Here, we also catch a glimpse of an

Here, we also catch a glimpse of an interesting and central paradox in theories about learning organizations. As described above, in order to promote learning at work, creativity, innovation, and development, individuals and teams should not be micro-managed; instead, they should be given freedom. However, this possibility for self-organization at the same time provides room for disobedience and restoration of status quo in the form of returning to the old professional values and there is a risk that the organization reverts to previous organizational structure although it may be irrational and counterproductive ([2] Abrahamsson, 2001; [3] Ackroyd and Thompson, 1999). Problems and difficulties, passive resistance from both employees and managers, and even open conflicts hinder the positive development of work and workplaces At another level, problematic issues may arise because a work organization often has more than one set of values. For example, groups of professionals may have one set of values and management may have another set of values. Thus, issues can emerge from walls and barriers between "profession" and "organization" or even between sub-groups of professionals. Several communities of practices with disparate aims and cultures can exist simultaneously. Compared with teachers in general, upper secondary school teachers identify with their specific subject(s) more strongly, i.e. they are more prone to present themselves as "an English teacher at upper secondary school" than "an upper secondary school teacher" ([25] Linnell, 1994; [30] Månsson, 2004; [40] Siskin Santee, 1994). In addition, teachers may have one view of what competence is important and what learning is of most value for practicing the profession, and the school organization may have a different view ([31] Parding, 2007).
Few workplace learning studies address internal conflicts, power-relations, sub-organization and status differences ([14] Fenwick, 2006). Literature advocating schools to transform into learning organization has begun to accumulate ([39] Silins et al. , 2002). But professionals' work organizations are an important but neglected area in critical discussions on workplace learning. Similar, in the research on professions, the learning aspect has not been given a central role; such research focuses on governance on a more overriding level such as discussing New Public Management (NPM) and its effects