INDEX

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

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

(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,

Page 2

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

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

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

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

(Gery), 57

Ellison, L., 185

Emergent learning: creating learning

spaces for, 43–52; creating learn-

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

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

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

and Your Life (Malone), 5

Future Salon, 8

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

Hagel, J., 38, 212

Halliburton, 72–73

Hallowell, E., 94

Hamel, G., 143

(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

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

Jobs, S., 91, 121, 126, 213

Jonsson, B., 11

Joy, B., 3

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’Amoreaux, C., 75

Lamott, A., 101

Langer, E., 226

Lanier, M., 103–104

Lave, J., 152

(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

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

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

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

Novello, D., 31

Novices: learning mode by, 82t; situa-

tion assessment by, 87–88

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

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

Quality (informal learning), 18

Quinn, C., 52, 76

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

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

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

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

(Friedman & Rosenman), 228

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

Value of intangibles, 34

Veen, W., 56

VIA Signature Strengths Survey, 113

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

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

(Brown & Isaacs), 136

World Café: described, 135; origins of,

135–136; running a, 136–137; UAE

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

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

Young, J., 143

Zayed, Sheikh, 133

Zeigarnik, B., 232–233

Zeldin, T., 131

Zinsser, W., 101