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Although considerable amount of work has been done which points out steps to be taken in building effective Communities of Practice and structures to be built for organisations to promote 'internal circulation' of tacit knowledge, this research work seeks to identify the 'critical success factors' that must be in place for organisations to make the best of 'Collaborative Learning'. As earlier stated, the term 'Collaborative Learning' is used in this research to represent any form of 'learning together' within the team. It is therefore necessary to imply that 'Collaborative Learning' might refer to the early-stages of forming Communities of Practice. The fact however remains that some form of collective learning occurs before Communities of Practice as (defined by previous writers) are completely formed.

The findings from this co-operative inquiry with a 'small-sized' young team of five Recruitment Consultants working for a Fortune 500 company (Adecco), to some extent should mirror the typical characteristics of the 'new generation of workers' as well as the features of 'leading organisations', thus boosting the credibility of the research results. It focused on learning rather than teaching; situated interaction rather than classroom instructing. Lave and Wenger suggested learning by observation and peripheral participation rather than by teaching; learning from other learners (social interaction) rather than pupil learning from teacher (individualised); informal, task driven learning rather than following a planned curriculum as it is in traditional learning models.

Methodology 方法

The study was conducted through the Action Research methodology using a Co-operative Inquiry approach which provided an opportunity to engage co-researchers in a critically reflective dialogue resulting in deeper understanding of our situations and making sense of things we individually and collectively reflected on.

'Action Research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out' (Carr and Kemmis 1986: 162)

When we undertake Action Research, we source for practical solutions to the issues that are of concern to us as a group of people, by acting and reflecting on our actions - and so we discover the relationship between theory and practice through collective participation (Reason and Bradbury, 2001). As a qualitative research methodology, Action Research helps researchers to discover practical knowledge that is useful for everyday life because it approaches researching in a manner that seeks to improve the social well-being of humans.

Action Research comes across as participative due to the fact that, to discover practical knowledge and liberating ways of knowing, we need to work with people in their everyday life. Thus all participative research must be action research (Reason and Bradbury, 2001).

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