In spite of the widespread consensus regarding the importance of work-based learning, little is known about processes of learning at work, and the conditions that are likely to facilitate or constrain such processes. This paper is based on a study of work-based learning and team development in three organizations within a Swedish municipality. An educational intervention based on a process of group problem solving and planning was carried out in these three organizations during a period of two and a half year. The aim of this paper is to explore:

1. to what extent it was possible to foster work-based learning and team development through this intervention; and
2. the different individual, group and organizational factors that facilitated or hindered the learning and development process.

The empirical study, carried out in the framework of an interactive or collaborative research approach (e.g. Adler, Shani & Styhre, 2004), was based on case studies of learning processes in three teams. One team ofteachers within a school, one team of home-care workers from a unit for home-help services and one team of operators from a unit for technical support. The researchers acted in a combined role of researchers and consultants in relation to the teams. The educational intervention was based on an action learning model. The problem solving process of the teams was organized as "miniprojects" focusing on a number of work-related problems that were identified in collaboration between the researchers and the teams in the first phase of the intervention. Data was collected through individual interviews and group interviews with team members and managers. In addition to these interviews, the researches had ample opportunities to observe and document learning activities during and after the recurrent meetings with the teams that were carried out as part of the intervention process. Data from interviews and observations was fed back to the teams at a number of feed-back seminars conducted in order to facilitate the learning and team development process. As described in this paper we have been able to identify four groups of factors that have facilitated or hindered the learning and development processes in the teams:

1. time for problem solving and reflection at work;
2. range and complexity of the problems chosen by the teams;
3. the role of the managers;
4. the culture and professional status of the teams.

These four factors will be elaborated and discussed on the basis of data from this study, but also in relation to theory and previous research on innovative learning (e.g. Engeström, 1999; Ellström, 2001; 2003; Ellström & Gustavsson, 1996; Fenwick, 2003).

References:

• Adler, N., Shani, A. B. (Rami), & Styhre, A. (2004). Collaborative Research in Organizations. Foundations for Learning, Change, and Theoretical Development. Thousand Oaks: Sage Publications.
• Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19-38). New York: Cambridge University Press.
• Ellström, P. - E. (2001). Integrating Learning and Work: Conceptual Issues and Critical Conditions. Human Reource Development Quarterly, 12, 4, 421-435.
• Ellström (2003). Developmental learning – a condition for organizational learning. In: B. Nyhan, M. Kelleher, P. Cressey, R. Poell (Eds.). Facing up to the learning organisation challange. Selected European writings. Volume II. Cedefop Reference series; 41-II. Luxembourg: Office for Official Publications of the European Communities.
• Ellström. P.-E. & Gustavsson, M. (1996). Lärande produktion - erfarenheter från ett utvecklingsprogram för processoperatörer. (Learning production - Experiences from a development programme for process operators). In: P.-E. Ellström, B. Gustavsson & S. Larsson, (red.) Livslångt lärande. (Lifelong Learning). Lund: Studentlitteratur.
• Fenwick, T. (2003). Innovation: examining workplace learning in new enterprises. Journal of Workplace Learning, 15, 3, 123-132.