This paper studies a learning network-based approach as an alternative programme theory to a traditional approach in working-life development that uses demonstration projects. Learning network projects of the Finnish Workplace Development Programme TYKES (2004–2010) are used as an example of the alternative approach in practice. Based on an empirical analysis of five learning network projects, a framework for weighting strengths and weaknesses of three different modes of programme leadership for directing learning networks is presented. Finally, this paper elaborates the role of programme theories in cases of complex objects for intervention, suggesting that in action research-based efforts that require commitment of and cooperation between many actors programme theories should be judged more on the basis of their social value than their truth value.