Knowledge-Sharing and Virtual Community of Practice Potential in The USCG’s Afloat Community: A Qualitative Case Study

Abstract

Lowenthal, thank you for your incredible attention to detail and asking the tough questions. Dr. Shelton, thank you for keeping me grounded and focused on the potential to better serve all learners in all workplaces-well beyond the scope of the USCG. Dr. Ross Perkins, thank you for that first phone call in 2013! You gave me the confidence to apply to this incredible program and made me believe that I had something unique to offer. Thank you to the men and women of the USCG's afloat community who graciously donated their time to this study. I endeavor to convey your perspectives in pursuit of future opportunities. Lastly, but absolutely not least, thank you to my incredible husband, Michael, and our children, Luciana and Mick. Michael, you are my everything. I am here because of you. Lucy and Mick, I can't wait to support you in achieving absolutely anything and everything that life has to offer! v ABSTRACT Virtual Communities of Practice (VCoP) may provide the afloat community of the USCG greater opportunities for learning and professional development. The affordances of virtual engagement, including increased access to learning and peer feedback may enhance interaction and opportunities for the development and refinement of professional expertise. Although the specific learning needs and constraints of this community, including geographic separation and dynamic deployment schedules, appear well-aligned with VCoP structure and objectives, it is critical that the knowledge-sharing culture of the USCG's afloat community be thoroughly explored before pursuing any form of performance and learning intervention. Grounded in Lave and Wenger's (1991) concept of legitimate peripheral participation, along with situated learning, social cognitive theory, and social exchange theory, this study revealed that the afloat community possesses potential for successful engagement in a VCoP. Members share knowledge frequently within the community and demonstrate experience, interest, and comfort with virtual learning. However, the afloat community's potential for engagement in a VCoP may be challenged by members' perceptions of trust and vulnerability with sharing information on mistakes and lessons learned. Recommendations for enhancing trust and promoting communal development and sustainment are presented.