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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.

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This chapter discusses two studies on the process of collaboration in the field of criminal investigation in two different police organisations: the first is a Dutch study initiated by the centre of expertise for criminal investigation (ABRIO) about the collaboration of a work community, focusing on learning through an organisational network; and the second is a Finnish study about collaboration between police officers and tax inspectors, focusing on learning to network. The chapter examines the starting process of a work community where members attempt to develop a shared understanding. The process of collaboration at the start is analysed using the 'model of activity system'. In the Dutch study, the start of collaboration refers to the process of negotiating the meaning of the object, i.e. identifying and describing general work-processes in the field, while in the Finnish study, it refers to attempts made to fade boundaries between the activities of the police and the tax authority. Although moving from the traditional, individual based working models towards more intensive, real-time collaboration is challenging, in both the studies, first steps had already been taken. The chapter concludes that it is important to study the construction process at the beginning of collaborative activity and calls for further research into the 'construction process in the broader context of the socio-historical time in which the activity system evolves'.

The volume from which this chapter is taken is indexed at TD/IRD 88.430; individual chapters are indexed from TD/TNC 86.413 to TD/TNC 86.427. Show less

In 2000 the UK Government launched a major new initiative, the UK eUniversity (UKeU), to capitalize on the potential of e-learning. With over UKP 60 million of investment the UKeU was created to act as a broker between existing universities in terms of marketing online degrees from British universities. The UKeU represented the most important foray into e-learning yet undertaken in the UK and was also certainly one of the most significant internationally. As Conole et al. quoted:

At its launch the then secretary of state proudly announced that: '… it is clear that virtual learning is an industry which is striding forward all around us …' (Blunkett, 2000). When it collapsed only five years later, Sheerman suggested the investment had been '… a disgraceful waste of public money …' (Sheerman, 2005).

Its early demise sounds a warning note to all of us involved in e-learning. It is important that we learn from this experience so as not to replicate its mistakes, but also not to allow its failure on some levels to drown out the enormous potential and good practice which it instituted on other levels.

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Purpose - The notion of communities of practice (CoP) has received great attention in educational and organisational practice and research. Although the concept originally refers to collaborative practices that emerge naturally, educational and HRD practitioners are increasingly searching for ways to create these practices intentionally in order to stimulate learning and professional development in specific fields. This paper aims to gain insight into ways in which communities of practice can be deliberately organised. Design/methodology/approach - The study concerns a multiple case study of the deliberate initiation of 15 communities of practice of small and medium-sized companies in the tourist sector, located in seven European countries. The analysis focuses on how meaningful, shared and coordinative activity is organised in each of the 15 cases. A multiple case study allowed for comparison between the various cases in order to target fruitful conditions and actions in organisation processes. Findings - In the initiation of a CoP it is important that before an outsider starts to organise and coordinate activities questions such as 'How are we relevant to one another?' and 'Who are we and where are we going?' are answered first, and by the group itself. These questions relate to the development of meaningful activity (domain) and of shared activity (community). Following this, any coordinative system, any practice, should be subordinated to the motives of the group. Originality/value - Besides identifying various actions for human resource developers who aim to apply the concept of CoP in professional work, the study contributes to the scientific formulation of pedagogical notions around communities of practice.

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In this paper, we draw attention to collective learning from various theoretical perspectives, and discuss different forms of collective learning processes and outcomes. We argue that it is important to consider these differences when thinking of creating possibilities for groups to learn in organisations. Three types of collective learning (networks, teams, and communities) will be reviewed. We conclude that learning in communities is a powerful way to stimulate collective learning processes and shared collective learning outcomes. Finally, we argue that workers in organisations are more and more stimulated to share and develop knowledge together with the use of ICT [information and communication technology]. ICT creates possibilities for networked learning, however, we stress that it is also important to focus on group dynamics. They are crucial to coordinate and structure networked learning; two models to support this will be presented.

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Small and medium enterprises (SMEs) are relatively flexible and quickly adapt to change, so they are seen as key organisations for driving innovation and to promote employment, with employee professional development and training often seen as a precondition to achieve innovations and to compete with other companies. However, small enterprises are often not able to develop or finance learning initiatives independently. These initiatives can be facilitated by communities of practice (CoPs), where these communities address work-related issues or are rooted in daily work processes. In the Work and Learn Together (WLT) project, virtual communities of practice of SMEs in the tourist sector have been set up in order to facilitate and support lifelong learning of employers and employees in the workplace. A research study has looked at the initiation process of the CoPs with the intention to critically explore whether and how informal, self-motivated CoPs can be organized. This paper first focuses on the concept of CoPs, then the research method, data collection, analysis, results and conclusions are described.

Available papers from this conference are indexed from TD/TNC 91.451 to TD/TNC 91.476. Show less

The authors conducted an action-learning project with Dutch health care and welfare teachers aimed at developing a coherent apprenticeship system that is more problem based and more student directed than before. Apprenticeship was viewed as a work-related learning program co-organised by teachers, practitioner supervisors and students. Depending on the way this group of actors organise the orientation, execution, optimisation and continuation phases of a work-related learning program, four theoretical types can be distinguished (Poell and Van der Krogt 2000). The paper explores to what extent this theoretical framework was useful in the action-learning project. It draws on data from interviews, development seminars and proliferation sessions to describe its process and outputs. It is concluded that teachers deem the four theoretical learning-program types a useful means to reflect on their own practice and to improve it. The models were also deemed a useful tool to communicate about learning with each other, with practitioner supervisors and with students.

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Volume one of these proceedings is indexed at TD/TNC 68.31, volume two is indexed at TD/TNC 68.32 and individual papers may be found from TD/TNC 68.17 to TD/TNC 68.29 and from TD/TNC 68.33 to TD/TNC 68.100 Show less