Introduction
Differing views abound on the relationship of learning and knowledge management. Some believe they are unique and separate disciplines, and others see significant synergy between them. This paper will link learning and knowledge management through an exploration of how learning—and informal learning in particular—offers a viable gateway to accessing tacit knowledge. It will also explore how communities of practice (CoPs) can be an effective knowledge management application for realizing the knowledge creation and sharing potential presented by informal learning. The approach taken will be a review and analysis of the literature for informal learning and CoPs, followed by applied research that shows the role of knowledge management in both informal learning and CoPs. A critical analysis of the literature and research follows, leading to a discussion of the implications for practitioners. The paper concludes with a proposed application of these concepts to a large nonprofit organization; included are key survey results from their recent learning organization assessment plus resulting recommendations for implementation (including potential metrics).
To begin, it is important to understand two of the key concepts that will be covered in this paper: informal learning and CoPs.
Informal Learning
Informal learning is often defined as the individually driven lifelong learning that occurs outside training or a classroom. Depending on the study, informal learning comprises 70, 80, or even 90 percent of workplace learning (Cross, 2007, pp. 243-244). Ironically, most organizations focus their investments on only the 10, 20, or 30 percent of formalized training that occurs inside a classroom, in pre-scheduled meetings, or on a computer via e-learning. Marsick and colleagues have studied and published a great deal on the subject over the last 20 years. In addition, Eraut has performed multiple studies on informal learning in the last decade.
Communities of Practice
Beginning with its roots in anthropology, CoPs have been studied by many since Wenger and Lave first introduced the concept in 1991. CoPs can be defined as “a group of people having common identity [and] professional interests and that undertake to share, participate and establish a fellowship” (Pickett as cited in Dalkir, 2005, p. 112). Dalkir (2005) describes CoPs as typically informally-created groups centered around a common focus or goal, whether a profession, work function, problem, topic, or industry; furthermore, members’ commitment is driven by trust and professional behaviors/practices (p. 124) and they typically possess a virtual workspace in which “to store stories, artifacts, tools, discussions, glossaries, [and] historical events” (p. 125).
Next:
We'll explore the literature that underlies informal learning, communities of practice, and knowledge creation.
References:
http://www.blog.klpnow.com/2008/03/references_knowledge_creation.html
- Robin
Copyright Robin Donnan 2008. All Rights Reserved.
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