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nitially uninterested but wanted to get a clear understanding, seeing as Tobi was very passionate about it. Making contributions was difficult because she didn't have much to say. As far as she was concerned, she understood collaborative learning as informal learning and that takes place everyday already, whether we paid attention or not'.

My friend (the Manager) who ensured the success of this exercise, I had thought had an understanding of what I wanted to do and felt as much passion as I did. Whilst planning the wrap-up session, I had suggested we meet on a weekend to complete our inquiry process and also run the pro bono session on Competency-based Recruitment. I expected him to feel the same passion, to see things from my point of view, to understand the scenario here just as I did. These two were big lessons for me. People do not see things as we do and getting them to see it is a difficult task. Of course, they had good intentions but there was a 'gap' in how we understood situations - a difference in how we interpreted our world and how we implied obstacles thereby informing our actions. Thus, this came across as affirming the degenerative nature organisational learning could sometimes take.

What this means to me - A Business Opportunity?

In their famous piece of writing - The Balanced Scorecard - Kaplan and Norton (1996) wrote about the origin of the book tracing it back to 1990 when the research arm of KPMG, Nolan Norton Institute, sponsored a one-year multicompany study tagged 'Measuring Performance in the Organisation of the Future'. Bringing together representatives from a dozen companies cutting across industries, the group discussion led to the invention of the 'Balanced Scorecard'- a strategic tool organised around four distinct perspectives - financial, customer, internal, and innovation and learning.

Reflecting on my passion around 'Collaborative Learning' and the positive impact this could have on organisations' success, I imagined a replica of the process that gave birth to the Balanced Scorecard - not just as a mere concept but as a strategic tool structured around a model. I started questioning, in my mind, a possibility of developing Collaborative Learning beyond the confines of a concept to a recognised strategic model with distinct features for organisational development. The possibility of growing a business idea out of this remains a fate that can only be determined by the future.

References 参考文献

• Brown, J.S and Duguid, P (1991). Organisational Learning and Communities-of-practice: Towards a unified view of Working, Learning and Innovation. Organisation Science, 2 (1), pp. 40-57.
• Carr, W. & Kemmis, S. (1986) Becoming Critical: Education, knowledge & action research. Lewes: Falmer.
• Collazos, C.A, Guerrero, L.A, Pino, J.A. & Ocha, S.F (2002) Evaluating Collaborative Learning Processes In J.M. Haake and J.A. Pino (Eds.): CRIWG 2002, LNCS 2440, pp. 203-221, 2002
• Cox, A. (2005) What are communities of practice? A comparative review of four seminal works. Journal of Information Science, 2005: 31. 527-540
• Dillenbourg P. (1999) What do you mean by collaborative learning? In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches (pp.1-1