This guide is designed to familiarize you with the various types of Pfeiffer publications.
- The formats section describes the various types of products that we publish.
- The methodologies section describes the many different ways that content might be provided within a product.
- We also provide a list of the topic areas in which we publish.
In addition to its extensive book-publishing program, Pfeiffer offers content in an array of formats,
from fieldbooks for the practitioner to complete, ready-to-use training packages that support group learning.
Designed to provide information and guidance to practitioners in the midst of action. Most fieldbooks are
companions to another, sometimes earlier, work, from which its ideas are derived; the fieldbook makes
practical what was theoretical in the original text. Fieldbooks can certainly be read from cover to
cover. More likely, though, you'll find yourself bouncing around following a particular theme, or
dipping in as the mood, and the situation, dictates.
A contributed volume of work on a single topic, comprising an eclectic mix of ideas, case studies, and
best practices sourced by practitioners and experts in the field.
An editor or team of editors usually is appointed to seek out contributors and to evaluate content
for relevance to the topic. Think of a handbook not as a ready-to-eat meal, but as a cookbook of
ingredients that enables you to create the most fitting experience for the occasion.
Materials designed to support group learning. They come in many forms: a complete, ready-to-use
exercise (such as a game); a comprehensive resource on one topic (such as conflict management)
containing a variety of methods and approaches; or a collection of like-minded activities
(such as icebreakers) on multiple subjects and situations.
An entire, ready-to-use learning program that focuses on a particular topic or skill.
All packages comprise a guide for the facilitator/trainer and a workbook for the participants.
Some packages are supported with additional media-such as video-or learning aids, instruments, or
other devices to help participants understand concepts or practice and develop skills.
- Facilitator/trainer's guide Contains an introduction to the program, advice on how to organize and facilitate the
learning event, and step-by-step instructor notes. The guide also contains copies of presentation materials-handouts,
presentations, and overhead designs, for example-used in the program.
- Participant's workbook Contains exercises and reading materials that support the learning goal
and serves as a valuable reference and support guide for participants in the weeks and months
that follow the learning event. Typically, each participant will require his or her own workbook.
CD-ROMs and web-based products transform static Pfeiffer content into dynamic,
interactive experiences. Designed to take advantage of the searchability, automation,
and ease-of-use that technology provides, our e-products bring convenience and immediate
accessibility to your workspace.
A presentation, in narrative form, of an actual event that has occurred inside an organization.
Case studies are not prescriptive, nor are they used to prove a point; they are designed to develop
critical analysis and decision-making skills. A case study has a specific time frame, specifies a
sequence of events, is narrative in structure, and contains a plot structure-an issue (what
should be/have been done?). Use case studies when the goal is to enable participants to apply
previously learned theories to the circumstances in the case, decide what is pertinent,
identify the real issues, decide what should have been done, and develop a plan of action.
A short activity that develops readiness for the next session or learning event.
Energizers are most commonly used after a break or lunch to stimulate or refocus
the group. Many involve some form of physical activity, so they are a useful way
to counter post-lunch lethargy. Other uses include transitioning from one topic to another, where
"mental" distancing is important.
Experiential Learning Activity (ELA)
A facilitator-led intervention that moves participants through the learning cycle from experience to
application (also known as a Structured Experience). ELAs are carefully thought-out designs in which
there is a definite learning purpose and intended outcome. Each step-everything that participants do
during the activity-facilitates the accomplishment of the stated goal. Each ELA includes complete
instructions for facilitating the intervention and a clear statement of goals, suggested group size
and timing, materials required, an explanation of the process, and, where appropriate, possible
variations to the activity.
A group activity that has the purpose of fostering team sprit and togetherness in addition to the
achievement of a pre-stated goal. Usually contrived-undertaking a desert expedition, for examplethis
type of learning method offers an engaging means for participants to demonstrate and practice business and
interpersonal skills. Games are effective for team-building and personal development mainly because the goal
is subordinate to the process-the means through which participants reach decisions, collaborate, communicate,
and generate trust and understanding. Games often engage teams in "friendly" competition.
A (usually) short activity designed to help participants overcome initial anxiety in a
training session and/or to acquaint the participants with one another. An icebreaker can
be a fun activity or can be tied to specific topics or training goals. While a useful tool in
itself, the icebreaker comes into its own in situations where tension or resistance exists within a group.
A device used to assess, appraise, evaluate, describe, classify, and summarize various aspects of human behavior.
The term used to describe an instrument depends primarily on its format and purpose. These terms include survey,
questionnaire, inventory, diagnostic, survey, and poll. Some uses of instruments include providing instrumental
feedback to group members, studying here-and-now processes or functioning within a group, manipulating group composition,
and evaluating outcomes of training and other interventions. Instruments are popular in the training and HR field because, in general, more growth can occur if an
individual is provided with a method for focusing specifically on his or her own behavior. Instruments also
are used to obtain information that will serve as a basis for change and to assist in workforce planning efforts.
Paper-and-pencil tests still dominate the instrument landscape with a typical package comprising a facilitator's guide,
which offers advice on administering the instrument and interpreting the collected data, and an initial set of
instruments. Additional instruments are available separately. Pfeiffer, though, is investing heavily in e-instruments.
Electronic instrumentation provides effortless distribution and, for larger groups particularly, offers advantages over
paper-and-pencil tests in the time it takes to analyze data and provide feedback.
A short talk that provides an explanation of a principle, model, or process that is pertinent to the
participants' current learning needs. A lecturette is intended to establish a common language bond between
the trainer and the participants by providing a mutual frame of reference. Use a lecturette as an introduction
to a group activity or event, as an interjection during an event, or as a handout.
A graphic depiction of a system or process and the relationship among its elements. Models provide a frame
of reference and something more tangible, and more easily remembered, than a verbal explanation. They also
give participants something to "go on," enabling them to track their own progress as they experience the
dynamics, processes, and relationships being depicted in the model.
A technique in which people assume a role in a situation/scenario: a customer service rep in an
angry-customer exchange, for example. The way in which the role is approached is then discussed and
feedback is offered. The role play is often repeated using a different approach and/or incorporating
changes made based on feedback received. In other words, role playing is a spontaneous interaction
involving realistic behavior under artificial (and safe) conditions.
A methodology for understanding the interrelationships among components of a system or process. Simulations differ
from games in that they test or use a model that depicts or mirrors some aspect of reality in form, if not
necessarily in content. Learning occurs by studying the effects of change on one or more factors of the model.
Simulations are commonly used to test hypotheses about what happens in a system-often referred to as "what if?"
analysis-or to examine best-case/worst-case scenarios.
A presentation of an idea from a conjectural perspective. Theories are useful because they encourage us to
examine behavior and phenomena through a different lens.
The twin goals of providing effective and practical solutions for workforce training and organization development
and meeting the educational needs of training and human resource professionals shape Pfeiffer's publishing program.
Core topics include the following:
Training Packages & Assessments
Professional Development Books
Actities, Games & Exercises