CONTENTS -- FOREWORD Dave Ulrich -- 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 -- INTRODUCTION -- LEARNING 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 -- Organizing to learn and organizing to execute -- LEARNING 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.

5. What Can Leaders Do? Marilyn J. Darling and David C. Flanigan -- THE 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? -- 1. 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 -- CONFLICT RESOLUTION -- ASIAN CULTURE -- CONCULSION -- REFERENCES -- APPLICATIONS -- 8. Creating Consulting Partnerships that Foster a Depth of Learning Peter Blyde -- ALL PARTNERSHIPS ARE NOT CREATED EQUAL -- FALSE FIT -- DESIGN: THE UNDERVALUED ART -- DESIGNING TO ACHIEVE A DEPTH OF LEARNING -- Design with multiple stakeholder input -- Design a development journey, not a development programme -- Design with the future destination in mind -- Design in ways that integrate with past initiatives -- Ensure strong connections between marketers, designers and deliverers -- CREATING PARTNERSHIPS FOR A DEPTH OF LEARNING.

9. Exploring Performance Versus Learning in Teams: A Situation Approach D. Christopher Kayes -- INTRODUCTION -- CONVENTIONAL WISDOM AND TEAM EFFECTIVENESS -- Learning and performance in teams -- THE PROBLEM WITH PERFORMANCE -- TASK EPISTEMOLOGY -- TASK KNOWLEDGE DEMANDS -- PERFORMANCE CONDITIONS -- Problem factors -- The problem is pre-existing -- The task is well structured -- The task is low complexity -- Context factors -- The environment is stable -- The goals are narrowly defined -- Process factors -- Clear stop rules have been established -- Work processes are established -- LEARNING CONDITIONS -- Problem factors -- The problem is ill structured -- The problem is highly complex -- Context factors -- Environmental stability is low -- Multiple competing goals exist -- Process -- Ambiguous stop rules exist -- Work processes are difficult to maintain -- SITUATION APPROACH -- Goalodicy" -- Overcomplexity -- DIRECTIONS FOR LEARNING AND PERFORMANCE -- Learning competencies -- Psychological and emotional factors -- Usefulness of goal setting -- Learning versus performance goals -- Relationship between learning and performance -- Team learning and performance are related -- CONCLUSION -- REFERENCES -- 10. Evaluation by Means Phil Ramsey, Beth Tootell and Robyn Mason -- INTRODUCTION -- MENTAL MODELS -- FOCUS ON MEANS -- THE BEHAVIOUR GAP MODEL -- METHODS -- THE MODEL IN USE -- CONCLUSION -- 11. Learning to Be an Expert: The Place of Vocational Education Peter Jarvis -- THE NATURE OF KNOWLEDGE -- THE NATURE OF PRACTICE -- THE NATURE OF HUMAN LEARNING -- SOME IMPLICATIONS FOR VOCATIONAL EDUCATION -- CONCLUSION -- REFERENCES -- PERFORMANCE - LEARNING DYSFUNCTIONS -- 12. Workplace Bullying: Theft of the Capacity for Learning Andrea Needham -- INTRODUCTION -- BULLIES AND TARGETS -- THE WORKPLACE BULLYING PROCESS -- WHAT IS THE COST?.

SORTING THROUGH CONFUSION -- PREVENTING BULLYING -- CONCLUSION -- 13. Perfectionism and Learning Deb Ramsey and Phil Ramsey -- PERFECTIONISM - A DISTORTED WORLD VIEW -- HOW DOES PERFECTIONISM DEVELOP? -- PERFECTIONISM AT WORK -- MANAGING THE PERFECTIONIST -- FUNDAMENTAL CHANGE -- REFERENCES -- LOOKING TO THE FUTURE -- 14. Singapore: Moving Ahead of Change Prem Kumar -- INTRODUCTION -- ROLE OF MENTAL MODELS -- THE DYNAMICS OF CHANGE -- ARCHITECTURE OF PERFORMANCE AND LEARNING -- CONCLUSION -- REFERENCES -- CONTRIBUTORS -- INDEX.