112 team problem solving, v11:156; v11:162; v11:168; v11:172; v11:178 team relationships, v4:200 team roles, v11:67; v11:73; v11:80; v11:89; v11:92; v11:94; v11:99; v11:112; v11:126; v11:130; v11:136; v11:139; v11:143; v11:285; v11:411; v13:300 team self-evaluation, v11:222 team skills, v12:157 team traits, v15:230 team values, v12:157 team-building goals, v13:247 team-building instruments, v26:226 team-building issues, v13:247 team-building models, v26:202 team-building program designs, v13:263 team-development inventory, v26:220 team-development models, v26:220 team-development rating scale, v26:202 team-leader effectiveness, v18:146 team-performance models, v26:232 team-task leaders, v18:455 teams, v11:147; v11:218; v12:204 teamwork, v2:141; v10:61; v10:78; v10:107; v11:433; v14:117
25
technical considerations related to instrumentation, v22:25 technology selection criteria, v23:90 theme development, v17:98 theorizing, v3:47 theory, v23:23 theory bibliography, v23:260 theory defined, v23:23 theory in contemporary HRD, v23:23 theory in group activities, v23:29 theory in human resource development, v23:23 theory of reinforcement, v19:137 theory sample, v23:38 theory types, v23:23 theory: science or art?, v23:23 Theory X, v3:296; v18:512; v18:521; v20:5; v20:115; v24:233; v24:237 Theory X-Theory Y, v19:173 Theory Y, v3:296; v18:512; v18:521; v20:5; v20:115; v24:233; v24:237 therapy, v3:201 therapy methods, v25:59 thinking/feeling statements, v24:115 third-force psychologists, v3:157 thought ownership, v24:115 three-dimensional management-style theory, v26:180 time management, v2:170; v3:455; v4:296; v8:114; v18:333 time 2, v11:252; v11:395; v18:487 time-and-motion studies, v27:156 time-based evolution, v20:428 timing, v27:60 timing of event, v23:67 TOBI, v26:226 top-management, v20:428 top-management concerns, v20:422; v20:422 top-management issues, v20:313; v20:316; v20:327; v20:347; v20:365; v20:392; v20:397; v20:411; v20:422; v20:422; v20:439 TORI, v12:172 TORI model, v11:38 TORI theory, v13:154; v13:203; v25:166 total quality management, v15:28; v15:132; v16:126; v16:493; v20:131; v20:499; v26:188
total quality process, v16:493 TQM, v16:515 train, v23:108 trainer type inventory, v23:268; v25:281 training, v3:114; v25:173; v25:181; v25:196; v25:206; v25:215; v25:218 training application, v25:289 training assessment, v17:337 training benefits, v17:230 training competencies, v14:326 training culture, v17:182 training design, v14:353; v14:519; v14:562; v16:534; v17:98; v17:292; v17:304; v17:409; v25:245 training design sequence sample, v23:122 training evaluation, v17:337; v17:393; v17:409; v23:67; v23:218; v25:229 training facilitators, v17:119 training feedback, v23:218 training flexibility, v23:108 training follow-up, v25:289 training goals/objectives, v23:99 training handouts, v23:90 training history, v17:80 training, in Central America, in Mexico, v16:636 training location, v23:132 training objectives, v23:67; v25:245; v25:277 training pace, v23:108 training philosophies, v14:508 training pre-design considerations, v25:245 training process, v6:142 training program evaluation, v15:40 training readings, v23:90 training setting, v23:132 training style, v8:19; v15:144; v15:157; v15:243; v23:143; v25:281 training style inventory, v23:268 training systems, v16:467 training technologies, v17:304; v23:90; v25:234 training theme, v17:98 training trainers, v14:272; v14:498; v14:506; v14:508; v14:522; v14:541; v14:553; v14:559; v14:562 training-design components, v23:90
26
training-design models, v17:47 training-design sequencing, v23:99 training-design timing, v23:99 training-evaluation levels, v25:229 training-group responsibility, v16:189 training-maintenance time, v23:108 training-method assessments, v17:80 training-needs assessment, v25:272 training-objective identification, v25:277 training-site selection, v23:132 training-systems design, v16:467 training-systems development, v16:467 trait awareness, v14:453 trait theory, v15:230 transactional analysis, v4:530; v5:90; v6:142; v24:180; v25:63; v25:69; v25:73; v25:76 transactional changes, v27:24 transactional games, v25:76 transcendence models, v13:78 transcendence theory, v13:78; v24:180 transformation, v20:347 transformational changes, v27:24; v27:211 transformational factors, v16:45 transformational leaders, v26:192 transformational management, v20:347 transformational models, v20:347 transformational-management models, v20:411 transparency/social desirability problems, v22:67 trust, v1:46; v4:84; v4:136; v4:144; v4:216; v12:172; v13:69; v13:154; v16:105; v25:166 trust building, v10:83; v10:216; v10:222; v10:270; v10:320; v11:252; v11:309; v18:1 Tuckman model, v13:218 Tuckman model of group development, v25:160 twelve-step recovery programs, v24:187 21st Century, v20:110 two-way communication, v4:84
U unstructured role playing, v21:89 unstructured role-play techniques, v21:112 using case studies, v21:127 V validity of dependent variables, v22:76 validity problem, v22:67 value added, v16:105 value clarification, v1:274; v14:9; v14:56; v14:174; v18:8; v18:20; v18:24 value orientations, v24:66 value programming, v24:66 value programming analysis, v24:66 values, v1:40; v1:317; v1:344; v1:356; v1:485; v2:141; v7:415; v11:408; v15:197; v18:1; v18:5; v18:8; v18:12; v18:15; v18:20; v18:24; v18:37; v18:241; v18:325; v20:110; v27:53; v27:109 values clarification, v1:91; v1:95; v1:98; v1:107; v1:116; v1:130; v1:144; v1:149; v1:153; v1:160; v1:234; v1:249; v1:263; v1:266; v1:271; v1:279; v1:289; v1:375; v1:378; v1:435; v1:439; v1:451; v1:470; v2:1 values systems, v2:141 verbal communication, v4:77; v6:44 vertical thinking, v26:27 video models, v17:221 video-enhanced training, v13:362 videotaped modeling, v13:362 videotapes, v17:221 videotapes in human resource development, v23:201 videotaping techniques, v13:342; v13:362 visibility, v19:179 vision, v7:497; v20:478 vision statement, v7:479; v16:515 vision-based planning, v16:515 visual aids, v23:201 visual perceptions, v24:53 vocational categories, v24:271 vocational development, v24:265
27
vocational orientation, v24:271 vocational-development models, v24:265 volunteer-group problems, v13:327 volunteers, v23:108 W Weiner, v6:293 Weisbord's Six-Box Organizational Model, v15:60 wellness benefits, v27:201 wellness programs, v27:201 win/lose issues, v10:74; v10:220; v10:222; v10:231; v10:295; v10:460 win/lose situations, v9:127 win/win issues, v10:212; v10:216; v10:222; v10:227; v10:233; v10:251; v10:295; v10:460 win/win outcomes, v25:10 win/win situations, v9:127 wishes, v9:21 women's issues, v20:225 word connotations, v24:137 word preferences, v5:118 work conditions, v12:116 work designs, v14:233 work groups, v13:64
work redesign, v27:207 work relationships, v4:200 work roles, v24:261 work styles, v4:565; v12:21 work teams, v4:316; v10:181; v13:10; v13:26; v13:147; v14:280 work value, v19:86 worker alienation, v12:116 work-group effectiveness, v12:12; v12:12 work-group functions, v25:155 work-group patterns, v10:138; v10:148; v11:40 work-group relations, v25:84 work-group roles, v25:97; v25:108 work-team effectiveness, v26:214; v26:220; v26:232 workshop closings, v14:569; v14:571; v14:573; v14:579; v14:581; v14:583; v14:585; v14:587 world economy, v3:341 written presentation of research results, v22:91 Y yin/yang forces, v13:172 yoga, v1:23
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The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

BALL GAME: CONTROLLING AND INFLUENCING COMMUNICATION

The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

Submitted by Ronald D. Jorgenson.

The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

HELPING RELATIONSHIPS: VERBAL AND NONVERBAL COMMUNICATION

The Pfeiffer Library Volume 4, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

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The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

THE COGNITIVE-STYLE INVENTORY

BACKGROUND AND DEVELOPMENT OF THE COGNITIVE-STYLE MODEL

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

EXPLANATION OF THE COGNITIVE-STYLE MODEL

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EFFECTS OF COGNITIVE SPECIALIZATION

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

Figure 2. Overview of Cognitive Styles1

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

Figure 2. (continued) Overview of Cognitive Styles

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

Figure 2. (continued) Overview of Cognitive Styles

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

The Pfeiffer Library Volume 8, 2nd Edition. Copyright 1998 Jossey-Bass/Pfeiffer

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