Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis

Cerasoli, Christopher P.; Alliger, George M.; Donsbach, Jamie S.; Mathieu, John E.; Tannenbaum, Scott I.; Orvis, Karin A.

doi:10.1007/s10869-017-9492-y

Cited by 222 publications

(483 citation statements)

References 97 publications

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“…In modern times, especially in ICT organisations, organisational structures have changed from hierarchical and managerial-oriented structures to increasingly focusing on the autonomy of employees and self-directedness (Bauer et al 2012;Cerasoli et al 2018). These kinds of organisations have been called as 'agile', 'fast-paced', 'lowhierarchy' and 'self-organised' (Lee and Edmondson 2017;Holbeche 2015;Salovaara and Bathurst 2018).…”

Section: The Importance Of Sdl In the Ict Sectormentioning

confidence: 99%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

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Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of selfdirected learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about selfdirected learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.

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Section: The Importance Of Sdl In the Ict Sectormentioning

confidence: 99%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

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“…These strategies of the worker mentioned here are components of informal learning in the workplace that takes place outside formal learning contexts and is predominantly self‐directed, intentional, and field‐based (Cerasoli et al, ). Indeed, the majority of learning in the modern workplace takes place informally; literature indicates a range of 70–90% for the degree of informality of learning (Eraut, ; Noe, Tews, & Marand, ).…”

Section: Introductionmentioning

confidence: 99%

“…IWL might also have possible dark sides, for example, passing on bad habits and unprofessional behavior to new colleagues in an informal way. So far, there exists not a single empirical investigation on these bad outcomes (Cerasoli et al, ). Overall, however, IWL seems to have predominantly positive outcomes on employees, teams, and organizations.…”

Section: Introductionmentioning

confidence: 99%

Informal workplace learning: Development and validation of a measure

Decius

Schaper

Seifert

2019

Human Resource Dev Quarterly

132

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Informal workplace learning (IWL) is an important part of workrelated continuing education, especially in the case of bluecollar workers. The current article presents a new measure of IWL, which we developed based on the already existing Dynamic Model of Informal Learning by Tannenbaum et al. (2010). We extended the model to eight components by theoretical considerations, introducing a second-order structure. Each component is represented on the IWL scale with three items, the subscales have sound internal consistencies (α range between .76 and .92). The article also presents a short version of the scale comprising eight items (α = .79). Study 1 describes the process of item selection, while Study 2 deals with different theoretically conceivable models comparing their model fits. The predicted model with eight factors in a second-order structure achieves the best model fit. In addition, convergent, discriminant, and criterion validity are demonstrated. Mediumsized relationships of IWL components to conscientiousness and learning outcomes confirm the nomological network we developed previously in our study. The discussion provides limitations and possible scientific and practical applications of the IWL scale, for example, the transfer of the measure to other contexts and target groups. K E Y W O R D S blue-collar workers, informal workplace learning, scale development

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“…Nghiên cứu về hành vi học tập không chính thức là cần thiết, đặc biệt là khi các cá nhân phải làm việc từ xa thông qua phương tiện truyền thông điện tử. Tuy nhiên, các bài tổng hợp lý thuyết gần đây về học tập không chính thức (ví dụ: 6,9 ) cho thấy hiện nay còn ít nghiên cứu thực nghiệm về hành vi này và các tiền tố, các kết quả của nó trong bối cảnh của các tổ chức học tập. Câu hỏi nghiên cứu được đặt ra là hành vi học tập không chính thức của các thành viên đội ảo chịu ảnh hưởng như thế nào bởi các tiền tố (như chất lượng quan hệ với đồng nghiệp, sự trao quyền tâm lý) và ảnh hưởng như thế nào lên các kết quả (như thành quả công việc, sự hài lòng công việc)?…”

Section: đặT Vấn đềunclassified

“…Thứ nhất, mô hình nghiên cứu chỉ đề cập đến 02 tiền tố của hành vi học tập không chính thức là chất lượng quan hệ với đồng nghiệp và sự trao quyền tâm lý. Có thể mở rộng cơ sở lý thuyết để xem xét các tiền tố khác của hành vi học tập không chính thức, ví dụ sự hỗ trợ của lãnh đạo, chất lượng phản hồi thông tin, tính kết nối lẫn nhau… (xem: 6,9 ) nhằm nâng cao khả năng giải thích của hành vi học tập không chính thức và các tiền tố của nó cho sự biến thiên của thành quả công việc trong bối cảnh đội ảo. Thứ hai, bài báo chỉ kiểm định mô hình trên mẫu được lấy thuận tiện từ các đội ảo nói chung, thuộc các doanh nghiệp có cơ sở tại TP.HCM, Bình Dương, Đồng Nai.…”

Section: địNh Hướng Nghiên Cứuunclassified

Some antecedents and outcomes of informal learning behavior in a virtual team

Chau¹,

Tuan²,

Anh³

2020

Sci. Tech. Dev. J. Econ. Law. Manag.

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Virtual teams are commonly used in businesses to meet employees’ needs for teleworking. Meanwhile, informal learning is a social phenomenon that influences work outcomes in learning organizations. Understanding informal learning behavior with its important antecedents and outcomes is necessary, especially in the context of teleworking via electronic communication media as virtual teams. This paper proposes and examines a structured model that describes the relationships among employee-coworker relationship quality, psychological empowerment, informal learning behavior, job performance, and job satisfaction of virtual team members. The results show a positive relationship between ((i) job performance and job satisfaction, (ii) informal learning behavior and job performance, (iii) psychological empowerment and informal learning behavior, (iv) employee-coworker relationship quality and psychological empowerment. The employee-coworker relationship quality, psychological empowerment, and informal learning behavior can explain 30.3% of the variance of job performance, indicating the role of informal learning behavior and its antecedents on the work outcomes of virtual team members.

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Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis

Cited by 222 publications

References 97 publications

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Informal workplace learning: Development and validation of a measure

Some antecedents and outcomes of informal learning behavior in a virtual team

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