Individual Learning and Performance in Communities of Practice

Abstract

This study examines the relationships among individuals' involvement in communities of practice (CoPs), learning, and job performance. Drawing on the CoP and learning literatures, we develop a theoretical model exploring how individuals' involvement in CoPs affects their learning and job performance. The model is tested using survey data collected from graduate students in a large Canadian university. Results support the hypothesis that CoP involvement is related to learning, and reveals a complex relationship between learning and job performance.