Page 1
283

INDEX
A
A CLUE, 86
Abu Dhabi World Café, 138fig
Accelerating Change 2005 conference,
5
Access: to expertise, 25–26; as informal
learning factor, 18
Adams, J., 94
Adaptation, 15fig–16
ADD (attention deficit disorder), 93,
94
Adkins, S., 32
Advanced Micro Devices, 121
Aetna Insurance, 57
Akers, J., 43
Alcoholics Anonymous serenity prayer,
228
Allee, V., 10
Alta Visa, 169
Altus vSearch, 155fig
Amelio, G., 121, 124, 126
American Fern Society, 153
American Psychological Association,
112
Apache Corporation, 227–228
Appreciative Inquiry, 229
Argyris, C., 148
Asch, S., 12
ASTD study (2001), 166
Atkinson, C., 103
Atlee, T., 135, 147
Authentic happiness, 113
B
Baldwin, T. T., 32
BAR Camp, 206, 210–215
Batelle, J., 210
Baum, D., 182
Beale, S., 213
Behlendorf, B., 227
Bell Harbor Conference Center
(Seattle), 207
Bennett, A., 91
Berensson, A., 103
Berman, M., 31
Beyond Bullet Points: Using Microsoft
PowerPoint to Create Presentations
That Inform, Motivate, and Inspire
(Atkinson), 103
Bird by Bird (Lamott), 101
Blakeslee, S., 12
Blended learning: description of, 171–
172; dimensions of, 172–173t;
origins of, 170–171
Blink (Gladwell), 87
Blogger community, 153
Blogs, 179–182
Blue Pages (IBM), 61–62
Body language, 100
Bohm, D., 134
Bolles, R. N., 92
Bonk, C., 170, 171, 172
Bourdain, A., 151
Bowling Green University, 229
Boyatzis, R., 95
BP: approach to improving interface
within, 195–199; background infor-
mation on, 195; cartoon mapping
critical interface in, 197fig; decision
cards used by, 198fig–199
Brache, A., 33
Brand, S., 2
Bransford, J., 79
Brinkerhoff, R. O., 32
Broad, 32
Brown, J., 135, 136
Brown, J. S., 38, 45–46, 132, 212
Buchanan, L., 177
Building Beehives (Kahan), 151
Bullitt (film), 64–65
Bureau of Labor and Statistics, 17
Burke, J., 107
Burns, F., 113
Bush, G. W., 174
Business ecosystem: benefits/results of
informal learning for, 25–29, 232;
creating value in, 92; delusions of
control belief held by, 17–18; evolu-
tion of, 6fig; learning component
of, 91; push and pull concept of,
38t–39; spending-outcomes paradox
and corporate learning, 17; value
of intangibles of, 34. See also
Organizations
Business Week (magazine), 8
“Butterfly effect” metaphor, 9
Button, R., 187–188, 191, 192
C
Caen, H., 79
Calvin and Hobbes cartoon, 56–57
Canada’s National Research Network
on New Approaches to Lifelong
Learning, 17
Capella University, 171
Capitalworks, 17
Capra, F., 65
Carnegie, A., 29–30
Carnegie, D., 98
CBT Systems, 169
“CEO Charm School,” 99
CGI: background information on,
187–188; rich learning environ-
ment created by, 186; technical
library of, 190fig; technology leader-
ship program of, 188fig, 190fig; TFC
(Technology Focus Connection)
tool of, 189, 191fig; TFN (Tech-
nology Focus Network) of, 189,
191–192; Thought Leadership
project of, 192
Challenger space shuttle disaster, 147
Chambers, J., 158, 169
Change: informal learning facilitating
transformation and, 26; keeping up
with, 29; long-term enterprise com-
mitment to, 84–86
Children’s Museum (Chicago), 50
CIO (magazine), 177
Cisco community of practice, 154–158
Clark, D., 55
Cleese, J., 22
The Cluetrain Manifesto (Locke,
Weinberger, Levine, & Searles), 230
Coaches, 132–133
Coaching, 127
Collier, R., 195
Collins, J., 84
Columbia space shuttle disaster, 102,
147
Communication: body language, 100;
conversation form of, 131–148;
informal learning during conversa-
tional, 28; networks connected
through, 5–6; public speaking,
97–100; stories/storytelling for, 103,
132; unconferences form of,
205–217; unmanageable nature of
modern, 10; written, 100–106,
118–119; XPLANE XPLANA-
TIONS used in, 200fig–203fig
Communispace Corporation, 135
Communities of practice: Cisco as,
154–158; cultural differences and,
160–161t; description of, 151–154;
LEGO Company, 158–160; world
jam platform for, 162
Communities of purpose (HP), 154
Company Command Web site, 181–182
Computer connectivity evolution, 7fig
Connections (TV series), 107
Connectors, 75
Conner, M., 58–59, 166, 175
Conrad, B., 2
Conversation: informal learning during,
28; initiated by mentors, coaches,
and facilitators, 132–133; at Pfizer,
143–148; as powerful learning
device, 131–132; stories/storytelling
as element of, 103, 132; UAE’s use
of Emiratization and, 133–134;
World Café, 135–141fig, 142fig
Cooperrider, D., 95, 229
Corporate culture: displaying values of,
50–52; importance of, 51, 230–231.
See also Cultural differences
“Courageous Conversations” program
(Pfizer), 143–148, 231
Creating Value with Knowledge (Cross),
63
Creative relationships-shared space
link, 58–59
Cross, A., 4fig, 111
Cross, J., 57, 141fig
Cross, R., 63, 69–70
Cryer, B., 111
Csikszentmihalyi, M., 95, 112, 227
Cultural differences: among countries,
161t; communities of practice and,
160–161. See also Corporate culture
Curry, A., 207, 209
Customer segments, 82
D
Dalai Lama, 133
Damasio, A. R., 95, 108
Daul, B., 75
Davenport, T., 8, 43, 45
Davis, E., 31
Decision games, 87–88
Decision making: PB decision cards used
for, 198fig–199; shell scenarios/games
to develop, 87–88; tips for, 88–89
Decker Communications Program, 100
Decroux, E., 114
Delivered from Distraction (Hallowell &
Ratey), 94
Deming, W. E., 25
Denning, S., 103, 132
Depression, 93–94, 97
Desert Survival Game, 131
DesignWorlds for Learning, 64
Drucker, P. F., 8, 34, 43, 76, 222
“Drunken monkey,” 79
Dubai, 133
Dublin, L., 99
E
Ecstasy and Education (Leonard), 21
Edgerton, H., 2
Education Development Center of
Massachusetts, 17
Education Without Borders conference
(2005), 134
80/20 rule, 63
Einstein, A., 117, 223
eLearn International Conference
(Edinburgh, 2004), 55
eLearning: birth of, 169–170; blended
learning component of, 170–173t;
effectiveness of, 166–168; future of,
175; results of, 168; ROI advantage
of, 166; University of Phoenix suc-
cess with, 173–175
eLearning Guild, 17
Electronic Performance Support Systems
(Gery), 57
Ellison, L., 185
Emergent learning: creating learning
spaces for, 43–52; creating learn-
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scapes for, 40–58; creating playful
workplace for, 52–55; digital natives
of, 55–57; Knowledge Campus
(Novartis) facilitating, 49–50;
moving from training programs to,
40–43; push and pull concepts and,
38t–39t; shared space, creative rela-
tionships, and, 58–59; traditional
versus, 37t; work flow learning as
part of, 58
Emerging Elearning conference (2005),
137
Emiratization (UAE), 133
Emotional intelligence, 108
Empowering workers, 91
Engaging Learning: Designing e-Learning
Simulation Games (Quinn), 76
Engaging Learning (Quinn), 52
Engelbart, D., 8
Enterprise learning: commitment to
transformation and, 84–86; for cul-
ture, knowledge, or skills, 85t
Envisioning: Bob Horn’s experience
with, 117, 126–129; history of
printed works using visual language
and, 118–119; multiple meanings
of, 117; National Semiconductor’s
experience with, 119, 121–126;
XPLANE poster example of, 120fig
Esteva, G., 153
Evaluating innovation, 29–30
Evolution: of business, 6fig; of connec-
tivity of computers, 7fig; of learn-
ing, 7fig–8
Experts: decision games used to develop,
88; informal learning to increase
access to, 25–26; situation assess-
ment by, 87
Exploratorium (San Francisco), 50
F
Facilitators, 132–133
FAQ (frequently asked question), 63
Feelings, 94–96
Field Museum (Chicago), 50
Find-yourself aids, 92–93
Five-Minute University (comedy rou-
tine), 31
FlickR, 185
Flow (Csikszentmihalyi), 95, 112, 227
fMRI studies, 12
FOO Camp, 206, 209–210
Forbes 400 (magazine), 174
Ford, H., 221
Ford, J. R., 32
Ford, K. J., 32
Ford Motor Company, 80
Formal learning: comparing outcomes of
informal, 31–34; described, 16–17;
dimensions of, 127t; eLearning
approach to, 166–175; spending-out-
comes paradox of informal and, 17.
See also Informal learning; Training
Fortune (magazine), 69, 104
43 Things Web site, 92–93
Fowler, R., 112
Freeman, W. J., 8
Friedman, M., 228
The Future of Work: How the New
Order of Business Will Shape Your
Organization, Your Management Style
and Your Life (Malone), 5
Future Salon, 8
G
Gafni, E., 17
Gamez, J., 155–156
Gandhi, 11, 132
Gatto, J. T., 83
Gehry, F., 45
Geneen, H., 26
General Electric, 69
Gerstner, L., 230
Gery, G., 57
Gibbons, J., 143
Gill, S. J., 32
Gillmor Gang audio program, 208–209
Gillmor, S., 207–208
Gillmore, D., 207–208
Gladwell, M., 75, 87
Gnomedex, 206, 207–209
Goldberg, N., 101
Goleman, D., 95, 108, 226
Good, R., 69
Good to Great (Collins), 84
Google: corporate culture displayed by,
51; human butterfly effect observed
at, 9; intangible value of, 34; playful
workplace created by, 53–55; the
Web simplified by, 185
“Google-izing,” 25
Googleplex (Google headquarters), 54
Graham, C., 170, 172
Granovetter, M., 67
Graphics: visual impact of, 119;
XPLANATIONS, 200fig–203fig
Gray, D., 142
Grok (holistic recognition), 195
Grokking: BP’s approach to, 195–199;
reflections on, 199–200; XPLANA-
TIONS communications design as,
200fig–203fig
The Grove Consultants, 122, 125, 126
Grudin, R., 111
Gutenberg, J., 118
H
Hagel, J., 38, 212
Halliburton, 72–73
Hallowell, E., 94
Hamel, G., 143
The Handbook of Blended Learning
(Graham), 170
Handy, C., 15
Happiness, 111–114
Hartmann, T., 94
Harvard Business Review, 148, 171
Hathaway, R., 144
Haussmann, Baron, 114
Health factor, 108–111
“Heart intelligence,” 108
Heinlein, R. A., 195
Henschel, P., 223
The Hidden Connections (Capra), 65
Hill, N., 8, 30
Hodder, M., 205
Hoffer, E., 52
Honoré, C., 11
Horn, B., 117, 126–129
How Buildings Learn (Brand), 2
“How to Ask Questions the Smart
Way” (Raymond), 152
HP (Hewlett Packard): communities of
purpose approach by, 154; learning
space problem at, 43; Stanford
Instructional Television Network
participation by, 142–143; UAE
presence by, 133
Hughes, J., 26
Human capital, 135
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285

Page 4
I
IBM: Blue Pages directory of, 61–62;
culture of, 230; learning space prob-
lem at, 43; UAE presence of, 133;
world jam community of, 162
Illinois Trial Practice Weblog, 104
Impromptu meetings, informal learning
during, 28
In Praise of Slowness (Honoré), 11
In Search of Excellence (Peters &
Waterman), 51
Informal learning: as alternative to
training, 222–223; business benefits/
results of, 25–29, 232; coaching as
form of, 127; comparing outcomes
of formal and, 31–34; described,
16–17; developing platform sup-
porting, 223; dimensions of, 127t;
as freedom from learning “games,”
225–226; lessons of experience on,
227–232; spending-outcomes para-
dox of formal and, 17; three gravi-
tational forces for, 18–19. See also
Formal learning; Learning
Informal learning lessons: culture mat-
ters, 230–231; do the possible, 228;
envision opportunity, 229–230;
examining your organization readi-
ness, 231–232; keep it simple,
227–228
Informal organization: described, 65–66;
mapping connections in, 66–67;
ONA used to pinpoint vulnerability
in, 71fig. See also Networks
Information sources: Cisco’s approach
to, 154–158; discovering the most
valuable, 66–67; finding the right
information through, 62–63; impor-
tance of developing, 61–62; knowl-
edge management (KM) and,
63–64; optimizing informal, 64–66
Information technology: informal
learning to increase flexibility of,
26; Internet as, 55–57, 177–182,
187–192
Innovation: evaluating, 29–30; infor-
mal learning to facilitate, 26
Institute for the Future, 144
Institute of HeartMath, 108, 109–110,
111
Institute of Noetic Sciences, 76
Institute for Play report (2000), 53
Institute for Research on Learning, 17,
223
Intel, 121, 133
Internet: blogging and the, 179–182;
CGI use of the, 187–192; connec-
tions through, 177; cultural impact
of, 178–179; emergent learners and
the, 55–57; learning applications
using the, 187t; unworkshops con-
nected using the, 186fig; Web 2.0,
184–186. See also Networks; Web
sites
Internet culture, 178–179
Internet Time Blog, 179, 180fig
Internet Time Group Command Center
(Microsoft), 46–47fig
Intuition, 86–89
Isaacs, D., 135, 136
J
Jobs, S., 91, 121, 126, 213
Jonsson, B., 11
Joy, B., 3
K
K–12 educational revolution, 134
Kahan, S., 132, 151
Kahn, T., 64
Kaye, D., 209
Keeping up, 29
Keeps, E., 33
Keller, H., 4
Kelly, K., 221
Kelly, T., 158
Kierkegaard, S., 11
Kitchen Confidential (Bourdain), 151
Klein, G., 88
Kleiner, A., 65, 77
Know “What-if . . . ?,” 64
Know-/Care-why, 64
Know-what/Know-not, 64
Know-when, 64
Know-where, 64
Know-who, 64
Knowledge Campus (Novartis), 49–50
Knowledge management (KM), 63–64
Knowledge work: future of, 8–10; inno-
vative, 9. See also Work
Knowledge workers: changes experi-
enced by modern, 9–10; delusions
of control over, 17–18; description
of, 8; empowering, 91; improving
morale of, 28; informal learning to
unlock potential of, 27; information
sources used by, 61–67; learning
lifecycle of, 81–83; “wants” of,
30–31. See also Learners; Work
Kofman, F., 148
Krebs, V., 66
Kurzweil, R., 1, 3
L
L’Amoreaux, C., 75
Lamott, A., 101
Langer, E., 226
Lanier, M., 103–104
Lave, J., 152
The Leader’s Guide to Storytelling
(Denning), 132
Learned helplessness, 97
Learners: aiming for breakthrough per-
formance, 96fig; belief in positive
future, 96–97; feelings of, 94–96;
finding your calling, 93; finding-
yourself, 92–93; focusing on your
interest, 114–115; happy attitude
by, 111–114; health factor and,
108–111; reflection by, 79, 106–
108; system check by, 93–94; writ-
ten communication by, 100–106.
See also Knowledge workers
Learning 2005, 206, 215–218
Learning: as adaptation, 15fig–16; bene-
fits of, 15; blending good work with
good, 226–227; continuum of yes to
no, 16fig; decisions on what to
include in, 80–81; definition of, 15,
18; differences between training
and, 37; eLearning approach to,
166–175; evolution of, 7fig–8;
human potential for, 21–22; impact
on human networks, 7–8; Internet
culture impact on, 178–179; neck-
up versus neck-down, 108; role of
reflection in, 79, 106–108, 128; self-
service, 28, 39, 83–84; spectrum of,
16–17; spending-outcomes paradox
of corporate, 17; three segments of
286
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Page 5
learners with different modes of, 82t;
through interactions, 97; traditional
versus emergent, 37t–59; universals
of, 21. See also Formal learning;
Informal learning; Meta-learning
Learning Circuits Blog, 32
Learning ecosystem, 20fig
Learning governance, 224–225
Learning lifecycle, 81–83
Learning networks. See Networks
Learning spaces: benefits of, 43–44;
corporate values on display using,
50–52; created at MIT, 44–46;
Microsoft, 47–49; Starfire work
spaces as, 68; Sun Microsystems
¡Work Solutions Group, 46–47
Learnscapes: creating informal learning,
223; hypothetical network connec-
tions creating, 41–43, 42fig; infor-
mal learning in, 40; mental model
of, 40–41
LEGO Company, 158–160
Leonard, D., 89
Leonard, G., 21–22, 31
Lesser, E., 63
Levine, R., 141, 230
The Life We Are Given (Leonard), 21
Linux Journal (Doc Searles), 214
Living Desert (film), 2
Locke, C., 131, 230
LSI Logic, 121, 222–223
M
McCracken, B., 199–200
McDonald, W., 102
Mack, G., 109
McKee, A., 95
McKee, J., 158, 159
McKinsey, 230
MacKinzie, G., 98
McNealy, S., 94
McQueen, S., 64–65
Maister, D., 95
Malone, T., 5
Management: fallacy regarding mea-
surement role in, 33–34; KM
(knowledge management), 63–64;
unmanageable nature of communi-
cation, 10. See also Organizations
Manutius, A., 118
Manville, B., 135
Mapping Hypertext (Horn), 126, 128
Marceau, M., 114
Marville, C., 114
Masie, E., 166, 206, 215, 216
Mastery (Leonard), 21
Mature worker learning mode, 82t
Me-learning, 179
Meetings: informal learning during
impromptu, 28; unconferences,
205–217
Mehrabian, A., 100
Memorization, 80
Mentors, 132–133
Merck, 104
Messina, C., 211
Meta-Learning: description of, 76–77;
intuition role in, 86–89; learning
process improved through, 77–78;
learning to learn using, 78–80; self-
service learning process and, 83–84;
specific practices of, 80–81; support-
ing commitment to transformation,
84–86; worker learning lifecycle,
81–83. See also Learning
Meta-Learning Lab, 75–77, 79
Microsoft: Internet Time Group
Command Center of, 46–47fig;
learning problem facing, 43; moni-
toring productivity at, 47–49; UAE
presence by, 133
Miles, B., 121, 122
Mind maps, 105–106fig
Mindfulness, 226
MindJet, 105–106
MIT learning spaces, 44–46
Mitchell, B., 45
MIT’s Media Lab, 218
Monderman, H., 221–222
Monterey Bay Aquarium, 50
Moore, G., 3
Moore’s Law, 3
Morale improvement, 28
Morgan, J. P., 29
Motivation at work, 226–227
Muir, J., 18
Mybridge, E., 2
N
Nahayan, Sheikh, 140–141fig
Naiman, L., 53
NASA, 102, 147
National Model Railroaders Association
convention (2005), 159
National Research Network on New
Approaches to Lifelong Learning
(Canada), 17
National Semiconductor: extended
mural created by, 124fig; initial
sketch of strategic plan by, 122fig;
Leading Change workshops held by,
124–125; origins and development
of, 119, 121; Star Trek metaphor
used by, 122, 123fig; vision of ana-
log quality assurance and reliability
group of, 125fig; visionary transfor-
mation of, 121–126
National Semiconductor University,
121
National Supercomputing Center
(Illinois), 64
Neck-down learning, 108
Neck-up learning, 108
Negroponte, N., 218
Netherland traffic engineering,
221–222
Network effects, 3
Network Roundtable, 69–70
Networks: being aware of weaknesses
in, 67–69; communication connect-
ing, 5–6; engineering individual’s
learning, 19–21; impact of learning
on human, 7–8; informal organiza-
tion, 65–66; as information sources,
61–73; learnscape hypothetical,
41–43, 42fig; mapping informal
connections, 66–67; mapping weak
ties in, 67–69; ONA (organization
network analysis) of, 65, 69–73,
71fig; unconferences as new type of,
206–218. See also Informal organiza-
tion; Internet; Organizations
New Yorker (magazine), 182
Newstrom, J. W., 32
Newton, Sir I., 2
New/traditional thinking, 10t
Nonspaced repetition, 79–80
Norman, D., 102
Note taking, 104fig–106
Novartis Knowledge Campus, 49–50
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Page 6
Novello, D., 31
Novices: learning mode by, 82t; situa-
tion assessment by, 87–88
O
Oakland Museum, 50–51
O’Driscoll, T., 57
On Writing Well (Zinsser), 101
One-Minute Bedtime Stories, 11
Online Educa (Berlin), 56
Online Learning Conference
(Anaheim, 1999), 57
Online Learning Conference (San
Francisco, 2005), 57
The Only Sustainable Edge (Brown &
Hagel), 212
Optimism, 96
Oracle, 94, 133
O’Reilly and Associates, 209–210
O’Reilly, T., 209
Organizational network analysis
(ONA), 65, 69–73, 71fig
Organizations: analysis of networks
within, 69–73; evolution of human,
6fig; freedom from learning “games,”
225–226; informal, 65–67, 71fig;
informal learning readiness of, 231–
232; learning governance approach
by, 224–225; long-term commitment
to transformation by, 84–86; map-
ping weak ties in, 67–69. See also
Business ecosystem; Management;
Networks
P
Palmisano, S., 162
Paris disparu (Pitt), 114
Parker, A., 70
Pasteur, L., 153
Patterson, J. H., 196
“Personal mastery,” 77
Pessimists, 96
Peters, T., 51
Pfizer: Courageous Conversations pro-
gram introduced at, 143–145;
Courageous Conversations work-
shop in action, 146–148; examples
of “conversation” successes at,
145–146, 231
Pfizer Leadership Education and
Development, 144
Pirillo, C., 207fig
Pitt, L., 114–115
Pittsburgh Plate Glass creativity train-
ing, 53
Plato, 108
Playful workplace: Google’s creation of,
53–55; value of creating, 52–53
Podcasting, 155–156
Positive psychology movement, 112
The Power of Intuition (Klein), 88
PowerPoint, 102–104
Productivity, measuring speed of, 9
Professionalism development, 28
Proust, M., 195
Prusak, L., 63, 132
Public speaking: body language and,
100; overcoming fear of, 97–100
Push and pull, 38t–39t
Q
Quality (informal learning), 18
Quinn, C., 52, 76
R
Rae, S., 18
“Rapid cognition” capability, 87
Ratey, J., 94
Raymond, E., 152
Reciprocal teaching, 79
Reflection: on BP interface improve-
ments, 199–200; learning role of,
79, 106–108, 128
Repetition, 79–80
Roberts, C., 77
ROI (return on investment): evaluating
innovation, 29–30; informal learn-
ing to optimize, 27–28; of
unblended learning, 165–166
Rosenberg, M., 61, 167–168
Rosenman, R., 228
Ross, L., 80
Ross, R., 77
Royal Dutch Shell, 111
Rummler, G., 33
Rushkoff, D., 52
S
Sagan, C., 1
Sales: increasing readiness of sales force
for, 25; informal learning to
increase, 26
San Francisco Museum of Modern Art,
50
Santosus, M., 157
SAP, 17, 83–84, 133
Sapolsky, R., 109
Sarnoff, D., 98, 99
Schopenhauer, A., 75
Schrage, M., 52, 53, 58–59
Searles, D., 214–215, 230
Secretan, L., 227
Segmentation, 82
Self-empowerment, 77
Self-service learning: convenience of,
39; informal approach to, 28; SAP
experience with, 83–84
Seligman, M., 95, 96, 111, 112, 113
Seligman, N., 112
Sematech, 121
Senge, P., 77, 148
Senior worker learning mode, 82t
Serenity prayer (AA), 228
Serious Play (Schrage), 52–53, 58
Sethi, D., 17, 108
Shared space, 40–58
Sibbet, D., 121, 122, 126
Signature strengths, 113
Skype, 178
Slowing down, 11
SmartForce, 169
Smith, A., 210–211
Smith, B., 77
Snap, W., 89
Snowden, D., 87
Social phobia, 97
SONY, 95
Spaced repetition, 79–80
Speaking: body language while, 100;
overcoming fear of public, 97–100
Spending-outcomes paradox, 17
Sperling, J., 174
Spock, M., 50
Sporck, C., 119, 121
Stage fright, 97
Stanford Instructional Television
Network, 142–143
Star Trek metaphor (National
Semiconductor), 122, 123fig
Starfire work spaces, 68
Stewart, T., 33, 68, 69, 132
Stolovitch, H., 33
Stories/storytelling, 103, 132
288
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Page 7
Stott, B., 101
Stranger in a Strange Land (Heinlein),
195
Stress reduction: health and, 109–110;
informal learning to improve, 27;
programs aimed at, 110–111
Sun Microsystems ¡Work Solutions
Group, 48–49
SWAT team training, 88
Sylvania, 53
T
Talmud, 93
Taylor, F., 2
TechLearn conferences, 215
Technology: future of work impacted
by, 5–8; informal learning increas-
ing flexibility of, 26; Internet,
55–57, 177–182, 187–192
Terra University (Mexico), 153
Thalheimer, W., 79–80
“Thin-slicing” capability, 87
Thompson, C., 48, 109
3 Vs (verbal, vocal, visual), 99
Time: changing nature of modern, 1, 2;
happiness as attitude related to,
111–114; hyperinflation of, 1–2;
network effects and, 3; out of con-
trol life and, 3–5; slowing down and
taking, 11
Tobin, D., 16
Tognazzini, B., 68
Tooher, N., 103, 104
Tosti, D., 231
Traditional/new thinking, 10t
Training: differences between learning
and, 37; eLearning approach to,
166; informal learning alternative
to, 222–223; Internet culture
impact on, 178–179; ROI (return
on investment) focus of, 165–166;
scant impact of formal, 32–33;
SWAT team, 88. See also Formal
learning
Transformation: informal learning to
facilitate, 26; long-term enterprise
commitment to, 84–86
TRW, 66
Tufte, E., 102
Type A Behavior and Your Heart
(Friedman & Rosenman), 228
U
Unconferences: BAR Camp, 206,
210–215; characteristics of, 206;
FOO Camp, 206, 209–210; as geek
gatherings, 206; Gnomedex, 206,
207–209; Learning 2005, 206,
215–218; old school versus new
school of, 217t
UNISYS, 169
United Arab Emirates (UAE): transfor-
mation of modern, 133–134fig;
World Café applied to, 137–141fig
United Nations Development Program
(UNDP), 160–161
University of California at Berkeley,
110
University of Phoenix, 31, 172
Unlearning, 11–12
Unwinding the Clock (Jonsson), 11
Unworkshops, 186fig
U.S. Army recruiting motto, 113
V
Value of intangibles, 34
Veen, W., 56
VIA Signature Strengths Survey, 113
Visual Language: Global Communication
for the Twenty-First Century (Horn),
117, 126, 128
Visual language: Bob Horn’s use of,
117, 126–129; effectiveness of,
117–118fig; history of printed works
and, 118–119; National
Semiconductor’s experience using,
119, 121–126; as transcending
words, 129fig; XPLANE poster as,
120fig. See also Written communi-
cation
Visual literacy, 117
Visual metaphors, 117–118
Vogt, E., 99, 135
W
Walkaway value (informal learning), 18
Walker, P., 49
Wall Street Journal, 53
Wallace, M., 99
Wasta (connections), 140
Waterman, R., 51
Waters, A., 102
The Way of Aikido (Leonard), 21
Web 2.0, 184–186
Web sites: author’s blog, 19; of this
book, 1; Company Command,
181–182; 43 Things, 92–93; on
informal learning, 233; Institute for
Play report (2000) on, 53; Internet
Time Blog, 180fig; LEGOfan.org,
159; MindJet, 105–106; Network
Roundtable, 70; VIA Signature
Strengths Survey, 113; wiki,
182–184fig. See also Internet
Webber, A., 135
Weber, C., 146–147
Weber, M., 52
Weekly, D., 183
Weinberger, D., 230
Weisman, J., 99
Weiss, C., 76
Weissbein, D. H., 32
Welch, J., 121
Welss, C., 76, 88, 110
Wenger, E., 152, 153
What Color Is Your Parachute? (Bolles),
92
What Will You Make Roadshow
(LEGO Company), 159
Wheatley, M., 148, 225
Wheeler, K., 121, 122
Whitney, D., 229
Who Really Matters (Kleiner), 65
Wiki Web sites, 182–184fig
Winer, D., 209, 212
Wired (magazine), 174
WordPress Codex, 152
Work: blending good learning with
good, 226–227; Calvinist viewpoint
of, 52; disengagement of workers
from their, 227; establishing playful,
52–53; of the future, 5–10; informal
learning to improve process of, 27.
See also Knowledge work; Knowl-
edge workers
Work flow learning, 58
¡Work Solutions Group (Sun
Microsystems), 48–49
The World Café: Shaping Our Futures
Through Conversations That Matter
(Brown & Isaacs), 136
World Café: described, 135; origins of,
135–136; running a, 136–137; UAE
INDEX
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example of applying, 137–141fig;
XPLANE’s visualization of World
Café results, 142fig
World jam community of practice, 162
Write to the Point (Stott), 101
Writing Down the Bones (Goldberg), 101
Written communication: clearly and to
the point, 100–102; history of
printed, 118–119; power of graphics
used in, 119; PowerPoint authoring
tool for, 102–104; taking notes,
104fig–106. See also Visual language
X
XPLANE: described, 40, 200; improv-
ing BP interface, 196–199; XPLA-
NATIONS graphics used by,
200fig–203fig
XPLANE posters: cartoon map on criti-
cal interface, 197fig; on visual learn-
ing to transform organization, 120fig;
World Café visualization by, 142fig
Y
Young, J., 143
Z
Zayed, Sheikh, 133
Zeigarnik, B., 232–233
Zeldin, T., 131
Zinsser, W., 101
290
INDEX