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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