202 Index
American Management Association
www.amanet.org
Kerth’s Prime Directive, 71–72, 133, 146
Kerzner, H., 74, 76–77, 175
Kilmann, R., 63
Kleiner, A., 189
knowledge as possession model, 172
knowledge management, 24, 75, 117
knowledge- sharing forums, as boundary
practice, 87–88, 115
Kotnour, T., 21, 22, 178
Ladder of Inference (Argyris), 67, 135,
147, 166
defensive routines and, 57–60
illustrated, 59
Larsen, Diana, 135, 147
Laurent, S., 189
Lave, J., 70, 115, 178–181, 184, 189
Lavell, Debra, 2, 34, 46–47, 50
Lazaric, N., 117
lean product development, 35
Lean Software Development (Poppendieck
and Poppendieck), 35
learning- oriented culture, 100
legitimate peripheral participation, 181
“lessons- learned” sessions, see postproject
reviews
Levin, Ginger, 74, 76–77
Marsick, Victoria, 17, 25, 26, 31, 49, 60, 74,
116, 170, 189
Martinelli, Russ, 2, 34, 46–47, 50
McDermott, Richard A., 66, 181–182
meetings
in continuous project improvement,
128–129, 132–135
in cross- project improvement, 142–143,
145, 146–147
in strategic portfolio alignment, 157–
160, 163–165
Mezirow, Jack, 24, 28, 39–40, 93
Microsoft Project, 89, 132
mistakes, fear of publicly airing, 106–107
Moore, Joseph, 2, 30
multi- level learning, 4–7
action- re ection cycles in, 34, 45–47,
169–170
as “add- on” to rm’s existing project
management approach, 7
advantages of, 24
as closed- loop system, 4
continuous systems- level learning and,
24–25
conventional approaches versus, 7–8
criteria for, 74, 116
culture change and, 7
end of project and, 74–75, 107–108, 120
foundations and principles of, 27–41
illustrated, 6
learning at all levels in, 7
Level 1, 4–5, 6, 125–137, see also con-
tinuous project improvement
Level 2, 5, 6, 138–149, see also cross-
project improvement
Level 3, 5, 6, 150–168, see also strategic
portfolio alignment
nature of, 4
need for, 15–26
principles of, 35–40
project management o ce (PMO) and,
see project management o ce
(PMO)
red- light learning versus, 159
as re ection in action, 27–30
third- party facilitators in, 24–25, 34
see also multi- level learning coach
multi- level learning coach, 45–73
action- re ection cycles and, 45–47,
169–170
AEIOU mnemonic tool and, 65
boundary management processes and,
66–67
brokering role of, see brokering role
communication process and, see com-
munication process
con ict resolution processes and, see
con ict resolution
in continuous project improvement,
114, 127–137
core values for e ective facilitation,
51–53, 61–62
in cross- project improvement, 117–119,
139–149
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