| Preface | p. xii |
| Acknowledgments | p. xiv |
| Introduction | p. 1 |
| Leadership and riding a bike | p. 1 |
| Challenging your thinking about leadership | p. 3 |
| Learning-directed leadership: A new direction for leaders | p. 5 |
| Six practices of learning-directed leadership | p. 8 |
| The learning-directed leadership cycle | p. 9 |
| Organization of the book | p. 14 |
| Learning in Organizations | p. 16 |
| Key ideas | p. 16 |
| A leader's story: Geeta's transitions from physician to consultant | p. 16 |
| The leadership context: "big data," high stakes, and change | p. 18 |
| From solving puzzles to solving mysteries | p. 18 |
| Learning-directed leadership in organizations | p. 21 |
| Eliminating infections in critical care medicine | p. 21 |
| Increasing awareness | p. 22 |
| Learning from past experience | p. 23 |
| Facilitating behavior change | p. 23 |
| Improving judgment | p. 25 |
| Breaking down hierarchy | p. 25 |
| Failure to learn at Lehman Brothers | p. 26 |
| Empirical studies of the value of learning in consulting firms | p. 28 |
| Learning, leadership, and organization outcomes | p. 31 |
| Conclusion | p. 32 |
| Questions for reflection | p. 32 |
| Leadership Learning: From the Classroom to the Boardroom | p. 33 |
| Key ideas | p. 33 |
| A leader's story: Leading learning teams in a government agency | p. 34 |
| From the classroom | p. 35 |
| Behavioral approach | p. 35 |
| Cognitive approach | p. 36 |
| Social approach | p. 37 |
| Humanist approach | p. 39 |
| To the boardroom | p. 41 |
| Practice-based learning | p. 41 |
| Action learning | p. 42 |
| Single-loop and double-loop learning | p. 43 |
| Learning beyond the classroom | p. 46 |
| Conclusion | p. 47 |
| Questions for reflection | p. 48 |
| Learning from Experience | p. 49 |
| Key ideas | p. 49 |
| A leader's story: Steve Forbes' navigation of changes in publishing | p. 49 |
| Learning from experience | p. 51 |
| The development of this approach: Both revival and revolution | p. 52 |
| Characteristics of learning through experience | p. 53 |
| Jump starting the learning process through reflection | p. 55 |
| Leading through experience rather than recipe: The case of leek and potato soup | p. 57 |
| The four stages of learning and learning style preferences | p. 58 |
| Learning and the brain | p. 61 |
| Brain plasticity and the brains of right-handed London taxi drivers | p. 62 |
| Psychological defenses and blocks to organizational learning | p. 64 |
| Helping others learn from their experiences | p. 67 |
| Conclusion | p. 67 |
| Questions for reflection | p. 68 |
| Higher-Order Learning | p. 69 |
| Key ideas | p. 69 |
| A leader's story: Captain Nate Self and the army rangers in Afghanistan | p. 69 |
| Elements of higher-order learning shown in Self and his team | p. 71 |
| Learning from experience | p. 71 |
| Exploratory learning | p. 72 |
| Counterfactual learning | p. 73 |
| Improving leaders' capacity to learn over time | p. 75 |
| From ill- structured problems to world construction | p. 77 |
| Deliberate practice | p. 80 |
| A framework for the deliberate practice of leadership | p. 81 |
| The goals of higher-order learning | p. 84 |
| Challenging and reformulating mental models | p. 86 |
| Barriers to higher-order learning: Robert E. Lee during the Civil War | p. 87 |
| Conclusion | p. 91 |
| Questions for reflection | p. 91 |
| Building Resilience | p. 92 |
| Key ideas | p. 92 |
| A leader's story: Steve Job's failure and resilience | p. 92 |
| The need for resilience | p. 93 |
| Learning resilience through experience | p. 94 |
| The role of self-efficacy in learning | p. 96 |
| "Mary's" efforts to overcome her fear of snakes | p. 96 |
| Elements of self-efficacy: Modeling, confidence, and motivation | p. 98 |
| The limits of self-efficacy: Feeling like you have control-even when you don't | p. 99 |
| Optimism, pessimism, and learning | p. 101 |
| Factors in resilience | p. 103 |
| Physiological factors: Stress | p. 103 |
| Environmental factors: Extent of job structure and flexibility | p. 104 |
| Building resilience in organizations | p. 105 |
| Learning from culture in extreme contexts | p. 105 |
| Developing the "maximized vertical reconnaissance attack profile" | p. 108 |
| Building a culture of resilience | p. 109 |
| Using networks and appreciative inquiry to support resilience | p. 111 |
| Taking the long-term view of organizational achievement | p. 112 |
| Conclusion | p. 113 |
| Questions for reflection | p. 113 |
| Fostering Emotional Intelligence | p. 114 |
| Key ideas | p. 114 |
| A leader's story: Carl's risk at Morrison & Foerster law firm | p. 114 |
| The practical science of emotions | p. 117 |
| Emotional intelligence as learning | p. 118 |
| Dimensions of emotional intelligence | p. 119 |
| Self-awareness | p. 121 |
| Self-management | p. 122 |
| Social awareness | p. 124 |
| Relationship management | p. 126 |
| The real rewards of emotional intelligence-more ethical leadership | p. 129 |
| Conclusion | p. 130 |
| Questions for reflection | p. 131 |
| Team Learning | p. 132 |
| Keyideas | p. 132 |
| A leader's story: Brian leads a television news crew at Bloomberg TV | p. 132 |
| Team learning | p. 134 |
| Control and participation | p. 134 |
| Developing a group of individuals into a team | p. 136 |
| Immediate gratification of individual members | p. 136 |
| Sustained conditions for gratification | p. 137 |
| Pursuit of a collective goal | p. 137 |
| Self-determination | p. 137 |
| Growth | p. 138 |
| A model of team learning | p. 138 |
| Beliefs related to tasks | p. 139 |
| Beliefs related to relationships | p. 142 |
| Actions related to team learning | p. 144 |
| Leading learning teams | p. 147 |
| Navigating the learning cycle | p. 148 |
| Building shared purpose | p. 149 |
| Reflective integration | p. 149 |
| Critical conversations | p. 149 |
| Taking action | p. 150 |
| Leading through the team learning cycle | p. 150 |
| Overcoming threats to team learning | p. 150 |
| Conclusion | p. 152 |
| Questions for reflection | p. 153 |
| Nurturing Trust | p. 154 |
| Key ideas | p. 154 |
| A leader's story: Andrea's focus on building trust | p. 154 |
| The Challenges of building trust | p. 156 |
| Type of trust | p. 157 |
| Intrapersonal | p. 158 |
| Interpersonal | p. 159 |
| Developing trust as a team norm | p. 160 |
| Trust as part of the workplace climate | p. 161 |
| The climate of trust among correctional officers | p. 162 |
| The climate of trust and a military team in the Iraqi War | p. 162 |
| Barriers to trust | p. 165 |
| Individual barriers | p. 166 |
| Systematic barriers | p. 167 |
| Environmental barriers | p. 168 |
| Conclusion | p. 170 |
| Questions for reflection | p. 170 |
| Conclusion | p. 171 |
| Engaging in reflective practice | p. 172 |
| Development of others | p. 172 |
| Action learning | p. 173 |
| Coaching | p. 173 |
| Feedback and other learning rewards | p. 174 |
| References | p. 176 |
| About the Authors | p. 187 |
| Index | p. 188 |
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