How do organizational and task factors influence informal learning in the workplace?

Jeon, Ki Seok; Kyung-Nyun, Kim

doi:10.1080/13678868.2011.647463

Cited by 66 publications

(79 citation statements)

References 33 publications

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“…Whereas formal learning takes place in classrooms, informal learning occurs while carrying out daily activities and tasks. Individuals especially benefit from social interactions with colleagues, supervisors or others (Jeon and Kim, 2012). They make use of informal learning:…”

Section: Rq2 What Are the Drivers For Informal Learning?mentioning

confidence: 99%

“…In contrast to formal learning which is "planned and structured" (Choi and Jacobs, 2011, p. 241) and often occurs outside the workplace in training rooms, there is also informal learning, defined as "learning that is predominantly unstructured, experiential, and non-institutionalized" (Marsick and Volpe, 1999, p. 4). Informal learning is also often viewed as learning by doing (Jeon and Kim, 2012) or as an automatic by-product of the everyday activities (De Grip, 2008). A lot of studies revealed that the majority of workplace learning occurs through informal means.…”

Section: Introductionmentioning

confidence: 99%

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What are drivers for informal learning?

Schürmann

Beausaert²

2016

European Journal of Training and Development

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. AbstractPurpose -The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/methodology/approach -Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings -Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees' informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research limitations/implications -The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical implications -The results show how human resources development (HRD) professionals could better support employees' engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees' informal learning. Originality/value -This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.

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Section: Rq2 What Are the Drivers For Informal Learning?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What are drivers for informal learning?

Schürmann

Beausaert²

2016

European Journal of Training and Development

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“…It is possible that administrators feel a sense of responsibility to foster a positive social environment for the well-being and productivity within a unit or department. As results of previous research suggested, positive relationships and support from co-workers and management can help employees cope with stress and increase overall satisfaction, which is extremely important during times of organizational change [12,14].…”

Section: Staff Administration and Faculty Differencesmentioning

confidence: 99%

“…In a study of occupational stress at the university level, "staff [faculty and general staff] reported that support from co-workers and management, recognition and achievement, high morale, and flexible working conditions, helped them to cope with workrelated stress" (p. 66) [12]. Positive relationships with colleagues and/or other employees play an important role in job satisfaction and minimizing stress levels [12,14]. Additionally, it was reported that some college employees, specifically academic staff, implement their own methods to deal with stressful factors such as personal stress management techniques, setting role boundaries and addressing work-life balance [12].…”

Section: Introductionmentioning

confidence: 99%

Using the WEIS-SR to evaluate employee perceptions of their college work environment

Dorsey

Kaye

Barratt

et al. 2016

WOR

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Abstract. BACKGROUND:Colleges have been experiencing reduced resource allocations, shifting student expectations, and organizational change. These changes increase employee stress at all levels. Ensuring that employee needs are being met and promoting a healthy and productive workforce has never been more important. OBJECTIVE: To investigate employees' current perceptions of their work environments using the Work Environment Impact Scale-Self Rating (WEIS-SR). METHODS: Full and part time employees on a small college campus in the United States were surveyed using the WEIS-SR through an online survey program to protect their anonymity. RESULTS: Perception of staffing levels, workplace support for a healthy lifestyle, number of supervisors, and personal health ratings contributed to employee perceptions of their work environment. There were also differences between staff, administration, and tenured and non-tenured faculty. CONCLUSIONS: From an occupational performance perspective, valuable information on employees' levels of volition, performance capacity and habituation, and perceptions of their physical and social environment in relation to their work environments was obtained. Further support for the use of the WEIS-SR and psychometric properties of the instrument (reliability and validity) was obtained.

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“…In the last few decades, human capital development has become a key factor in the competitiveness of companies (Monreal, 2004;Jeon & Kim, 2012) for two main reasons.…”

Section: Introductionmentioning

confidence: 99%

The impact of innovation and the use of ICTs on human capital development in Spanish industry

Batalla-Busquets

Myrthianos

2015

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Purpose: The analysis of the characteristics of the industrial companies that invest in the training of their human capital in comparison to the organizations that do not train their employees. This characterization is focused especially on the innovative capacity of firms and their technological applications. It also analyzes the factors that determine the likelihood that a company invests in personnel training.

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How do organizational and task factors influence informal learning in the workplace?

Cited by 66 publications

References 33 publications

What are drivers for informal learning?

What are drivers for informal learning?

Using the WEIS-SR to evaluate employee perceptions of their college work environment

The impact of innovation and the use of ICTs on human capital development in Spanish industry

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