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ng on past work experience prior employment with Adecco. Two other stories, which related scenarios that occurred within Adecco, lacked depth. Participant 5 (a Project Officer working on an initiative for Career Development who is not on Adecco's payroll) shared a story of an encounter she had with Participant 2 (a Consultant working full-time for Adecco) who she indulged to share his tacit knowledge to guide her in delivering a work task. An abridged version of the story is shared below:

'I got to work one morning and 'the boss' called and asked me to prepare a business plan. The first thing that came to my mind was the fact that I did not know anything about Business Plans other than their use and some very little details, and I was not sure I could develop one. Keeping a positive attitude, I went back to my desk and started thinking of how to get the task done. I googled the words 'Business Plan' came across a couple of templates but these still looked strange to me. Then I looked towards Participant 2's desk and realized he had his earphones on indicating (to me) that he was less busy. Walking up to him, asking for help with creating a Business Plan, he looked up and gave me the 'I'M BUSY' look. We knew how 'NOT TOO BUSY' he was, considering he had his earphones on, probably listening to music. So I went back to my desk. Eventually, he did send me a template 'at his own time', but never could find the time for a little talk with me probably to explain certain aspects of the steps to take in developing a Business Plan. The sad part was that he does help but only at his own time or he never does at all. This forces me to look elsewhere for help when a 'guru' sits just a few steps away. And if this keeps happening, I will become more withdrawn or probably never ask him for help again. It is pathetic that people around us makes Collaborative Learning so difficult. They force one into a situation when you just decide to do the best you can and leave the rest. Although I eventually got the Business Plan done and sent, it was really way past the deadline.'

A vital learning point that jumps-out from this story is a case of needs and offers as it relates to knowledge sharing. Participant 5, promoting collaborative learning, had demanded for Participant 2's tacit knowledge by letting him know she needed 'help in creating a Business Plan' - she wanted him to show or guide her through the process. He however eventually responded by offering a different product contrary to her need - he sent her a template - a material that could only help her gain explicit knowledge when she actually needed tacit knowledge that is, his own 'how I do it' guidance.

Eliciting Themes 引出主题

Personality
As the story above docked and we started to collectively make sense of it by asking such questions as:

'Could Participant 2 have responded or reacted in a better way to Participant 5 to enable her deliver on her task in good time?'

'Considering the fact that Participant 2 could have been busy (which is possible), could the situation have played out differently?'

It became obvious that at the workplace, based on our actions and reactions, colleagues reach conclusions on issues relating to our personality.

Participant 2's 'body lang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。