206 Index
American Management Association
www.amanet.org
questions (continued)
in productive re ection process, 49, 121
in strategic portfolio alignment, 151,
158
RACI model for decision- making, 61–62,
152, 157, 158
Rad, Parvis, 74, 76–77
Raelin, Joseph A., 31, 189
Raider, Ellen S., 65
readiness assessment, in strategic portfolio
alignment, 156
red- light learning, 17–21
dangers of, 17–19
defensive routines in, 19–21, 39, 56–60,
112–113, 114–115, 118
e ective facilitation and, 52
illustrated, 18
multi- level learning versus, 159
nature of, 17
perceptions of, 18–19
role of chance in, 17
re ection in action, 27–30
action- re ection cycles and, 34, 45–47
enhancing informal learning through,
28–30
at multiple levels, 28, 39–40, 151
nature of re ection, 28
throughout the project, 102–103
types of re ection, 28–30
re ective practices, 79, 81, 93–94
content re ection, 28, 39–40, 93–94
only at end of project, 107–108
premise re ection, 28, 39–40
process re ection, 28, 39–40, 46, 94, 151
project re ection, 39–40, 46, 94, 151
throughout project, 120
see also re ection in action
reframing, in con ict resolution, 64
rei cation, in communities of practice,
182, 184
retrospectives, see structured retrospectives
reuse programs, 171–172
Revans, Reginald W., 29
roles
in continuous project improvement, 127
establishing group, 55
multi- level learning coach and, 55
Roth, G., 189
Rubin, I., 54
safety, in ground rules for groups, 71–72,
134–135
Scarbrough, H., 21, 22, 114–116, 171–177,
182, 189
Schein, E., 53
Schindler, Martin, 19, 22, 74–75, 111–112
Schön, Donald A., 25–26, 27–28, 51,
56–57, 74
Schwaber, Ken, 32
Schwarz, Roger, 48, 51–54, 61, 68, 69
Scrum, 32–33
in continuous project improvement,
135–137
development of, 32
multiple iterations in, 32–33
project retrospectives and, 33
purpose of, 32
sprint backlog and, 33
sprint planning meetings and, 33
sprint review meetings and, 33
traditional software project manage-
ment versus, 32
Senge, Peter, 38
senior management
as barrier to cross- project improvement,
108–109
in cross- project improvement, 99–100
lack of support from, 108–109
in strategic portfolio alignment, 152,
154, 156
shared repertoire, in communities of prac-
tice, 183, 185
silos, 103–104
situated learning, 178–181
apprenticeship, 179–180
conceptions of, 180
development of theory of, 180–181
legitimate peripheral participation and,
181
Situated Learning (Lave and Wenger),
178–181
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