Summary
This research project considers the benefits of introducing a cooperative learning process into the staff of the Canadian Forces Provost Marshal and was implemented as a catalyst for moving the organization toward becoming a learning organization. Constructs influencing this research include Senge's learning organization and Wilber's three strands of knowing: instrumental injunction, direct apprehension, and communal verification. In this project, the instrumental injunction became the introduction of a team learning process. The direct apprehension included recording reactions via surveys, journaling, and observed discussion. Open dialogue concerning the theoretical and practical application of team learning in this context provided communal verification. An analysis of the data yielded five learning themes: approach, content, relationships, transferability, and time and space. The study concludes the introduction of the cooperative learning process produced several benefits: deeper work relationships, improved information flow, and a renewed sense of belonging and heightened morale within the research group.