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of their own workplaces. The researchers (first and second author of this paper) gave lectures on the DWR method and on network learning. For the second seminar, participants prepared another homework assignment including a mapping of their workplace networks and the challenges embedded in the networks. The future of the learning network was also designed in the second seminar. To begin, the object of the network was given definitions and interpretations that were characteristically ideological in nature. The ‘ideological object’ of the learning network of South Savo stressed regional development and well-being as a basic motive for the network. Secondly, various conceptions of developmental means and tools were discussed. Researchers offered conceptual tools for DWR, such as a model of an activity system and the cycle of expansive learning. These were considered useful for depicting the overall activity of a workplace and its network relationships. Some participants viewed the concept of a tool as difficult to understand, being accustomed to use the word tool in the context of concrete tools such as a turning machine. Thirdly, the network community was discussed in terms of the value it would bring to the region and workplaces. Some participants emphasised profit-based values, whereas others underlined the human value of networks.
Phase 2: starting the Forum of In-house Development After the two start-up seminars, twenty participants from six workplaces decided to remain in the network community. To begin with, the participants, the ‘inhouse developers’, presented their preliminary ideas for a workplace project. One of the in-house developers wanted to plan a new division of labour in office work, due to a change that new data systems had brought to the work. The second workplace focused on poorly functioning staff meetings, while the third considered a choice between two topics, one on social entrepreneurship, and the other on a personal development plan used as a tool in reformatory youth work. The fourth workplace had an interest in clarifying basic tasks and enhancing work-related well-being in a mental health organisation. The fifth and sixth were adjusting to nation-wide changes in their organisation and wanted to work on these developments in their projects. Through the adoption of developmental methods, concepts, and tools as well as new ideas of network learning, the ideological object gradually began to fade and give way to new interpretations. Instead of more or less ideal goal-setting