Individual Learning and Performance in Communities of Practice

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.