Professional development in higher education is increasingly shifting to online formats. However, online professional development often does not lend itself well to fostering meaningful human interconnection. Taking a constructivist approach, we share findings from a qualitative research study that explored what participants found meaningful in a professional development training based on creating biocratic organizations designed for a student services department. We explain how research findings can be applied to designing and delivering professional development to workgroups. [For the full proceedings, see ED631897.]