Sandy Barnett Manukau Institute of Technology NZCA Conference 2011

Wenger and Lave 1991 Essentially a theory of how newcomers learn,

describing newcomer learning as a: continuous active engaged situated and identity-forming process.

‘Groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis’.

(Wenger,E., McDermott, R. & Snyder, W.M., 2002, p. p.4)

What makes a community of practice?

are important vehicles for knowledge management, but also knowledge sharing and knowledge creation (Nonaka, 1994; Polanyi, 1957).

COPs more responsive in dealing with the opportunities and challenges of today’s rapidly changing environment and growing global competition a (Hemmasi & Csanda, 2009)

A growing recognition that the challenges facing nations are as much knowledge based as they are financial, a COP approach provides a new paradigm for national and international development work (Wenger, 2006).

Are more effective in generating and disseminating tacit knowledge and are a key vehicle for organisational learning (Brown & Duguid, 1991; Rucker, 1999 ; E. C. Wenger, McDermott, & Snyder, 2002).

COPs have been the subject of study in several including: organizational studies, knowledge management, organizational learning and education. (Cox, 2005 )

business government education professional associations civic life

Helping Best practice Knowledge stewarding Innovation

http://www.patientslikeme.com/ http://www.dogster.com/ http://www.linkedin.com/groups/

Practice as related to profession or work related

Sustained mutual relationships Shared ways of engaging in doing things together The rapid flow of information and propagation of innovation Very quick setup of a problem to be discussed Mutually defining identities The ability to assess the appropriateness of actions and

products Specific tools, representations, and other artefacts Local lore, shared stories, inside jokes, knowing laughter Jargon and shortcuts to communication as well as the ease

of producing new ones Certain styles recognized as displaying membership A shared discourse reflecting a certain perspective on the

world. (Extracted from pp. 125–6).

Weak ties Strong ties

INDIVIDUAL OUTCOMES Participation to gain social capital benefits: new

networks/enhancing existing social connections/status career advancement and Professional Reputation

(Ardichvili, 2008) (McLure-Wasko & Faraj, 2005; H. Scarbrough, 2003)

(Hendler & Goldbeck, 2008; H Scarbrough, 2003)

Participation to gain intellectual benefits(Knowledge/expertise/ new challenges competence (mastery of a task or situation)

(Chiu, Hsu, & Wang, 2006; Van Winkelen &

Ramsell, 2003)

Participation to gain emotional benefits (self esteem, contributing /helping others /Self expression /influencing , teaching and encouraging

(McLure & Faraj, 2000; Van Winkelen & Ramsell, 2003)

Participation to gain material gain/Selling consultancy services??

Group belongingness/friendship/escape from loneliness

{Chiu, 2006 }{Fang, 2010 #40}

For a community to grow and flourish there should be an active participation of members in various activities such as posting questions on online community boards, engaging in live chats, participating in synchronous online and video conferencing discussion sessions, and providing asynchronous answers and feedback in discussion threads (Ardichvili, Page, & Wentling, 2003; Hayes & Walsham, 2000).

There should be also an active participation on the demand side also: numerous members should be visiting the VCOP Web site, using online search tools or posting questions when they search for advice or information(Cross, Bogatti, & Parker, 2001)

Many of the post Facebook studies are of students social networking-not for professional outcomes.

Of the literature on professional groups

INDIVIDUAL OUTCOMES gain social capital benefits: new

networks/enhancing existing social connections/status career advancement and Professional Reputation

gain intellectual benefits(Knowledge/expertise/ new challenges competence (mastery of a task or situation)

gain emotional benefits (self

esteem, contributing /helping others /Self expression /influencing , teaching and encouraging

LITERATURE Ardichvili, 2008; McLure-Wasko &

Faraj, 2005; H. Scarbrough, 2003; Hendler & Goldbeck, 2008;

Scarborough, 2003 Chiu, et al., 2006; Van Winkelen &

Ramsell, 2003

McLure & Faraj, 2000; Van Winkelen & Ramsell, 2003.

COMMUNITY OUTCOMES Participation to for

knowledge management, sharing and generation

Participation to building a

profession /protecting against external threats

Participation to gain building

sense of community

(C. Chiu, et al., 2006; McLure-Wasko & Faraj, 2005; H. Scarbrough, 2003)

SOCIAL INFLUENCE OR NORMATIVE CONSIDERATIONS

Participation because of

social copying or peer pressure

Ccommitment to the

community

Barab et al., 2004; Jian &

Jaffres, 2006; Wenger, 1998; Hung & Chen, 2001,

Wenger 2010)

SOCIAL CONTEXT trust shared values and goals,

connectedness, and mutual interdependence among members

Privacy reciprocity Shared vision Voluntariness Choice opportunity for self

expression

TECHNICAL

Social presence Self disclosure Media richness