Purpose Past research shows that workplace fun has a positive effect on informal learning, however, the role of individual and organizational mediating variables in this relation has not been studied much. This study aims to examine the role of management support, motivation to learn and learning opportunity in the relationship between workplace fun and informal learning. Design/methodology/approach In this multivariate correlation study, data were collected through questionnaires. In total, 200 employees of the petrochemical industry participated. Partial least squares structural equation modeling was used to analyze the data. Findings The main finding suggests that motivation to learn contributes to informal learning. Fun in the workplace has a positive and significant indirect effect on informal learning by providing a variety of opportunities to learn; the management support in the final model also mediates the relationship between workplace fun and opportunities to learn. Practical implications The results indicate the benefits of creating and maintaining fun in the workplace to improve informal learning. The authors will be better able to advise by providing abundant resources for formal training such as time, learning climate and financial resources, workplace fun can be used as a practical strategy to promote informal learning where the workplace is fun, innovation, creativity and performance improvement occur. Managers should make arrangements to spontaneously motivate employees to learn informally and provide fun and varied opportunities for informal learning. Originality/value In this study, the multiple correlations and the effect of motivation variables, learning opportunity and management support in the relationship between workplace fun and informal learning were studied. Examining how these relationships are and identifying the moderator of this relationship because of individual and environmental differences requires further studies.

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The validity of scores derived from an educational or psychological testing situation determines the accuracy and appropriateness of inferences made about an examinee based on his/her test score. Person fit assessment provides a framework for assessing the conformity of a test score to a given measurement model or to a group of examinees as an indicator of validity/invalidity of the test score. This paper presents a brief overview of person fit assessment, the effect of person misfit on ability estimation, the PerFit R package as a powerful tool for person fit assessment, and two practical examples on how to use PerFit for person fit assessment.

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