![](media/image1.png){width="2.875in" height="2.307638888888889in"}

**An Annotated Bibliography of Professional Development Literature**

***By Jeanne Warren Smith***

![](media/image3.png){width="3.263888888888889in" height="4.0in"}***For
CSAP's Southwest Center for the Application of Prevention
Technologies***

### *College of Continuing Education*

***The University of Oklahoma***

### The Prevention Series

Series Editors:

Glenda Lewin Hufnagel, Ph.D.

Professor of Human Relations, University of Oklahoma

Consultant, CSAP's Southwest Center for the Application of Prevention
Technologies

LaDonna Coy, M.H.R.

Coordinator, Product Development & Technology Transfer

CSAP's Southwest Center for the Application of Prevention Technologies

Other titles in The Prevention Series:

[A Reader in Social Change: Conversations with Dr. William
Carmack]{.smallcaps}

[CSAP's Model Programs:]{.smallcaps}

[Southwest Region Implementation Guide, 1998-2001]{.smallcaps}

[Lessons in Mentoring: A Guide to Working With Youth]{.smallcaps}

[Planning for Change: A Systems Model for Communities and Organizations
-- Monograph 1021]{.smallcaps}

[Strengthening Families: A Holistic Approach to Family
Wellness]{.smallcaps}

[Facilitation Guide for People in Prevention: Beginning the
Journey]{.smallcaps}

**An Annotated**

**Bibliography of**

**Professional Development**

**Literature**

Author

Jeanne Warren Smith

Edited by

LaDonna Coy, MHR

**Center for Substance Abuse Prevention**

**Southwest Center for the Application of Prevention Technologies**

**College of Continuing Education**

**The University of Oklahoma**

**Norman, OK**

**Acknowledgements**

### *"Significant and lasting accomplishments will not come from extraordinary people (individuals) but from extraordinary combinations of people who learn how to think and work together."*

*Robert Hargrove*

*Mastering the Art of Creative Collaboration*

At CSAP's Southwest CAPT, our work continues to benefit immensely from
the talents, skills, and abilities of many in the substance abuse
prevention field. Our funder, the Center for Substance Abuse Prevention
(CSAP), Substance Abuse and Mental Health Services Administration
(SAMHSA), provides not only the monetary support for the Southwest CAPT
but also provides significant leadership in the field of substance abuse
prevention at the federal level.

We offer particular thanks to our Regional Coordinating Council members
who represent state agencies focusing on substance abuse prevention
including the single state agency for substance abuse, Department of
Education, Juvenile Justice and Governor's offices. These extraordinary
prevention leaders willingly serve as members of not only our regional
advisory body but of many other prevention advisory groups across the
region and nation. This literature review is in response to their
request, as we collectively prepared for the Southwest Regional
Prevention Workforce Development Initiative (September, 2003).

We offer once again, a special thank you to Jeanne Warren Smith, our
colleague and friend whose skill and expertise is nothing short of
remarkable.

We are grateful for her contribution and commitment to the work of
prevention and for this valuable collection of research articles
highlighting emerging thinking and models for professional development.

LaDonna Coy, M.H.R.

Interim Associate Director

Technology Transfer Coordinator

CSAP's Southwest Center for the Application of Prevention Technologies

**Preface**

*Problems cannot be solved at the same level of awareness that created
them.*

***\-- Albert Einstein***

CSAP's Southwest CAPT along with its Regional Coordinating Council
recognize that "systemic" change efforts hold the most promise for
achieving far-reaching, long term results at regional, state, and
community levels and across all domains. A systemic approach feeds the
vision of achieving *effective prevention in every community* and serves
as a "growth point" for strengthening prevention in the states of the
Southwest region. Leaders in the field of systems thinking and practice
advise, the synergy between theories, methods, and tools lies at the
heart of any field of human endeavor that truly builds knowledge.

We at CSAP's Southwest Center for the Application of Prevention
Technologies are pleased to offer this research resource to prevention
leaders across the southwest region interested in emerging professional
development models that move us beyond the single solution "training"
paradigm of our past and into new ways of thinking about and creating
comprehensive learning systems that better support the work of
prevention. Just as treatment alone is not the solution to substance
abuse, training alone is not the solution to professional development.

Peter Senge, whose work appears in this bibliography, reminds us that
*today's solutions are tomorrow's problems*. As more prevention practice
finds its way into the realm of research and more prevention research
makes its way into practice, we will continually be challenged to focus
attention on the collective growth and development of this honorable
helping profession.

For all those seeking after new, different, and perhaps more powerful
systemic methods to further develop the knowledge, expertise, and skills
of all working in substance abuse prevention, we offer this annotated
bibliography of professional development literature. May it serve you
well.

Janette Cline,

Interim Director

CSAP's Southwest CAPT

**Professional Development**

**An Annotated Bibliography**

**Anderson, V., Johnson, L. (1997). *Systems Thinking Basics: From
Concepts to Causal Loops.* Williston, VT: Pegasus Communications. 132
p.**

A series of learning activities leads the reader through the basics of
systems thinking. The two main techniques employed are
behavior-over-time graphs and causal loops---the main tools used in
systems thinking. These also are the foundation of system dynamics, of
which systems thinking is a subset. System dynamics is also introduced.
It differs from systems thinking in that it uses expanded techniques
such as simulation models and analysis of alternatives.

**Bossidy, L., Charan, R. (2002). *Execution: The Discipline of Getting
Things Done.* New York, NY: Crown Publishing Group. 288 p.**

The ultimate difference between successful and unsuccessful
organizations is the ability to execute. Without execution, breakthrough
thinking on managing change breaks down. The building blocks to
execution include having leaders with the right behaviors, a culture
that rewards execution, and a reliable system for having the right
people in the right jobs. The three core processes of any business are
people, strategy, and operations. With the right people in the right
jobs they can work together to build a strategy block-by-block that is
in sync with the realities of the marketplace, the economy, and the
competition. Once the right people and strategy are in place, they are
then linked to an operating process that results in the implementation
of specific programs and actions that assigns accountability. Rather
than using hindsight to create goals, this is an effective operating
process that uses reality to make an organization and its members
successful at achieving desired outcomes.

**Brubaker, D. L., Simon, L. H. (1995). *Creative Curriculum
Leadership.* Thousand Oaks, CA: Corwin Press. 152 p.**

Self-appraisal inventories are provided to help you recognize where you
have been, where you are currently, and where you would like to be in
the future---in other words, how you can remake your professional life.
The secret is creative leadership. The authors illustrate how to create
settings and learning communities that empower people to identify and
use their talents. Field-tested case studies are included to stimulate
thinking and discussion, bridging theory and practice.

**Buckingham, M., Clifton, D. O. (2001). *Now, Discover Your Strengths.*
New York, NY: Simon & Schuster/Free Press. 260 p.**

A unique approach to achieving professional success focuses on enhancing
one's strengths instead of eliminating one's weaknesses. Thirty-four
positive personality themes are described (e.g., achiever, activator,
developer, empathizer, learner, maximizer, strategic planner, etc.), as
is how to use these to build a strengths-based organization by
capitalizing on the fact that such traits already are present among
those within the organization. A Web-based interactive component allows
readers to complete a questionnaire developed by the Gallup Organization
and instantly discover their own top-five inborn talents. The authors
show the reader how to leverage these talents for their own development,
their professional success, and the success of their organization.

**Buckingham, M., Coffman, C. (1999). *First, Break All the Rules: What
the World's Greatest Managers Do Differently.* New York, NY: Simon &
Schuster. 255 p.**

In today's tight labor markets, companies compete to find and keep the
best employees, using pay, benefits, promotions, and training as
incentives. These well-intentioned efforts often miss the mark. A
company that lacks great frontline managers will lose its talented
employees. Good managers spend more time with their best performers than
with their less productive counterparts. They fit people into the right
roles and hire for talent rather than experience. They focus on strength
rather than weakness. And they clearly define the right results as
opposed to the right steps. The authors culled these observations from
more than 80,000 interviews with managers in 400 companies conducted
over the past 25 years with the Gallup Organization. The authors
illustrate ways to promote and compensate people for honing their
valuable talents instead of seeking new tasks that will take them up the
company ladder. Case studies, diagrams, and excerpts from interviews are
used to illustrate the overall secrets for turning talent into lasting
performance: discipline, focus, trust, and the willingness to treat each
employee as an individual. Twelve simple questions are produced that
work to distinguish the strongest departments of a company from all the
rest.

**Carroll, P. J. (1999). *Rebounding, Rebuilding, Renewing at Shell Oil:
A Former CEO Reflects on Large-Scale Change.* Williston, VT: Pegasus
Communications. 16 p.**

Suffering from under-performance and declining morale, Shell Oil
launched a massive change effort in the early 1990s that scored some
impressive successes. This was not an easy journey, and the changes made
in overcoming a number of obstacles will require careful nurturing if
they are to be sustained. Yet the lessons gleaned are important for any
company seeking to reshape itself and its future. The author begins by
describing the sequence of events constituting Shell\'s transformation,
and then reflects on the key lessons learned during the process. His
insights, shared on the eve of his retirement from Shell, give the
reader a glimpse into how a company\'s potential for learning is
realized \"where the rubber meets the road.\" Finally, Shell\'s story
raises provocative questions about the nature of organizational change,
the source of the true impetus for change, the nature of leadership,
ways to address internal resistance to change, and when it is necessary
for a company clarify its principles and values. The author explores
these and other core issues, and offers practical suggestions for
individuals and organizations alike who are interested in initiating
change.

**Chawla, S., Renesch, J. (1995). *Learning Organizations: Developing
Cultures for Tomorrow's Workplace.* New Haven, CT: Productivity Press.
571 p.**

Concepts, theories, applications, and examples are provided on creating
a culture of learning in business organizations. Contributors discuss
the value and benefits of learning organizations and explore methods
such as strategic dialogue, coaching, and learning laboratories, with
half of the text devoted to infrastructure, models, and case studies for
building corporate learning communities. A learning community is one
where people continually expand their capacity to create results they
truly desire, where new and expansive patterns of thinking are nurtured,
where collective aspiration is set free, and where people are
continually learning how to learn together.

**Chowdhury, S. (2000). *Management 21C: Someday We'll All Manage This
Way.* Upper Saddle River, NJ: Prentice Hall Press. 289 p.**

The professional world is developing at an exponential rate. A
collection of essays is presented from 26 leading management theorists
on the future of business, leadership, process, and organization. While
management during the bulk of the 20^th^ century was about certainty,
predictability, competition, domination, and winning, in the 21^st^
century it will be concerned with uncertainty, ambivalence, change,
collaboration, paradoxes, cooperation---and winning. New managers will
have to become multi-skilled, people-centered leaders whose most
important task is inspiring the workforce with emotion and belief.
Future organizational success will depend on the effective use of
talent. Return on talent will become a key business measure just like
return on capital. Other issues addressed include the actions, skills,
and strategies that leaders and managers will need to be able to compete
in the future and new organizational structures that accommodate the
needs of professionals thriving in a world of information technology.

**Connors, R., Smith, T., Hickman, C. R. (1998). *The Oz Principle:
Getting Results Through Individual & Organizational Accountability.*
Upper Saddle River, NJ: Prentice Hall Press. 291 p.**

The legendary trip to see the Wizard of Oz was a journey of
self-awareness and discovery, wherein the characters learned that only
they themselves possessed the power to fully realize or change their
lives. The authors extend the metaphor of Dorothy, the Tin Man, the
Scarecrow, and the Cowardly Lion by describing the heart, courage, and
wisdom needed to acknowledge, accept, and deal with circumstances and
events as they are. The result is a willingness to accept
responsibility, which leads to individual---and
organizational---accountability. Once a person takes an attitude of
accountability, he or she is empowered to overcome problems, excuses,
and biases to achieve the results he or she is seeking. Self-assessment
charts and quizzes enable readers to chart their own path to personal
empowerment and enhanced company performance.

**DiBella, A. J. (2000). *Learning Practices: Assessment and Action for
Organizational Improvement.* Upper Saddle River, NJ: Prentice Hall
Press. 155 p.**

A practical, hands-on, pluralistic approach is offered for building
learning capability that is consistent with organizational development
principles and that carefully explores the links between learning,
corporate strategy, and knowledge management. Through a systematic
series of applied exercises, the authors show students how learning in,
of, and among organizations can be recognized, analyzed, and put into
practice through a variety of learning actions and styles that improve
organizational performance. Seven different learning orientations
exhibited by teams and organizations are identified. Because these are
bipolar dimensions of contrasting learning approaches, they result in 14
approaches. An inventory of learning practices shows students how
capability can be developed within these 14 approaches.

**Dufour, R., Eaker, R. E., Baker, R. (1998). *Professional Learning
Communities at Work: Best Practices for Enhancing Student Achievement.*
Bloomington, IN: National Educational Service. 338 p.**

Specific how-to information is provided for transforming schools into
results-oriented professional learning communities. Research-based
recommendations are provided for best practices concerning: curriculum
development; teacher preparation; school leadership; professional
development programs; school-parent partnerships; and assessment
practices.

**Dundon, E. (2002). *The Seeds of Innovation.* New York, NY: AMACOM
Books. 240 p.**

An introduction is provided to innovation management. Each aspect of
thinking is essential to making a difference in an organization. The
what, the why, and the how are explained, and examples are provided in
an instructive text. Each chapter addresses skills and strategies to
generate creativity, a strategic approach, and practice how-to ideas to
support innovation in organizational settings. Five appendices provide
an explanation of the nine-step innovation process, a list of probing
questions to energize innovative thinking, 99 innovations, and 99
trends. The author combines easy-to-understand ideas for creative
thinking with some solid advice on how to make these ideas more
strategic or useful.

**Fullan, M. (2001). *Leading in a Culture of Change.* Hoboken, NJ:
Jossey-Bass Publishers. 176 p.**

Business, nonprofit, and public sector leaders are facing new and
daunting challenges---rapid-paced developments in technology, sudden
shifts in the marketplace, and crisis and contention in the public
arena. To help organizations survive and grow in a chaotic environment,
insights are provided into the dynamics of change and an imaginative
approach is provided for navigating the intricacies of the change
process. Case examples are provided of large-scale transformation.
Empowerment occurs through five core competencies: attending to a
broader moral purpose; keeping on top of the change process; cultivating
relationships; sharing knowledge; and setting a vision and context for
creating coherence in organizations.

**Goleman, D., McKee, A., Boyatzis, R. E. (2002). *Primal Leadership:
Realizing the Power of Emotional Intelligence.* Boston MA: Harvard
Business School Publishing. 352 p.**

Emotional intelligence theories have radically altered the common
understanding of what "being smart" means. Emotional intelligence is
captured in four domains: self-awareness; self-management; social
awareness; and relationship management. All are necessary competencies
in strong leaders. The best leaders maintain a style repertoire,
switching between coaching, visionary, affiliative, and democratic
styles, and shying away from less effective styles such as pace setting
and commanding. Real-life examples from decades of research with
thousands of executives in myriad workplace environments offer
suggestions on developing the motivation to change, creating an
improvement plan based on learning rather than performance outcomes,
experimenting with new behaviors, and nurturing supportive relationships
that encourage change and growth.

**Guskey, T. R. (1999). *Evaluating Professional Development.* Thousand
Oaks, CA: Corwin Press. 328 p.**

The processes and procedures involved in evaluating professional
development are explored at five increasing levels of sophistication:
participants' reactions to professional development; how much
participants learn; evaluating organizational support and change; how
participants use their new knowledge and skills; and improving in
learning. Sample evaluation forms, checklists, and helpful hints and
tips also are provided.

**Haines, S. G. (2000). *The Complete Guide to Systems Thinking and
Learning.* Amherst, MA: Human Resource Development Press. 400 p.**

*The Complete Guide to Systems Thinking and Learning* explains how to
use simple concepts and specific tools to go from theory to practice and
from chaos and complexity to elegant simplicity. This book enables the
reader to make the shift from seeing elements, structures, and functions
to seeing the process, interrelationships, and outcomes.

**Haines, S. G. (1999). *The Manager's Pocket Guide to Systems Thinking
and Learning.* Amherst, MA: Human Resource Development Press. 23 p.**

The author provides information that forms the basis of systems
thinking, explains the principles of systems dynamics, and offers
several new systems thinking tools and concepts to enhance individual
and organizational learning and performance. Among the tools provided
are a strategic planning model for facilitating change on every level
and a blueprint for real-time, interorganizational communication.

**Haines, S. G. (2000). *The Systems Thinking Approach to Strategic
Planning and Management.* Boca Raton, FL: Saint Lucie Press. 392 p.**

A practical application of systems thinking is presented as a simple
A-B-C approach to strategic management, planning, and change. Emphasis
is placed on planning, strategies, and change management processes in
support of client satisfaction.

**Heifetz, R. A. (1994). *Leadership Without Easy Answers.* Cambridge,
MA: Belknap Press. 348 p.**

Leadership is an activity that fosters adaptive work and addresses the
value conflicts that people hold. Four major strategies of leadership
are identified: to approach problems as adaptive challenges by
diagnosing the situation in light of the values involved and avoiding
authoritative solutions; to regulate the level of stress caused by
confronting issues; to focus on relevant issues; and to shift
responsibility for problems from the leader to all the primary
stakeholders.

**Hutchens, D. (1999). *Shadows of the Neanderthal: Illuminating the
Beliefs That Limit Our Organizations.* Williston, VT: Pegasus
Communications. 82 p.**

Boogie the caveman is on a quest to understand how his people have
become stuck in beliefs that drastically limit their ability to share
insights and make progress. Readers are invited to join his humorous
journey of discovery and learn how to surface, share, and challenge
their own and others\' hidden beliefs and to recognize how they
inform---and often misinform---what people do. The book's engaging use
of metaphor and detailed discussion guide makes it a must-have resource
for any organization on its own quest for clear and open communication.

**Hutchens, D. (2000). *The Lemming Dilemma: Living with Purpose,
Leading with Vision.* Williston, VT: Pegasus Communications. 86 p.**

The crucial organizational learning discipline of personal mastery---the
ongoing process of discovering what you really care about and working
steadfastly to achieve it---is introduced through an engaging story of
Emmy the lemming. Emmy wakes up to her own purpose and vision, and
defies the age-old urge to follow the other lemmings off the cliff.
Through her own surprising choices, she inspires the other lemmings to
pursue their deepest aims and visions, both individually and
collectively. This is a simply told story but it offers profound lessons
about what it means to be the leader of your own life and to share your
vision with others. Questions for reflection and group discussion are
included.

**Kim, D. H. (2001). *Organizing for Learning: Strategies for Knowledge
Creation and Enduring Change.* Williston, VT: Pegasus Communications.
112 p.**

New technologies, global markets, and the growing importance of
knowledge assets over capital are forcing businesses to rethink what has
long been taken as fact. Knowledge management is the latest craze in
management circles.; however, a more important challenge is for
organizations to develop the capacity to organize for continuous
learning---to go beyond managing existing knowledge to creating new
knowledge. Accomplishing this requires that people not only think
differently, but also frame problems in whole new ways. Three major
themes are systematically explored: organizational learning and
knowledge creation; the power of theory; and a systemic approach to
creating enduring change. Concrete ideas and suggestions are offered for
building a work culture where learning can thrive.

**Kline, P. (1997). *The Everyday Genius.* Arlington, VA: Great Ocean
Publishers. 288 p.**

This practical guide for producing confident, eager learners explains
why and how successful learning occurs. Creativity is a function of an
individual's personality, not something that can be turned on and off.
The more people see themselves as innovative and original thinkers, the
more creative they tend to be. Three things are essential to creativity:
valuing uniqueness; trusting the worth of experience; and drawing freely
and widely on the full range of that experience. Dozens of simple,
powerful ideas, games, and exercises are offered to instantly ignite the
spark of creativity.

**Kline, P., Saunders, B. (1998). *Ten Steps to a Learning
Organization.* Arlington, VA: Great Ocean Publishers. 271 p.**

This practical manual for organizational growth integrates information
about brain-compatible learning, systems thinking, communication, and
organizational and cultural change. Ideally, people in any organization
should start with the assessment tool and go sequentially through all
the 10 steps: assess the learning culture; promote the positive; make
the workplace safe for thinking; reward risk-taking; help people become
resources for each other; put learning power to work; map out the
vision; model the vision; connect the systems; and get the show on the
road.

**Kraines, G. (2001). *Accountability Leadership.* Franklin Lakes, NJ:
Career Press. 224 p.**

To improve your organization's effectiveness requires disciplined
thinking, proactive planning that aligns structure and process,
universally applied effective leadership practices, a clear definition
of accountabilities for every role in relationship to every process, and
holding every manager accountable for being an effective manager.
Successful business organizations are those that are flexible and
responsive. To lead today is to lead change. However, change is a threat
for many, as if it is an indictment of past performance, so individuals
resist. Change management, therefore, must be approached from myriad
perspectives, which then provide a framework for understanding the
changes that are needed and for crafting a rational response to
achieving these changes. To move forward, you must begin by examining
your organization's structure and roles, the people, and the processes,
then reconcile where you are with where it is you want to go. This plan
of professional development should include the following step-by-step
processes: communicating and providing information; modeling
assumptions; providing clarification about the implications; modeling
behavior; seeking input; and setting limits. Using the principles set
forth in this book will allow organizations to: develop cross-functional
teams that are flexible and adaptive but also focused, disciplined, and
accountable; offer a management style that is open to new ideas and
creative approaches; improve free-flowing communication of ideas between
members of an organization; develop each person's potential throughout
an organization; and ensure that ambitious targets are matched by the
requisite resources. This is a model of motivation and empowerment to
help any organization and the individuals that comprise it to advance
and achieve the successes they desire.

**Linsky, M., Heifetz, R. (2002). *Leadership on the Line: Staying Alive
Through the Dangers of Leading.* Boston, MA: Harvard Business School
Publishing. 224 p.**

Effective leadership, helping the people within an organization to grow
in their professional lives, involves adaptive work on the part of the
leader, and a willingness to confront and disturb people, promote their
resourcefulness, and engage their ability to adjust to new realities.
Adaptive change always encounters resistance in the form of
marginalization, diversion, attack, or seduction. A number of practical
resistance-response skills are offered, including developing and
maintaining perspective and holding steady in the midst of change.
Strategies for growth in the midst of change include: building political
constituencies; orchestrating inevitable conflicts; and working on
problem-solving techniques.

**Meadows, D., Sweeney, L. B. (2000). *The Systems Thinking Playbook.*
Durham, NH: The Institute for Policy and Social Science Research. 260
p.**

Exercises are offered to allow teams to work together as they learn what
defines true systems thinking. These exercises help team members gain
more of an understanding of the dynamics at play in any organization or
system. This publication is a three-ring binder filled with interactive
lessons that breathe life into systems theory. Lesson plans make what
might otherwise be intimidating concepts accessible and should inspire
course designers to strike off in their own creative directions.

**O'Reilly, K. W., Johnson, L. K. (2000). "The Personal Development
Review: Aligning Personal and Organizational Vision" \[PDF article
originally appearing in *Leverage*\]. Williston, VT: Pegasus
Communications. 2 p.**

In today\'s age of rapid job turnover and accelerating change, companies
that help their people clarify and achieve their highest aspirations are
more likely to succeed than others. The Personal Development Review can
support this process. Personal Development Reviews were developed to
help individuals flesh out detailed visions and provide a way of
integrating those aspirations with their organization\'s plans. The
review process begins with the employee inviting two colleagues to take
part in a coaching session. In advance of the session, the individual
explores her/his one- and five-year visions, aided by a list of
questions. S/he then distributes her/his written comments to the other
attendees before the session. During the Personal Development Review,
the individual leads the discussion, while her/his colleagues ask
questions, listen, and offer ideas. After the session, the individual
shares a synopsis of the discussion with her/his boss, team, or larger
organization, so the goals and action items can be integrated at a
broader level. Simply encouraging people to hold Personal Development
Reviews is a powerful step in supporting individuals\' growth,
productivity, and satisfaction at work. But the real leverage in the
Personal Development Review process lies in integrating people\'s
visions with the organization\'s visions.

**Paul, M. (2003). *It's Hard to Make a Difference When You Can't Find
Your Keys: The Seven Step Path to Becoming Truly Organized.* New York,
NY: Viking Compass. 303 p.**

Chronic disorganization adversely affects your work, relationships,
home, and health. To achieve your deepest goals, you need to change more
than your behavior---you must transform the way you approach your life.
In this systemic approach to becoming more effective, the author
outlines a process for becoming organized and for recognizing how
seemingly simple, isolated decisions can lead to vast unintended
consequences over time.

**Pegasus Communications. (1999). *Making It Happen: Stories from Inside
the Workplace.* Williston, VT: Pegasus Communications. 160 p.**

Individuals and organizations accumulate hard-earned experience each day
as they introduce organizational learning in a multitude of settings.
This is a collection of vital accounts by real people who are wrestling
with the unvarnished circumstances of real organizations. Readers are
given a glimpse of the organizational learning that has occurred in
companies like Shell Oil, Ford, and Chrysler as these companies worked
to launch large-scale change. Case studies illustrate the ways that
Arthur Andersen, the U.S. Navy, and Kellogg, Brown, and Root have met a
range of business challenges by using organizational learning tools, and
the ways in which educational and nonprofit organizations have
transformed their workplace cultures through a focus on developing
people. These accounts demonstrate how proactive managers embracing the
challenges of a competitive environment are establishing learning as the
key to achieving business results.

**Pegasus Communications. (2003). *Teams that Work.* Williston, VT:
Pegasus Communications. 21 p.**

A selection of five articles is presented from *The Systems Thinker*®
Newsletter. These articles explore key systemic tools that can help
teams identify, intervene in, and reverse the patterns of unproductive
behavior that prevent them from achieving their goals---and uncover and
articulate high-leverage points for change that lead to continuous
learning and performance improvement.

**Robb, L. (2000). *Redefining Staff Development: A Collaborative Model
for Teachers and Administrators.* Portsmouth, NH: Heinemann. 192 p.**

The author advocates for meaningful change that takes into account a
school's (or other organization's) culture and the diversity of its
members. Rather than the traditional top-down model of professional
development, she demonstrates how to start, maintain, and assess with a
variety of ongoing, adaptable strategies---study groups, coaching, and
peer mentoring and evaluation. Unlike traditional training, these
strategies rely on reading, self-evaluation, conversing, observation of
colleagues, and collaboration. An appendix provides reproducible forms
for self-evaluation, study group documentation, and one-on-one
conferences that can be used as is or modified.

**Seagal, S., Horne, D. (1997). *Human Dynamics: A New Framework for
Understanding People and Realizing the Potential in Our Organizations.*
Williston, VT: Pegasus Communications. 351 p.**

Human Dynamics is a developmental system that is based on nearly two
decades of ongoing research involving more than 40,000 people from over
25 cultures. It has been field-tested extensively, and adopted
internationally by Fortune 500 companies. This system demystifies the
complexities of how people function and interact with one another and
presents a powerful framework for understanding the distinct ways in
which people process information, learn, communicate, relate with one
another, manifest stress, maintain well-being, and develop as human
beings. At the heart of Human Dynamics are the three universal
principles all people share in different capacities---mental, emotional,
and physical---fundamental threads that cross culture, age, race, and
gender to unify us all. As people learn to appreciate their
commonalities and differences, they can use their unique gifts and apply
new understanding to: enrich their relationships; heighten their
collective intelligence; communicate more effectively; work together
more productively; enhance their creativity; optimize team learning; and
strengthen their organizational performance. Actual accounts are
provided from major companies, including Intel Corporation,
Intermountain Healthcare System, and London Life Insurance Company, to
document how the Human Dynamics system can optimize business
relationships, organizational learning, teamwork, and communication.

**Senge, P. M. (1994). *The Fifth Discipline.* New York, NY: Currency
Publications. 424 p.**

The existence of learning organizations that use systems thinking is
offered as the primary tenet of a revolutionary management philosophy.
Learning organizations are corporations that overcome inherent obstacles
to learning and develop dynamic ways to pinpoint the threats that face
them and to recognize new opportunities. Systems thinking helps
corporations integrate related company functions, such as sales and
product design, to expand an organization's ability to produce.
Requisite disciplines are described, of which systems thinking is the
fifth. A carefully integrated corporate framework is structured around
systems thinking and the other four disciplines described: personal
mastery of one's capacities; mental models of company people and
procedures; shared vision; and team learning through group discussion of
individual objectives and problems.

**Senge, P. M., Kleiner, A., Roberts, C., Roth, G., Ross, R., Smith, B.
(1999). *The Dance of Change: The Challenges to Sustaining Momentum in
Learning Organizations.* New York, NY: Doubleday. 224 p.**

Companies and organizations cannot thrive today without learning to
adapt their attitudes and practices. But companies that establish change
initiatives discover, after initial success, that even the most
promising efforts to transform or revitalize organizations---despite
interest, resources, and compelling business results---can fail to
sustain themselves over time. The authors describe ways to initiate and
maintain long-term systemic changes in the corporate environment. They
outline potential obstacles---the challenge of fear and anxiety, the
need to diffuse learning across organizational boundaries, initiating
transformation, the ways in which assumptions built in to corporate
measurement systems can tie up learning initiatives, and measuring the
unmeasurable---and propose ways to turn these obstacles into sources of
improvement. Readers learn how to build the personal and organizational
capabilities needed to meet the challenges that profound change will
ultimately force an organization to face.

**Sparks, D., Hirsh, S. (1997). *A New Vision for Staff Development.*
Alexandria, VA: Association for Supervision & Curriculum Development.
108 p.**

Staff development is undergoing profound change as traditional
approaches fall short of current needs and new challenges emerge.
Training is no longer the watch word. Effective staff development is
targeting the total organization today, not just the individual, and is
improving through multiple forms of learning. Results-driven
performance, systems thinking, and constructivism are shaping today's
staff development. The focus of staff development has shifted from
fragmented efforts to comprehensive plans, from off-site training to
job-embedded learning, and from generic skills to a combination that
also includes content-specific skills. Examples are provided of how
people are handling this transition, overcoming roadblocks, devising
solutions, and creating staff development that works.

**Sterman, J. D. (2000). *Business Dynamics: Systems Modeling and
Thinking for a Complex World.* Columbus, OH: McGraw-Hill/Irwin. 1008
p.**

A comprehensive overview is provided of systems thinking and system
dynamics modeling, demonstrating through examples and applications how
an organization\'s performance is related to its internal structure and
operating policies. A few of the many concepts discussed include the
diffusion of new technologies, business cycles, the use of reliability
of forecasts, and service quality management. This text addresses
systems thinking, simulation modeling, complexity, strategic thinking,
operations, and industrial engineering. A CD-ROM and a dedicated Web
site containing the models developed in the text are included.

**Wenger, E., McDermott, R., Snyder, W. M. (2002). *Cultivating
Communities of Practice.* Boston, MA: Harvard Business School
Publishing. 352 p.**

Throughout history, like-minded individuals have been gathering in a
wide variety of settings to recount their experiences and share their
expertise. These groups---communities of practice---might be purposely
developed as a key driver of organizational performance in the knowledge
age. They create, share, and apply knowledge within and across
boundaries of teams, business units, and even entire companies,
providing a concrete path toward creating a true knowledge organization.
The explain ways to organize, maintain, and sustain communities of
practice, which they define as groups that share a concern, a set of
problems, or a passion about a topic, and deepen their knowledge and
expertise in this area by interacting on an ongoing basis. Organizations
need to become more proactive and systematic about developing and
integrating communities of practice into their business strategy.
Leading companies have discovered that technology is not enough, and
that cultivating communities of practice is the keystone of an effective
knowledge strategy. The authors define a logical, step-by-step process
for building one of these communities, identifying specific roles for
each member of the group. In-depth cases from firms like Chrysler,
McKinsey & Company, Shell, and the World Bank, are used to demonstrate
how communities of practice can be leveraged to drive overall company
strategy, generate new business opportunities, tie personal development
to corporate goals, transfer best practices, and recruit and retain top
talent. These case studies should help the reader learn to recognize the
value created by communities of practice and how to build a corporate
knowledge strategy around them.

**Wheatley, M. J. (2001). *Leadership and the New Science: Discovering
Order in a Chaotic World.* San Francisco, CA: Berrett-Koehler
Publishers. 197 p.**

This is a revised and expanded version of an earlier publication of the
same name. In the most recent version, the author demonstrates how the
new science---the revolutionary discoveries in quantum physics, chaos
theory, and biology that are overturning centuries-old models of
science---provides powerful insights for transforming the way
organizations are designed, led, and managed. She puts these ideas to
use in a wide array or organizations worldwide to shed new light on
issues crucial to organizing work, people, and life, including: ways to
move systems from chaos to order; how order is different from control;
how to reconcile individual autonomy and organizational order; how to
create more participative, open, and adaptive organizations; and the
keys to organizational growth, learning, and communication.

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