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uage' of having his earphones on was interpreted by Participant 5 to mean 'not too busy' - a clear indication of judging his action and consequently holding certain perception of his personality. However, Participant 5's interpretation of Participant 2's 'body language' as 'not so busy' when he had the earphones on was incorrect as he affirmed that 'I put on earphones when I need to get away from my environment and focus on something' - signifying that he was extremely busy at that time.

Her perception of his personality led her to drawing conclusions on who 'he will always be' - his future actions. She expressed this in the part of her story that says:

'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.'

She not only reached a conclusion on his personality, she had also on this basis restricted further opportunities for 'Collaborative Learning' by affirming that she will be 'forced to look elsewhere for help' rather than 'put more pressure on Participant 2 to make him know that what she needed was more than he did offer'-- Participant 3 later suggested.

Participant 5 had affirmed, in a subsequent forum post, that:

'Trying to understand Participant 2, I have discovered he really likes to do things in his own way, and in his own time. I am not denying the fact that he is a very knowledgeable person, but most of the time, he does not really create the time to help others with some of their 'little' problems....indicating a she had completely formed perception of Participant 2's personality which she will not likely change with ease.

We posed a further question to imagine Participant 5 making the request from another member of the team (Participant 3) who was considered to be the 'most empathetic' in the team but not considered a 'guru'; could she have got a different 'attitude'? Her response was 'no matter what Participant 3 was busy with, if she cannot help, she would have pointed out and apologised she couldn't help'. This indicates a different personality perception.

She however, later admitted that 'a person with a more subtle tone or approach might have been able to work his/her way into Participant 2's heart, or even someone who gives him a hell of a shake' - inferring that her own personality could have hindered her success in getting learning help from Participant 2.

Appreciating our individual differences and learning to know that various personality types that exist might be a key success factor in lubricating our collaborative way of learning in the workplace and avoiding potential workplace conflicts. Our realisation of the fact that it takes extra effort to gain access to an individual's tacit knowledge demands a need to learn how to cope with and understand various personality types, if we must tap into such knowledge.

Sense of Responsibility for Learning of others 学习他人的责任感

A question was posed: 'If Participant 2 happened to be 'the boss', would he have reacted differently?' Does the role we hold in a team determine the responsibility we feel for others in helping them achieve the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。