Etienne Wegner, author of Communities of Practice: Learning, Meaning and Identity, provides an eloquent description of the nature of communities of practice with his statement:

Informal conversations in the name of learning and innovation give way to the creation of communities of practice. Discussions with peers in the lunchroom, on a walk down the hall, or during a coffee break often evolve—if the interest in the topic at hand is sufficient, giving rise to a collaboration that depends upon the voluntary exchange of information. The key to the formation of such a group is the self-motivation of members with a common interest, whether that interest is in the workplace, the arts, or another discipline.

Within a company, whether members of a loosely formed community are software developers, corporate trainers, or cooks in the cafeteria, members share the common goal of wanting to do "real work," to write better code, deliver a more effective training seminar, or refine the taste of the soup served at lunch. They are peers held together by a common identity, sense of enthusiasm, and pride in the work at hand.

Self-motivation is a key factor in this type of organization, fostering an attitude of trust and a culture of innovative thinking, creativity, and interaction. Rather than being controlled by management in a top-down approach, the structure of such a group is created from the bottom up. Members do not report to a higher authority, but instead create their own free-standing channels of communication and sense of purpose.

Although communities of practice typically come into being on their own, as they evolve, their development depends on effective internal organization and management. To give credence to the community’s creation and sharing of knowledge, recognized experts can become involved in a number of constructive ways.

As the body of knowledge within the community grows, so too must the collection, organization, and classification of resources and assets. It’s important to document and have available the names of outside experts, training providers, and helpful information-technology systems. By providing ready access to these resources, the community can operate more efficiently and save time in finding the right pieces of information.

These acts of organization and dissemination of resource information open the way for learning to occur. In a sense, they allow for a competency-based learning management system (CLMS). With a network of information to draw upon, members of the community of practice can act more productively in pursuing new learning; they are freed to take practical measures—such as inviting guest speakers or outside experts—to enhance their growing body of knowledge about their subject area.

Although the nature of communities of practice must remain fluid, self-sustaining, and creative, an effective CLMS can enhance community members’ ability to increase their understanding about the topic that serves as their common bond. They can then devote their time to the meaningful give and take that represents the power behind their voluntary membership within their knowledge-based organizations.