Communities of practice as stimulating forces for collective learning

Abstract

Purpose

The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective learning in these groups.

Design/methodology/approach

A review of literature on collective learning and CoPs led to the development of a conceptual model, which was tested through case study research against empirical data from three groups in organizations.

Findings

The groups differed concerning group characteristics, but also concerning the collective learning processes and learning outcomes present. The group that can be characterized as a CoP learns a lot, but the (learning) processes in the group are not always in favour of the organizational learning process.

Research limitations/implications

The conceptual framework was helpful to evaluate the characteristics of CoPs in relation to collective learning. These findings suggest that it will be interesting to expand the model, for example with consideration to the way CoPs experience the need to change.

Practical implications

The developed framework might help managers to judge if groups in an organization have characteristics of a CoP, if they are in balance and what might be needed to develop towards an ideal CoP with a great learning potential.

Originality/value

A first attempt is made to build a framework for judging CoPs for several aspects of their functioning. The research also shows that CoPs are not always stimulating forces for organizational learning.

Citation

Mittendorff, K., Geijsel, F., Hoeve, A., de Laat, M. and Nieuwenhuis, L. (2006), "Communities of practice as stimulating forces for collective learning", Journal of Workplace Learning, Vol. 18 No. 5, pp. 298-312. https://doi.org/10.1108/13665620610674971