LEADER 05323nam 2200661Ia 450 001 9910822681103321 005 20240313222613.0 010 $a981-277-193-X 035 $a(CKB)1000000000765281 035 $a(EBL)1193651 035 $a(SSID)ssj0000518821 035 $a(PQKBManifestationID)12204997 035 $a(PQKBTitleCode)TC0000518821 035 $a(PQKBWorkID)10495198 035 $a(PQKB)10378605 035 $a(WSP)00001417 035 $a(Au-PeEL)EBL1193651 035 $a(CaPaEBR)ebr10688077 035 $a(CaONFJC)MIL498366 035 $a(OCoLC)824698624 035 $a(MiAaPQ)EBC1193651 035 $a(EXLCZ)991000000000765281 100 $a20090113d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLearning and performance matter /$feditors, Prem Kumar, Phil Ramsey 205 $a1st ed. 210 $aHackensack, NJ $cWorld Scientific$dc2008 215 $a1 online resource (264 p.) 300 $aDescription based upon print version of record. 311 $a981-277-192-1 320 $aIncludes bibliographical references and index. 327 $aFOREWORD Dave Ulrich; CONTENTS; INTRODUCTION; 1. Learning and Performance: Rethinking the Dance Phil Ramsey; INTRODUCTION; DILEMMAS - THE FOUNDATION OF THE DANCE; DANCE STEPS OF CULTURES; DANCING TOWARD PERFORMANCE; ASSUMPTIONS; COMMITTING TO A BETTER DANCE; LEARNING'S PLACE IN ORGANISATIONS; 2. A Short History of Learning John Seely Brown and Estee Solomon Gray; IT TAKES 20 YEARS...; A DECADE DISTILLED; CREATING LEARNING CULTURES: WHAT'S NEXT?; CONCLUSION: A TWENTY-FIRST CENTURY INTUITION; 3. When Learning and Performance are at Odds: Confronting the Tension Sara J. Singer and Amy C. Edmondson 327 $aINTRODUCTIONLEARNING AND PERFORMANCE IN TEAMS AND ORGANIZATIONS; LEARNING LEADS TO PERFORMANCE IMPROVEMENT; PERFORMANCE CAN APPEAR TO SUFFER FOLLOWING A COLLECTIVE LEARNING INITIATIVE; The visibility problem; The worse-before-better problem; LEARNING FROM FAILURE IS DIFFICULT; Psychological and organizational barriers; Learning from small and large failures; THE LEARNING MINDSET ACROSS DIFFERENT LEVELS OF ANALYSIS; Advocacy and inquiry orientations; Confirmatory and exploratory responses; Learning-oriented and coping-oriented approaches; Organizational exploitation and exploration 327 $aOrganizing to learn and organizing to executeLEARNING COMES AT A COST TO CURRENT PERFORMANCE; LEADING ORGANIZATIONAL LEARNING; Diagnose the situation and respond accordingly; Embrace failure; Maintain flexibility and shift as needed; IMPLICATIONS FOR PERFORMANCE MEASUREMENT; CONCLUSIONS; REFERENCES; 4. The Work of Knowledge Management Made Real Margaret Wheatley and Myron Rogers; KNOWLEDGE MANAGEMENT IS A SURVIVAL SKILL; BELIEFS THAT PREVENT KNOWLEDGE MANAGEMENT; SOME PRINCIPLES THAT FACILITATE KNOWLEDGE MANAGEMENT; THE ORGANISATIONAL CHALLENGE 327 $a5. What Can Leaders Do? Marilyn J. Darling and David C. FlaniganTHE STRUCTURE OF LEARNING IN A DYNAMIC ENVIRONMENT; EMERGENT LEARNING; AFTER ACTION REVIEWS; EL Maps; WHAT CAN LEADERS DO?; 1. Build alignment around a vision and hold everyone - including yourself - accountable for getting there.; 2. Be a role model for learning: be humble and curious, and take action on learning.; 3. Insist on learning through action: treat plans as hypotheses to be tested, and link lessons from the past to plans for the future.; WHAT CAN HUMAN RESOURCES AND ORGANIZATIONAL LEARNING TEAMS DO? 327 $a1. Act as a team coach, not as an expert.2. Collaborate with leaders to identify and build training around core skills and common conditions.; 3. Coach leaders on how to create a learning climate.; WHAT'S POSSIBLE?; REFERENCES; 6. Doggie Treats and the Core Group Art Kleiner; THE NUMBERS; A SENSE OF VERNACULAR; THE PROBLEM OF BIGNESS; THE CHALLENGE; 7. Essence of Strategy: Controversial Choices Aneel Karnani; CONTROVERSIAL CHOICES; A VISION IS NOT A STRATEGY; CAUSES OF CONTROVERSY; THE PLANNING PROCESS; CONFRONTING DIFFERENCES; GENERATE CONFLICT; CONFLICT MANAGEMENT; UNDERSTANDING TRADE-OFFS 327 $aCONFLICT RESOLUTION 330 $aLearning and performing profoundly affect our results and actions. Yet getting the balance right is a challenge to individuals and organisations. While performing is about meeting the demands placed upon us, learning expands our capacity to meet future demands. Everyday successes and failures are shaped by the way we balance learning and performing. More than just actions, balance involves a set of values that are fundamental to the successful operation of organisations. These values are key dimensions around which organisational cultures form. Unfortunately, achieving balance is like a dance 606 $aOrganizational learning 606 $aEmployees$xTraining of 606 $aPerformance 615 0$aOrganizational learning. 615 0$aEmployees$xTraining of. 615 0$aPerformance. 676 $a658.3/124 701 $aKumar$b Prem$01717798 701 $aRamsey$b Phil$01717799 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822681103321 996 $aLearning and performance matter$94114333 997 $aUNINA