Communities of practice can be found everywhere. Everyone, when prompted, would be able to claim membership in several communities. Learning is an extremely important aspect of these communities as it ensures the knowledge of these communities is continuously communicated to newcomers (apprentices) via the old timers (masters). Jean Lave and Etienne Wenger write about two learning theories that are utilized in communities of practice that assist members in lifelong learning. These theories are acquisition and situated learning theory.
Lave and Wenger describe acquisition as more of an individual learning theory. Everything is internalized and knowledge is not always shared between the old timers and the newcomers. It is very task oriented where everyone learns a task that contributes to the completion of a project (the meat packers example in a grocery store is an example). If a person only learns the one task and never has the opportunity to learn the whole cycle, they will never be able to become an old timer in their community of practice.
Situated theory is a more holistic approach to learning. Lave and Wenger argue that it goes hand in hand with legitimate peripheral participation as newcomers have the opportunity to learn from the old timers. “Legitimate peripheral participation provides a way to speak about the relations between newcomers and old-timers, and about activities, identities, artifacts, and communities of knowledge and practice” (Lave and Wenger, 1991, 29). It concerns the process by which newcomers become part of a community of practice. Newcomers learn about their community of practice through observation and implementation and are able to utilize their acquired knowledge in efforts to improve the practices and tools of the community.
I recently had the opportunity to act as the old timer! I spent several days at another branch in which I was assigned the opportunity to teach a new employee my role in the bank. This opportunity began with the newcomer participating in what Lave and Wenger would consider acquisition theory. She was responsible for completing several computer courses to familiar herself with information about the products, procedures and policies of the bank.
This is a very much an internalized way of learning as they are solely learning on their own and not benefiting from the knowledge of their co-workers that surround them. While this is a great way to familiarise yourself with the theory involved in working for this organization, until you get to put this knowledge into practice, you do not fully understand why you are expected to complete transactions and offer products in the ways that you encouraged to follow.
Lave and Wenger’s situated theory of learning in a legitimate peripheral participation environment is also utilized in this example and in my opinion is a much better way to learn in this particular community of practice. During our time together, we began with her observing my customer interactions. This included explanations from myself about why I performed a certain task or made a certain recommendation in particular situations. This time also allowed her to ask questions and make references to concepts she learned during her acquisition of learning period.
After a brief period of observation, we agreed that she would begin to perform transactions while I observed. Therefore, we moved into the next step in legitimate peripheral participation. While hesitant at first, she eventually became comfortable interacting with customers and completing transactions, as she had the peace of mind I was by her side to provide guidance and answer questions as needed.
Our time together consisted of putting the knowledge she had already gained into use. As well, she was able to benefit from the tacit knowledge I had gained in my role as I was able to show her tips and techniques I had gained from working in the role and the knowledge I acquired from the old timers that took the time to assist me in my learning journey in this community of practice. We were then able to reflect on transactions and how they can be improved next time, along with how she can perform the tasks in a way that works best for her.
We all participate in various communities of practice in both our personal and professional lives. We take these opportunities to learn from old-timers how they are and are not successful and utilize this tacit knowledge to improve ourselves. If we internalized all our knowledge, I believe this would lead to demoralized workplaces and uninspiring communities of practice, similar to Lave and Wenger’s examples of meat packers, in which only old timers reside and there are no opportunities for improvement or social interaction.
What are the implications for lifelong learning? Lave and Wenger show us that while both situated and acquisition learning are important forms of learning, situated learning theory is extremely important in communities of practice. I believe situated learning allows newcomers to learn the required knowledge to perform their required tasks, along with the tacit knowledge from old timers that can assist them to perform these tasks in a more efficient manner.
Situated learning through peripheral participation allows us to implement the knowledge we acquired through acquisition learning theory, instead of internalizing it. Learning by performing the tasks allows us to understand why we are completing the task and how it affects our co-workers and the customers. We are able to share what we have learned, which may lead to new techniques, tools and techniques that can enhance the abilities of those within the community of practice.
A community of practice can only benefit from the flow of new comers and old timers within its environment. This allows for lifelong learning as new minds, mean fresh ideas and innovations which ensures the community of practice will always stay relevant.
References
Lave, J. And Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, Mass.: Cambridge University Press.
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