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In exploring types of learning communities, Tinto (2003) identified three common features. An outstanding feature of learning communities is 'shared responsibility' - which expects learners to own a sense of responsibility for each other in the process of gaining knowledge. Whilst learning collaboratively, they are required to mutually depend on one another realizing that the learning of the group cannot advance unless each learner does his or her own part. As deduced from this study, organisations need to instill in team-members a sense of responsibility for the learning of others - making them realize that only collective learning can breed team success.

Fenwick (2008) - who reviewed nine literatures addressing learning in work, focused on relations between individual and collective learning published in nine journals (between 1999 and 2004) - emphasized a need for greater focus on power and politics in studying factors that has impact on organisation practice and learning, affirming that little empirical analysis of power is reported in studies related to individual and collective learning in the workplace. Leaders in organisations are habitually unconscious of their power relations and the negative effect this has on Collaborative Learning. Organisations that help leaders pay more attention to power relations stand a chance of lubricating the typical friction that exists in 'leader-member' learning.

In his legendary work on learning organisations, Senge (1990) described such organisations as a place where 'people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free' (Senge, 1990:3). Emphasising on aspirations being collective, having a culture of team-work is essential in building learning organisations. When the employees of an organisation realises that 'the way we do things around here' is that work is shared, and not owned by one individual, a greater sense of corporation will be built and consequently, Collaborative Learning will thrive.

It is necessary to state - in conclusion - that the list of four 'critical success factors' deduced from this study are by no means the only elements that influence the success or failure of Collaborative Learning in the workplace. If not for limited time, more factors could have been discovered by delving deeper into our stories through the inquiry process. This therefore confirms that there could still be a lot more done in studying trends that arise when we attempt to learn collaboratively at the workplace. The findings from such studies will undoubtedly be valuable to organisations who seek to utilise collective learning for employee's self development and consequently, organisational development.

Personal Reflections 个人反思

Through this fascinating exercise, a frequent challenge I faced was experiencing some form of resistance as I tried to transfer my tacit knowledge on the importance of this study to my co-researchers and the organisation they work for. As could have been noticed, Participant 1 had little to contribute to the discussions. Narrating her initial impression, she stated she was 'i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。