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ir set-goals? Her response: 'that would be total disaster for me!' She mentioned that a likely response from 'the boss' would be to ask her to go exhaust her resources rather than 'keeping her waiting forever' and after this, she should come back with whatever she had been able to come-up with - inferring that 'the boss' feels a sense of responsibility for her learning.

While exploring his possible reaction if the request had come from another member of the team, Participant 2 confessed later on that he probably did not feel a sense of responsibility for Participant 5's learning because her deliverables were not tied to his. She works on a different project and their work has absolutely no meeting-point. 'If the request had come from a fellow-consultant' he said, 'I might have shown more interest in sharing my knowledge'.

The sense of responsibility we feel for the learning of others goes a long way in facilitating Collaborative Learning. Organisations that tie individual success to team success have a greater potential of aiding a learning environment within teams.

Power relations 权力关系

Flipping the question above, we sought to perceive opinions on what the situation could have turned out to be if Participant 4 ('the boss') was the one approached for help. The most valuable response was from Participant 3 who had worked with him (Participant 4) as a colleague and now as a subordinate. She asserted that his approach to offering learning help as 'the boss' had considerably changed compared to a few years ago when they were colleagues (although not on the same job level). He readily offered help without questioning her lack of ability to 'deliver the task' or 'know what she should have known'. As 'the boss', he has played into the habit of instructing rather than guiding her as he did when they were colleagues.

This, we concluded, makes her grow cold-feet before gathering the gut to go ask him for learning help at work. She learns less from him than she did in the past.

Leaders need to take extra care to ensure their role as 'the boss' does not derail the opportunity to share knowledge with team-members and learn from them too. Getting lost in the euphoria of 'acting-the-boss' to ensure tasks are delivered on time could well hamper 'top-bottom' Collaborative Learning in the workplace.

Organisational Culture 组织的未来

The themes were not all negative, 'need-to-work-on' indicators. There were positive, 'we-can-improve-on-this' indicators too. Our inquiry process proved that the team has a culture that effectively promotes Collaborative Learning. Constructive criticisms are well taken and there is little or no existence of 'bad-blood'.

In my unease and perturbation arising from a looming heated argument as the most talked about story evolved, I was drawn to caution the group by saying that 'I hoped we are not taking this personal as yet!' A soothing relieve came as I got Participant 5's response assuring me that 'this can never get personal' while Participant 2 (the one on the spotlight) reassured saying 'I really don't want to think it is getting personal...in fact, I like the dimension this is taking'.

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