Organizations from the Inside Out - ?· Leading Organizations from the Inside Out Unleashing the Collaborative…

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  • Leading

    Organizations from

    the Inside Out

    Unleashing the

    Collaborative Genius of

    Action-Learning Teams

    Bruce LaRue

    Paul Childs

    Kerry Larson

    Foreword by Marshall Goldsmith

    John Wiley & Sons, Inc. New York / Chichester / Weinheim / Brisbane / Singapore / Toronto

  • - V -

    TABLE OF CONTENTS

    Introduction 1

    Purpose of this Book Why Read this Book? ^ New Approaches to Workforce Development and Succession Planning ^ Who Should Read this Book ^ A Glimpse at the Road Ahead

    PART I: The Design and Deployment of

    Strategie Change i

    1: Getting Started 9

    What Are Action-Learning Teams? ^ Stagesofthe Action-Learning Team Process ^ When Is an Action-Learning Team Appropriate? > The Formation of an Action-Learning Team Characteristics of an Action-Learning Team Leader ^ Creating Effective Action-Learning Teams ^

    2: Inquiry - Discovering Gaps that Impede Effectiveness 21

    Purpose A The Role of Assumptions, Context, and Culture -Y-The Belief Model Recognizing Patterns ^ Leadership Assessment ^ The PIP Process ^ Key Questions to Ask Structuring the PIP Process -v* Symptoms "v* Functions -v-Strategy ^ Culture and Values ^ Leadership Dring Inquiry Leadership Style Leadership Characteristics to Embrace ^ Tendencies to Avoid in This Phase

  • - vi - LEADING ORGANIZATION FROM THE INSIDE OUT

    : Design - Innovating the Roadmap Forward 43

    Purpose ^ Action-Learning and Aerospace Industrial Design Observation ^ Brainstorming ^ Be Focused ^ Keep It

    Light ^ Use Spatial Memory Get Physical ^ Create Pilot When Possible -

  • - VII -

    Part II: Action-Learning Teams: An Essential

    Component of Organizational Strategy 83

    6: How Can Action-Learning Teams Benefit Your Organization? 85

    Action-Learning Teams and the Informal Organization 4-The Evolution from CoP to ALTs ^ Action-Learning Teams as an Arm of Strategy Action-Learning Teams and the Practice of Innovation ^

    7: The New Strategie Imperative 91 Speed, Adaptability and Flexibility New Strategies, New Structures ^ Action-Learning and the Wireless Revolution ^ Implications for the Road Ahead Structures that Mirror the Complexity ofTheir Environment -$

    8: Leading Effective Action-Learning Teams 101

    Leading from a Different Place Organizational Structure, Culture, and Leadership Characteristics of an Action-Learning Team Leader Builds on the Wisdom and Insight of the Team $- Models the Change They Seek in the Organization

    High Level of Trust and Respect By and For the Team ^ Leverages Ambiguity to Drive Innovation *0- Focuses Group through Clarity of Intent -v* Adapts Leadership Style to the Situation Exercises Soft-Focus and Pattern Recognition ^ Promotes Culture of Freedom and Accountability ^

    9: Action-Learning Teams and Knowledge Worker Development 113

    The Rise of the Knowledge Worker -$ Developing Knowledge Workers Why Training Is Not Enough ^

  • - viii - LEADING ORGANIZATIONS FROM THE INSIDE OUT

    Knowledge, Basic Assumptions, and Awareness The Core Attributes of Knowledge Work From Training to Learning in Action Lessons Learned from the Corporate University

    0: The Action Context as Learning Environment 127

    The Role of Context In Learning ^ Double-Loop Learning How Theory and Action Inform One Another In Practice -Y-The Role of Explicit Theory ^ The Role of Implicit Theory -

  • - ix -

    $* Casting the Net Combining Face-to-Face Meetings With Web-Based Leaniing - The One-Day Orientation Retreat A Monthly Face-to-Face Meetings ^ Blending Theory and Practice - MeanwhiJe, Back at the Web Site .. .Insights Emerge ^ Insights Lead to Organizational Interventions Forging aNew Developmental Perspective - A Higher Order of Consciousness ^ Lessons Learned from Praxis: The Hidden Dimension of Executive Development Conclusion: Five Key Outcomes

    13. Corporate and Higher Education Practices in an Action-Learning Context 173

    The 4-Plex Model of Networked Learning -v* Question and Test Dimension: The Practice Domain -v- Reflection and Theory: The Academic Dimension ^ Simultaneous Processing

    A/Synchronous Multi-Platforming ^ Academic Community -$ Practice Community ^ Example of the 4-Plex Model in Action ^

    References 181

    About the Authors 191 Bruce LaRue ^ Paul Childs Kerry Larson ^