INDIVIDUALS OF COMMUNITY OF PACTICE
Members of communities of practice are thought to be more efficient and effective conduits of information and experiences. While organizations tend to provide manuals to meet the training needs of their employees, CoP's help foster the process of storytelling among colleagues which, in turn, helps them strengthen their skills on the job. (Seely Brown & Duguid 1991)
Studies have shown that workers spend a third of their time looking for information and are five times more likely to turn to a co-worker rather than an explicit source of information (book, manual, or database) (Davenport & Prusak 2000). Time is saved by conferring with members of a CoP. Members of the community have tacit knowledge, which can be difficult to store and retrieve outside. For example, one person can share the best way to handle a situation based on his experiences, which may enable the other person to avoid mistakes and shorten the learning curve. In a CoP, members can openly discuss and brainstorm about a project, which can lead to new capabilities. The type of information that is shared and learned in a CoP is boundless (Dalkir 2005). Duguid (2005) clarifies the difference between tacit knowledge, or knowing how, and explicit knowledge, or knowing what. Performing optimally in a job requires being able to convert theory into practice. Communities of practice help the individual bridge the gap between knowing what and knowing how. (Duguid 2005)
As members of communities of practice, individuals report increased communication with people (professionals, interested parties, hobbyists), less dependence on geographic proximity, and the generation of new knowledge. (Ardichvilli, Page & Wentling 2003)
SOCIAL PRESENCE
Communicating with others in a community of practice involves creating social presence. Tu (2002) defines social presence as "the degree of salience of another person in an interaction and the consequent salience of an interpersonal relationship" (p. 38). It is believed that social presence affects how likely an individual is of participating in a COP (especially in online environments). (Tu 2002) Management of a community of practice often faces many barriers that inhibit individuals from engaging in knowledge exchange. Some of the reasons for these barriers are egos and personal attacks, large overwhelming COP's, and time constraints (Wasko & Faraj 2000)
MOTIVATION
Motivation to share knowledge is critical to success in communities of practice. Studies show that members are motivated to become active participants in a CoP when they view knowledge as meant for the public good, a moral obligation and/or as a community interest (Ardichvilli, Page & Wentling 2003). Members of a community of practice can also be motivated to participate by using methods such as tangible returns (promotion, raises or bonuses), intangible returns (reputation, self-esteem) and community interest (exchange of practice related knowledge, interaction).
COLLABORATION
Collaboration is essential to ensuring that communities of practice thrive. Research has found that certain factors can indicate a higher level of collaboration in knowledge exchange in a business network (Sveiby & Simon 2002). Sveiby and Simons found that more seasoned colleagues tend to foster a more collaborative culture. Additionally they noted that a higher educational level also predicts a tendency to favor collaboration.
Wenger (Wenger, McDermott & Snyder 2002) identified seven actions that could be taken in order to cultivate communities of practice:
- Design the community to evolve naturally - Because the nature of a Community of Practice is dynamic, in that the interests, goals, and members are subject to change, CoP forums should be designed to support shifts in focus.
- Create opportunities for open dialog within and with outside perspectives - While the members and their knowledge are the CoP's most valuable resource, it is also beneficial to look outside of the CoP to understand the different possibilities for achieving their learning goals.
- Welcome and allow different levels of participation - Wenger identifies 3 main levels of participation. 1) The core group who participate intensely in the community through discussions and projects. This group typically takes on leadership roles in guiding the group 2) The active group who attend and participate regularly, but not to the level of the leaders. 3) The peripheral group who, while they are passive participants in the community, still learn from their level of involvement. Wenger notes the third group typically represents the majority of the community.
- Develop both public and private community spaces - While CoP's typically operate in public spaces where all members share, discuss and explore ideas, they should also offer private exchanges. Different members of the CoP could coordinate relationships among members and resources in an individualized approach based on specific needs.
- Focus on the value of the community - CoP's should create opportunities for participants to explicitly discuss the value and productivity of their participation in the group.
- Combine familiarity and excitement - CoP's should offer the expected learning opportunities as part of their structure, and opportunities for members to shape their learning experience together by brainstorming and examining the conventional and radical wisdom related to their topic.
- Find and nurture a regular rhythm for the community - CoP's should coordinate a thriving cycle of activities and events that allow for the members to regularly meet, reflect, and evolve. The rhythm, or pace, should maintain an anticipated level of engagement to sustain the vibrancy of the community, yet not be so fast-paced that it becomes unwieldy and overwhelming in its intensity.
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