The End Is the Beginning
Leadership and Learning in an Onsite-Online World
If you quit learning, you quit living.
—Catherine Vaughn, Continuing Education Coordinator, Lee County Library System
As we look for additional ways to improve our own skills to the benefit of those relying on us, all of us as current or prospective learning leaders need to acknowledge that we are in the middle of a major change in the way we train, learn, lead, collaborate, and conduct business as well as social matters.1 Our first, second, and third places—home, work, and social gathering sites, as described by Ray Oldenburg in The Great Good Place—are increasingly overlapping and extending into those proposed fourth places: social learning centers.2 Concurrently, more and more of us are learning to operate face-to-face and online; we recognize that the time of either/or choices implied by questions such as “should we work on-site or online?” has already disappeared for many and is disappearing for many more.3 The question of which social networking tools to use is really as ephemeral as the tools themselves have become;4 what is important is that we are working where our colleagues are working, and we need to move from tool to tool as our colleagues quickly move to take advantage of the opportunities that are attracting many of us.
What remains constant is that learning is at the center of much of what we do. It is up to us to decide whether we want to lead in this important endeavor or let others set the agenda.
We also have to recognize the importance of looking beyond the physical and virtual borders of the organizations we serve, as many of our colleagues concur; remind ourselves of why we were—and remain—attracted to workplace learning and performance; and remember to continue dreaming.
Stepping Out
The simple act of moving physically or virtually outside our own buildings inspires and rejuvenates us. It is the first step in avoiding staleness in our approach, Lee County Library System continuing education coordinator Catherine Vaughn suggests. “I get the following out of attending workshops, webinars, etc.: reinforcement of my ideas. Sometimes I think to myself, ‘Gee, am I going down the right path? Were my thoughts in the ball park?’ I also walk away with ideas I had not thought about on my own or a different way of delivering or adding to what I have done in the past.”
There is more, she says: “I also form bonds with fellow instructors so I can get additional information from them. I find I do this more on the local level but do it nonetheless. I especially love it when someone liked an idea I had and they want more info from me.”
Working closely with the training coordinator for the entire county provides even more support and inspiration, she says: “We bounce ideas back and forth, and I’ve given her some of my materials to use in developing sessions for our county.”
Attending conferences and being active in professional associations during good economic times are among the external resources Vaughn values: “Before the economy plunged, I went to the ALA and ASTD conferences on a regular basis. It is great to see familiar faces and discuss ideas with people going through the challenges. I network with library members through our library consortium, SWFLN [Southwest Florida Library Network], and that helps me stay up with other library organizations. I also serve on the Continuing Education Committee for SWFLN and offer my advice as well as take suggestions from neighboring libraries.”
Even becoming a member of these nonprofit organizations and their local affiliates leads to additional opportunities to extend our communities of learning. Members of ASTD chapters—those local affiliates of a nonprofit workplace learning and performance organization with national and international connections—find that moving beyond the walls of their local meeting rooms connects them to resources that would otherwise be unavailable. Those opportunities include service on task forces as well as on national committees and advisory groups that meet face-to-face as well as online. Their successes, furthermore, are documented, celebrated, and shared online through sites including ASTD’s Share Our Success (SOS) page—which then serves as yet another example of all that ASTD members produce and disseminate to the benefit of those they reach.5
Vaughn and other ASTD supporters are not alone in cherishing those outside activities, relationships, and resources. “It has been extremely valuable to me to get out of my place of employment and visit other libraries, and converse with colleagues,” Princeton Public Library assistant director Peter Bromberg says. “Last week, I had the pleasure of visiting the Allen County Public Library in Fort Wayne, Indiana—a wonderful library, by the way, that is well worth visiting! Within two hours of my visit, my mind was racing with new ideas and new perspectives that have helped me creatively address challenges in my current workplace.”
Bromberg also visited that library “for a one-day unconference called ‘Library Camp,’ where [he] got to hear from and converse with so many smart, creative people:
For me, there is no substitute for that experience. There is almost something magical about removing myself from my daily environment, my daily routines, and my daily relationships and interacting with a variety of people in the context of learning and sharing. It is simply one of the most useful and productive experiences I have in my professional life. So, to sum up: I think it has been absolutely vital for my learning and effectiveness to get out of the building once in a while.
Denver Public Library learning and development manager Sandra Smith speaks with equal passion of moving outside her organization to “seek out and receive new info and connections, mentally and physically, that can stimulate our thinking about what we do. Also, going to events gives me new ideas, information, and techniques that can be useful and often have been tried by others, so that I’m getting best practices—saving me time in not reinventing the wheel, and giving me new paths to follow.”
“It is too easy to get stuck in neutral and not even realize it,” Pioneer Library System training coordinator Louise Whitaker agrees. “I need to be willing to explore new ideas and be exposed to different ways of doing things. That won’t happen if I don’t interact with colleagues.”
Though more and more of us are taking advantage of opportunities to make and sustain outside connections through online social networking tools, there remains a real need for those face-to-face encounters that Bromberg, Smith, and Whitaker appropriately praise. “I’m a huge proponent of meeting online—it’s convenient and saves money. However, even with all the online collaboration tools available, I still find value in meeting colleagues face-to-face,” Gwinnett County Public Library training manager Jay Turner agrees. “There’s something about connecting physically: beyond getting energized by the good vibes of friends, I usually find that extemporaneous conversations begin that go off in amazing directions, often sparking my creativity or giving me an opportunity to ignite someone else’s.”
For the two of us who have written this book, the combination of online and face-to-face interactions has followed a pattern we increasingly are noticing. We first met through an online exchange when one of us responded to the other’s blog posting about master trainer programs. We exchange ideas online using everything from online chat and VoIP tools to resources that allow us to share and edit documents synchronously as well as asynchronously—large sections of this book, for example, were prepared through the use of Google Docs and Dropbox. We exchange information via the U.S. Postal Service and phone calls; meet face-to-face at conferences held throughout the country and occasionally have the pleasure of preparing presentations online and then offering them at the conferences we attend; participate in online meetings of the groups to which we and our colleagues belong; and even take advantage of those rare times when a little extra travel time puts us in the same place at the same time.
The variety of meeting places continues to offer “and” rather than “either/or” choices, and conferences and workshops remain instrumental in our development, the development of our colleagues, and the development of various organizations. “One of the best benefits I’ve gained from attending a specific workshop was participating in [workplace learning and performance author, presenter, researcher, and analyst] Elliott Masie’s Extreme Learning Lab back in 2007,” Turner says:
I spent close to a week at Masie’s lab … exploring what were, at the time, some amazing new technologies that Masie believed would shape learning and training for years to come. … I had an opportunity to try out several rapid-authoring tools I’d never used before; this was before I owned Captivate and Articulate Studio. I had a chance to try some well-crafted simulations from the army as well as try to create a few simple simulations of my own. I also met some of the brightest minds in training, including Bob Mosher—a Microsoft expatriate who’s perhaps the biggest name in electronic performance support systems. I half-jokingly tell people that the Extreme Learning Lab gave me about five years worth of fodder for me to futurize my library’s training program. … That event was worth at least triple the $1,500 registration fee.
Masie’s lab was also Turner’s “formal introduction to creating online learning and considering virtual worlds for training”—a talent that is unsurpassed among those we know who are currently working in library and nonprofit workplace learning and performance programs. He elaborates:
What I knew of e-learning and virtual worlds before then was from my own independent study during my days of interning in my library’s training department … before I was training manager. During that time, I was transitioning from undergrad to grad school, and much of my work and collaboration was online. The latent interest was there, and I was fortunate to be working in an environment where I could somewhat explore my personal interests, even though it was not part of my day-to-day work. … the learning lab was the formal introduction, but as with a lot of the development of ideas that I use for training and e-learning it comes from a lot of personal interest and exploration—often on my own time.
He also recalls, with gratitude, the presentation skills he acquired while attending Bob Pike’s workshops. Among the topics covered were managing a classroom, facilitation techniques, and preparing content. “What I found most valuable were some subtle methods for altering my stage approach to best fit my audience. I’m not a pro presenter at this point in my career by a long shot”—a point with which many of us would strongly disagree—“but I believe this workshop really helped shape me into one that is more polished and has the ability to work with groups of various compositions, from line staff to mangers to directors.”
Whitaker also notes how much she has gained through interactions with her peers at conferences:
Attending a session at [the annual] ALA [conference] on becoming a learning organization … made me realize that it should be more learner driven. At ALA this past summer, it was great to attend sessions on online learning to see what other libraries are doing and how we can improve our products, since we are just beginning to develop our own online modules.
For online training, I am excited about getting some assistance—guidance—from Jay Turner. I want to be as good as he when I grow up. The other person would be Sandra Smith in Denver. It is good to see what others are doing and steal ideas. From Jay, I am getting help with spiffying up our presentations with animation and making them more interactive and interesting. Informative is important, but they also need to be at least a little entertaining. From Sandra, just ideas on different trainings that they offer that we might consider incorporating.
Sometimes stepping out does not have to involve going very far, as Char Booth, e-learning librarian at the University of California–Berkeley’s University Library, concurs:
I also lead trainings and workshops outside of my immediate library organization. I managed to build a strong relationship with the campus Educational Technology Services (ETS) unit and started leading library/information-related faculty and staff trainings on our campus learning management system, bSpace, in the ETS training facility. It took a long while to establish my credibility with them as a teacher, and it has been a very gratifying and successful collaboration. It has also been interesting to learn to train in a different “language,” so to speak, by working within their information paradigm and outside the library paradigm for a change.
Stepping Out Even More
As leaders, we clearly need to model the behavior we are promoting. It is not enough to provide others with the learning opportunities they need. As should be clear from much of what we and our colleagues have said through the comments at the heart of this book, we need to educate ourselves continually for a variety of reasons. We must stay at least a few steps ahead of those we serve; remain viscerally connected to the experience of being a learner so we can deliver the best of what we experience; and avoid, with an almost fanatical commitment, what has discouraged or prevented us from learning. We also recognize the importance of immersing ourselves in classic and contemporary literature, not only in the field of workplace learning and performance but in innovation and change theory, in the fields in which we work and play, and in areas of practice that appear to have no connection to what we do but add to the richness of our knowledge and the depth of all we offer.
The two of us, for example, returned to formal academic programs to earn degrees while this book was in progress, and our experiences have helped shape the questions we asked our colleagues and the material we chose to include. The distance-learning aspects of our education, furthermore, helped us viscerally understand the pleasures and challenges students of all ages face as delivery methods for training-teaching-learning continue to evolve.
Our involvement in a variety of local, regional, national, and international organizations and activities have further added to what we are able to offer others.
We have also, through our continuing education, our own curiosity, and face-to-face and online interchanges with our colleagues, continued steeping ourselves in the literature of leadership by reading everything we can find, from Kouzes and Posner’s Leadership Challenge to the latest publications released by ASTD.6 We continue to look to well-respected classics in the field of change management, including Rogers’s Diffusion of Innovations, as well as to more recent releases including the Heath brothers’ entertaining and change-inducing Switch.7 We turn to Knowles’s Adult Learner and Senge’s Fifth Discipline.8 Where training-teaching-learning is concerned, the synthesis of work and play and learning could not be more complete.
Participating in our in-house and external communities of learning provides a constant flow of ideas—either new or those we have already encountered but failed to assimilate and use effectively—and reminds all of us that, no matter how isolated we may sometimes feel, we really never are alone.
Nurturing Those Outside Contacts
For many of us, there can never be enough contact with the colleagues who help us do our work better. “I’m in continual contact with a great network of talented people through a variety of channels including IM, Twitter, Facebook, e-mail, and phone,” Peter Bromberg notes. “IM has been particularly useful. Do I wish I had more time for such contacts? If you’d asked me four months ago, I would have said, ‘no—I have enough time.’ But since I’ve started a new job recently, it does seem like I’ve dropped out of the stream a bit and have only just recently started to reconnect with people.”
Creating and Living within the Intersection
That we need to improve our ability to create a balance between doing our job and maintaining contact with colleagues within and outside our own organizations is both an issue we need to consider and, at a larger level, one that creates an artificial dilemma akin to the issue of balancing work with training and learning. On the one hand, we recognize that we become better at what we do through the “Intersection” created when people from different places or backgrounds briefly meet and disperse to disseminate what they developed together, which Frans Johansson describes so well in The Medici Effect.9 On the other hand, treating these Intersection moments as anything less than an integral part of the work we do as trainer-teacher-learners makes us miss a basic point: learning is a part of everyone’s job, and organizations that see training and learning as frills are dooming themselves to mediocrity and the flight of their most innovative and valuable leaders and prospective leaders.
Management consultant and trainer Pat Wagner adds nuance to this assertion as she discusses the word colleague and what it means to be in contact with colleagues outside our own organizations: “Potentially, everyone is a colleague, and sometimes what happens is someone gets trained in a certain way and has certain credentials, and that’s who they hang out with. What I’m interested in … is that when we’re talking about human behavior, there are so many fields and disciplines in the world. Who are you hanging out with? Are you listening to anthropology professors? Are you hanging out with dog trainers?”
The wider our range of contacts, she continues, the more likely we are to not be limited to the conventional thinking of those within our own field of practice and experience: “For example, if your focus is on adult education, you might want to make friends with psychologists. … if you are a very practical person, it might be nice to make friends with academics who know more theory. Whatever your box, you want to make more contacts, formal and informal, outside of that box, face-to-face and online, but nothing substitutes for face-to-face.”
An additional value to stepping into the Intersection that occurs when members of various communities meet and exchange ideas, she says, is that it prevents us from being complacent: “The question for someone like me, then, is: how do I keep from degenerating into somebody who is smug, complacent, feels entitled, [and] is too tired to learn anymore? I have to be really, really careful about having enough people around me telling the truth.”
Because, as Wagner suggests, some of the most interesting colleagues we encounter are from fields other than our own, those of us working in libraries and nonprofit organizations have the built-in advantage of continually and with little effort being exposed to ideas from widely diverse segments of our small and large face-to-face and online communities simply because the nature of our work draws us all together. If we ignore the value and the possibilities this collaboration can provide, we not only cheat ourselves, we cheat those who rely on us to provide a broad-based program of learning opportunities that contributes to the overall development of the various and overlapping communities we encounter and are serving.
Dreaming
To bring a smile to the faces of those involved in training-teaching-learning within libraries and nonprofit organizations, ask us to dream. We are full of dreams, and some of us are actually good at bringing people together to move from dreams to action. As we concluded the interviews for this book, we asked our colleagues what their workplace learning and performance programs would include if they had unlimited resources.
Playfulness was at the top of Jay Turner’s dream list, and this is an element that appeals to many of us. “I wish that all learners in my library had access to a sandbox,” he admits. “I try to build time and request resources that allow me to have a functioning digital sandbox—a place where I can explore ideas and tools to improve the e-learning portion of the training I do at Gwinnett County Public Library.”
Turner’s suggestion creates an interesting vision akin to what Google offers its employees by encouraging them to pursue their own interests at least 20 percent of the time they are working. If each workplace had the equivalent of its own learning sandbox—a place where staff could go and simply explore innovative ideas and tech tools during predetermined times—we might see an explosion of personal and professional growth that helped them better serve customers and meet other aspects of their organization’s strategic and business plans. The Charlotte Mecklenburg Library saw this briefly as staff participated in the 23 Things program.
Peter Bromberg offers a variation on the theme of learning supported by the organizations we, in turn, support:
I think the biggest challenge for workplace learning and performance improvement is time, so if resources were unlimited, I’d like to have more staff—which would allow all staff to have more time to do self-directed learning. I’d also like some of that free time to be used for staff to get together and present to each other on topics that they have learned about and/or are interested in. … I’d also hire someone to coordinate staff development and learning—someone creative, with an ability to see the big picture and an ability to create interesting, engaging learning experiences. … You can’t legislate that behavior. It flows from the culture of an organization.
Catherine Vaughn offers her own ideas on playfulness and innovation:
I would have the sessions I have in place but offer them in different formats. I would offer my library orientation as a bus tour—I did do that in the past but had to stop due to dwindling resources. We toured numerous libraries including our processing center, Talking Books library, our Bookmobile, and the administration offices. We had a boxed lunch to keep everyone together and just spent eight hours together, learning about our library system and each other.
That program, which Vaughn developed, received national recognition through an ALA H. W. Wilson Library Staff Development Grant, which is given to one library system each year “for a program of staff development designed to further the goals and objectives of the library organization.”10
Vaughn also dreams of increasing what she offers through experiential learning:
I also feel hands-on learning is the best [way] for paraprofessionals to learn reference work. Currently we hold nine sessions conducted by reference librarians. I would like to see it expanded and have a part of the sessions held online, discovering our electronic resources and having them work at the reference desk with an assigned buddy to aid in the staff members’ development. I also find it is important for staff to partake in webinars and to learn as much as possible about our electronic resources.
Assisting staff to better serve customers remains high on her dream list. The need to be empathetic and understand how best to assist customers brings a desire to focus on issues of diversity in workplace learning and performance programs: “Understanding that when a child has ADD he will need more understanding than the normal (‘I’ve got a lot of energy to burn’) child. Or if an adult is a slow learner, it will take more patience on your part to ensure this adult gets the information she is looking for. It is knowing these differences exist and how to cope with them in another venue that staff need instruction about.”
“Learning is not a one-time event,” Vaughn concludes. “It is a part of your life. If you quit learning, you quit living!”
When Sandra Smith dreams, those dreams begin with visions of budgets to pay for substitute staff while members of permanent staff are given time to learn:
This budget would also include time to train the substitutes! Also, I would hire or develop people to be able to use the vast world of online learning tools to develop new products for our staff to [use in] learn[ing]. … The “tech savvy developers” would be able to spend their time keeping up with all the new tech that will be coming down the pike in the learning field. Also, I need more skilled face-to-face trainers who have the skills to deliver training either in person or via tech. And I want a kick-ass LMS, meaning money to make the vendor do it my way.
Creating budgets that support learning are also high on Pat Wagner’s wish list:
I would [want to] be able to hire enough people so a considerable amount of everybody’s time is spent learning, that everybody is a learner, that everybody is a teacher. Regardless of technology and the latest toys and the latest theories, we can stop and say, “This is something interesting. It is worth pursuing.” This is very important to me, because in our little business we have two key values: that what we do needs to be of service to people, but we don’t take on projects unless we’re learning something new. That’s true of myself, and it’s also true of my husband. We don’t pursue consulting and training projects if we’re not going to get something out of them besides money.
Among the other items on Smith’s wish list are resources for scholarships to allow staff members to attend educational opportunities ranging from single college courses to entire degree programs (including those leading to MLS degrees), workshops, and conferences—those places where so many of us learn so much and then spread the wealth both within and outside our formal worksites. Having resources to recognize staff in meaningful ways for succeeding in learning is equally important, she maintains. Certificates, mugs, and other trophies need to be replaced with other forms of encouragement and recognition.
For Smith, it comes back to a key issue: “the difficulties that trainers have in getting others to understand the value of what we do.” After all, if we can’t make that sale, who will?
The Pleasures of Training-Teaching-Learning
Gather workplace learning and performance leaders together, and you will hear plenty of grumbling about lack of time, lack of contact with colleagues in other organizations, lack of resources to do all that has to be done, and plenty of other challenges that can seem to be overwhelming. At the end of the day, however, you will not hear many of us talk about wanting to do anything other than train, teach, learn, and promote learning.
“I love what I do,” Catherine Vaughn says. “It is one of the best jobs a person can have. I work with so many wonderful staff, volunteers, and customers that if one person is having a not-so-good day, usually the next person is. I find great satisfaction when I see the person I have been working with ‘get it.’ Their eyes light up and they are so excited. The pay is not high, but the personal rewards are so many!”
In offering suggestions to others involved in or contemplating a similar career, she suggests remembering this: “You are being watched, so be on your game. Always be observing; you never know when you can use something to benefit your learning sessions. Keep the lines of communication open with other instructors and organizations. As time allows, read. Read books on leadership, facilitating techniques, your local news. Anything can become something.”
Peter Bromberg also refers to the pleasures his work provides:
I think anyone who is involved with the promotion or delivery of continuing education and staff development is a lucky person. It’s an immensely satisfying role to play, to be able to help create an environment and opportunities for others to expand their knowledge and abilities. I think, for many of us, that pleasure of helping people enrich themselves is why we became librarians. The difference for staff development professionals is that they are focusing on helping staff rather than the public, or students, or whatever the core service population of the institution might be. … Our skills, temperament, and ability to think strategically position us well for the roll of formal and informal leaders in our organizations. We tend to be more neutral and balanced in terms of organizational politics and better able to communicate in ways that are technically accurate and solution-oriented. The skills that allow us to excel at creating effective lesson plans and learning experiences are the same skills that allow us to communicate effectively with people across the organizational chart and help them find common ground around a shared vision or ideal.
Jay Turner speaks effusively of being enamored of the opportunities a career in workplace learning and performance offers:
What I see in my organization and … what I hear from other libraries—mostly, but not necessarily absolutely—is that we work in a field where staff like to learn. Not everyone will be rushing to sign up for your classes, but I’m amazed at how much people enjoy their own development. When I’ve gone to general training conferences and seminars, I hear how difficult it can be to get people to attend classes or to do some type of independent study. That just hasn’t been my experience. … The pleasure for me comes from seeing others wanting to learn.
Much of what appeals to him is reflected in what he offers those who learn from him, and he is explicit in his recommendations to other current and prospective learning leaders. “Train only that which people don’t already know,” he suggests as a starting point, then continues with other recommendations:
Empower your followers—learners, in our instance—to take charge of their development. There’s always something in it for them, your learners, even if it is not readily apparent. Try to help your followers see that early, whether you’re teaching a class or doing something heavy like assisting your administration with managing a major change. … Exercise extreme self-care, as one of my mentors put it to me several years ago. Trainers and leaders often burn the candle from both ends. You’re no good to anyone as a puddle of wax.
Pat Wagner loves those all-important moments “when people start talking and listening to each other about concerns they have in the workplace. It’s when people really step back and are learning from each other. That moment infuses a room with almost a special kind of light. They’ve lost their defensiveness. They’ve lost their boundaries. They, as my husband would say, are more interested in finding out the truth than being right.”
That “aha” moment, Wagner says, is what provides “the greatest pleasure … when you see someone go, ‘I got it,’ and they go back and try it, and it works. … that’s the best. That’s the heroin of being a trainer. That’s what keeps you coming back. I don’t care whether they thank me or not; that’s not what it’s about.”
Those same moments help to motivate Louise Whitaker: “When I am working with staff, either in a formal setting or just wandering by their desk, and I can answer a question or teach them a new skill, and I see that light bulb go off, that makes my day. Not to toot my own horn, but I think I am good at what I do. It is fun to come to work.”
By this time, it should be no surprise to readers that what draws us all together is a love of training, teaching, and learning; those moments that most effectively show us that our efforts have a positive impact lasting far beyond any single moment itself; and the opportunity workplace learning and performance offers us as leaders and as learners to create, nurture, and help sustain the communities of learning that contribute to the continuance of all we have developed collaboratively. We may not always—or even often—see the fruit that grows from the seeds we plant, but we know that others will. With your collaboration, we look forward to contributing to even greater results in the months and years and decades ahead of us.
Notes
1. Tony Bingham and Marcia Conner, The New Social Learning: A Guide to Transforming Organizations through Social Media (San Francisco: Berrett-Koehler, 2010); Richard Florida, The Great Reset: How New Ways of Living and Working Drive Post-Crash Prosperity (New York: HarperCollins, 2010); Clay Shirky, Here Comes Everybody: The Power of Organizing without Organizations (New York: Penguin Press, 2008); Don Tapscott and Anthony Williams, Wikinomics: How Mass Collaboration Changes Everything (New York: Penguin Group, 2006).
2. Ray Oldenburg, The Great Good Place: Cafés, Coffee Shops, Bookstores, Bars, Hair Salons and the Other Hangouts at the Heart of a Community (New York: Marlowe, 1989).
3. Pew Research Center, “Pew Internet and American Life Project,” www.pew internet.org; Pew Research Center, “Millennials: A Portrait of Generation Next,” http://pewresearch.org/millennials/.
4. New Media Consortium, “Horizon Reports,” www.nmc.org/publications/horizon; Len Safko, The Social Media Bible: Tactics, Tools, and Strategies for Business Success (Hoboken: John Wiley and Sons, 2010).
5. ASTD, “SOS Success Stories by Category,” www.astd.org/membership/Chapter Leadership/ChapterManagement/SOSbycategory.htm.
6. James Kouzes and Barry Posner, The Leadership Challenge, 4th ed. (San Francisco: John Wiley and Sons, 2007).
7. Everett Rogers, Diffusion of Innovations, 5th ed. (New York: Free Press, 2003); Chip and Dan Heath, Switch: How to Change Things When Change Is Hard (New York: Broadway Books, 2010).
8. Malcolm Knowles, Elwood Holton, and Richard Swanson, The Adult Learner, 6th ed. (Burlington, Vt.: Elsevier, 2005); Peter Senge, The Fifth Discipline: The Art and Practice of the Learning Organization, 2nd. ed. (New York: Doubleday, 2006).
9. Frans Johansson, The Medici Effect: Breakthrough Insights at the Intersection of Ideas, Concepts, and Cultures (Boston: Harvard Business School Press, 2004).
10. ALA, “The H. W. Wilson Library Staff Development Grant,” www.ala.org/alaawards grants/awardsrecords/wilsongrant/wilsongrant.cfm.