Learning and Performance Matter

CONTENTS......Page 10
FOREWORD Dave Ulrich......Page 6
INTRODUCTION......Page 12
INTRODUCTION......Page 14
DILEMMAS — THE FOUNDATION OF THE DANCE......Page 15
DANCE STEPS OF CULTURES......Page 17
DANCING TOWARD PERFORMANCE......Page 19
ASSUMPTIONS......Page 20
COMMITTING TO A BETTER DANCE......Page 25
LEARNING’S PLACE IN ORGANISATIONS......Page 26
IT TAKES 20 YEARS…......Page 28
A DECADE DISTILLED......Page 32
CREATING LEARNING CULTURES: WHAT’S NEXT?......Page 34
CONCLUSION: A TWENTY-FIRST CENTURY INTUITION......Page 41
INTRODUCTION......Page 44
LEARNING AND PERFORMANCE IN TEAMS AND ORGANIZATIONS......Page 45
LEARNING LEADS TO PERFORMANCE IMPROVEMENT......Page 47
PERFORMANCE CAN APPEAR TO SUFFER FOLLOWING A COLLECTIVE LEARNING INITIATIVE......Page 48
The visibility problem......Page 49
The worse-before-better problem......Page 50
LEARNING FROM FAILURE IS DIFFICULT......Page 51
Psychological and organizational barriers......Page 52
Learning from small and large failures......Page 53
THE LEARNING MINDSET ACROSS DIFFERENT LEVELS OF ANALYSIS......Page 54
Advocacy and inquiry orientations......Page 55
Confirmatory and exploratory responses......Page 56
Learning-oriented and coping-oriented approaches......Page 58
Organizational exploitation and exploration......Page 59
Organizing to learn and organizing to execute......Page 60
LEARNING COMES AT A COST TO CURRENT PERFORMANCE......Page 61
Diagnose the situation and respond accordingly......Page 62
Maintain flexibility and shift as needed......Page 63
IMPLICATIONS FOR PERFORMANCE MEASUREMENT......Page 64
CONCLUSIONS......Page 66
REFERENCES......Page 67
4. The Work of Knowledge Management Made Real Margaret Wheatley and Myron Rogers......Page 72
KNOWLEDGE MANAGEMENT IS A SURVIVAL SKILL......Page 73
BELIEFS THAT PREVENT KNOWLEDGE MANAGEMENT......Page 74
SOME PRINCIPLES THAT FACILITATE KNOWLEDGE MANAGEMENT......Page 78
THE ORGANISATIONAL CHALLENGE......Page 84
5. What Can Leaders Do? Marilyn J. Darling and David C. Flanigan......Page 86
THE STRUCTURE OF LEARNING IN A DYNAMIC ENVIRONMENT......Page 87
EMERGENT LEARNING......Page 91
AFTER ACTION REVIEWS......Page 94
EL Maps......Page 95
2. Be a role model for learning: be humble and curious, and take action on learning.......Page 97
3. Insist on learning through action: treat plans as hypotheses to be tested, and link lessons from the past to plans for the future.......Page 98
1. Act as a team coach, not as an expert.......Page 99
3. Coach leaders on how to create a learning climate.......Page 100
WHAT’S POSSIBLE?......Page 101
REFERENCES......Page 102
6. Doggie Treats and the Core Group Art Kleiner......Page 104
THE NUMBERS......Page 105
A SENSE OF VERNACULAR......Page 107
THE PROBLEM OF BIGNESS......Page 108
THE CHALLENGE......Page 110
7. Essence of Strategy: Controversial Choices Aneel Karnani......Page 112
CONTROVERSIAL CHOICES......Page 113
CAUSES OF CONTROVERSY......Page 115
THE PLANNING PROCESS......Page 117
CONFRONTING DIFFERENCES......Page 118
GENERATE CONFLICT......Page 119
CONFLICT MANAGEMENT......Page 120
UNDERSTANDING TRADE-OFFS......Page 121
CONFLICT RESOLUTION......Page 123
ASIAN CULTURE......Page 124
REFERENCES......Page 126
APPLICATIONS......Page 128
8. Creating Consulting Partnerships that Foster a Depth of Learning Peter Blyde......Page 130
ALL PARTNERSHIPS ARE NOT CREATED EQUAL......Page 131
FALSE FIT......Page 135
DESIGN: THE UNDERVALUED ART......Page 137
Design with multiple stakeholder input......Page 138
Design a development journey, not a development programme......Page 142
Design in ways that integrate with past initiatives......Page 143
CREATING PARTNERSHIPS FOR A DEPTH OF LEARNING......Page 145
CONVENTIONAL WISDOM AND TEAM EFFECTIVENESS......Page 148
Learning and performance in teams......Page 149
TASK EPISTEMOLOGY......Page 150
TASK KNOWLEDGE DEMANDS......Page 151
The problem is pre-existing......Page 153
The goals are narrowly defined......Page 154
LEARNING CONDITIONS......Page 155
Multiple competing goals exist......Page 156
SITUATION APPROACH......Page 157
Goalodicy”......Page 159
DIRECTIONS FOR LEARNING AND PERFORMANCE......Page 160
Psychological and emotional factors......Page 161
Learning versus performance goals......Page 162
Relationship between learning and performance......Page 163
Team learning and performance are related......Page 164
REFERENCES......Page 165
INTRODUCTION......Page 168
MENTAL MODELS......Page 169
FOCUS ON MEANS......Page 171
THE BEHAVIOUR GAP MODEL......Page 173
METHODS......Page 175
THE MODEL IN USE......Page 176
CONCLUSION......Page 179
11. Learning to Be an Expert: The Place of Vocational Education Peter Jarvis......Page 182
THE NATURE OF KNOWLEDGE......Page 183
THE NATURE OF PRACTICE......Page 186
THE NATURE OF HUMAN LEARNING......Page 188
SOME IMPLICATIONS FOR VOCATIONAL EDUCATION......Page 191
REFERENCES......Page 193
PERFORMANCE — LEARNING DYSFUNCTIONS......Page 196
INTRODUCTION......Page 198
BULLIES AND TARGETS......Page 199
THE WORKPLACE BULLYING PROCESS......Page 201
WHAT IS THE COST?......Page 202
SORTING THROUGH CONFUSION......Page 205
PREVENTING BULLYING......Page 208
CONCLUSION......Page 210
PERFECTIONISM — A DISTORTED WORLD VIEW......Page 212
HOW DOES PERFECTIONISM DEVELOP?......Page 214
PERFECTIONISM AT WORK......Page 217
MANAGING THE PERFECTIONIST......Page 220
FUNDAMENTAL CHANGE......Page 221
REFERENCES......Page 223
LOOKING TO THE FUTURE......Page 226
INTRODUCTION......Page 228
ROLE OF MENTAL MODELS......Page 229
THE DYNAMICS OF CHANGE......Page 232
ARCHITECTURE OF PERFORMANCE AND LEARNING......Page 238
CONCLUSION......Page 243
REFERENCES......Page 244
CONTRIBUTORS......Page 248
INDEX......Page 260