英语论文网

al network sites but was this capable of spurring 'unproductive hours' as consultants could spend hours 'facebooking' under the disguise of responding to discussions on the co-operative inquiry group page?

Within one week, I created the facebook group dubbed 'WeLearn-Adecco'. I made my first post requesting participants to air their views on what words 'Collaborative Learning' meant to them. The next day (thankfully), I received two responses. The first gave an answer to my question correctly by stating a personal perception of the words 'Collaborative Learning' and the second seemed to have given a 'dictionary' definition before drawing a perception based on the definition.

Thereafter, I requested for stories with situations that could infer Collaborative Learning. For a whole week, I got no reply. I sent a reminder and got three replies within two days. Two were from the same set of contributors and the third was the first contribution from my friend - the 'boss'. However, one of the stories shared at this juncture was significant as well as sensitive. That story interestingly went on to be the crust of our inquiry.

Feeling a lack of passion from my co-researchers, I offered to deliver a pro-bono session to the team on Competency-based Recruitment - a topic of immense benefit to their work deliverables and client satisfaction. That suggestion was received with excitement and that came across as a morale booster - an assurance that they were not giving without receiving.

Subsequently over the following couple months, discussions trickled in with gaps and long moments of silence in-between. The process was wrapped-up with a recap of our discussions and learning over the past two months. To ensure I got a good representation of what impact the process could have had on the team, we ran through the session on 'Free-fall Writing' and used that writing style as a tool to write on 'the effect our inquiry process has had on self and the team'. The promised session on Competency-based ran thereafter.

Reviewing the Data 数据的回顾

Through the research exercise, the co-operative inquiry group consisting of five Adecco consultants and myself deduced valuable data from sharing a few real-life stories related 'learning in the workplace'. By making sense of these stories, a new and creative way of learning in the workplace seems to emerge. The objective of this chapter is therefore to make sense of the data gathered and elicit its richness having identified the themes in which the data emerged before drawing conclusions.

Before embarking on the above, it is imperative to have a better understanding of the researchers, their age, career history and role in the organisation. The table below depicts this information.

The information had considerable impact while making sense of the data provided by each participant as we explored the factors that define success for Collaborative Learning. Participants with prior work experience before joining Adecco seem to draw from their past experience in making sense of the stories shared - they seem to have had richer perspectives of how learning occurs in the workplace.

Of the five stories shared, one particular story (which will be s本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。