Informal learning behaviors, interaction and workplace autonomy and readiness to learn

Barbosa, Flávia Lucena; Borges–Andrade, Jairo Eduardo

doi:10.1108/jwl-04-2021-0047

Cited by 5 publications

(1 citation statement)

References 41 publications

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“…Technology today often assists with any form of formal and informal learning. But regarding working places, most of the learning at work happens informally (Swain et al, 2021;Lucena Barbosa and Borges-Andrade, 2022). Therefore, this study focuses on informal learning.…”

Section: Introductionmentioning

confidence: 99%

Technological vs. Non-Technological Mindsets: Learning From Mistakes, and Organizational Change Adaptability to Remote Work

Kucharska,

Kucharski

2023

ECMLG

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The permanent implementation of the change in working methods, e.g., working in the virtual space, is problematic for some employees and, as a result, for management leaders. To explore this issue deeper, this study assumes that mindset type: technological vs. non-technological, may influence the organizational adaptability to change. Moreover, the key interest of this research is how non-technological mindsets adapt to remote work in the long run. Based on the OLS regression (SPSS PROCESS), authors analyze three data sets gathered via the questionnaire distributed using the CAWI method among Polish knowledge workers; the first data set was gathered in December 2019 before the COVID-19 crisis, and the next in 2021 and 2022. Findings revealed that before COVID-19, high intensity of contacts via technology-supported change adaptability only for the IT industry. Results obtained two and three years later exposed that interactions via technology also increased the change adaptability in other sectors. This study confirms that the technological environment can change the employee mindset. Nevertheless, at the same time, the adaptability process can be prolonged and complex even for highly educated knowledge workers’ groups. Since there is no development without technology today - patience and long-run perspective thinking are recommended to achieve sustainable growth. It is critical. Adaptation to technology-dominated virtual workspaces must continue, even if this is problematic for non-technological mindsets; abandoning this idea will only make the inevitable transformation longer and more challenging. Collective intelligence creation requires inclusion and patience instead of exclusion of those who face problems or abandonment of change when facing implementation problems rooted in mindsets.

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Section: Introductionmentioning

confidence: 99%

Technological vs. Non-Technological Mindsets: Learning From Mistakes, and Organizational Change Adaptability to Remote Work

Kucharska,

Kucharski

2023

ECMLG

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The impact of national culture in predicting informal learning behaviors

Lucena Barbosa,

Borges-Andrade

2024

JWL

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Purpose This study aims to investigate the impact of Hofstede’s six national cultural dimensions on informal learning behaviors (ILBs) and how they moderate the prediction of these behaviors by workplace interaction (WI), autonomy (WA) and readiness to learn (RtL). Design/methodology/approach Cultural scores were extracted from The Culture Factor Group in 2023. Data on ILBs and their antecedents were selected from a Program for the International Assessment of Adult Competencies sample of 59,103 workers – 33 Countries. The authors applied hierarchical linear modeling (HLM) to analyze data. Findings None of those cultural dimensions had significant direct relationships with ILBs. The moderations were significant for power distance (ILBs with WA and RtL), individualism (ILBs with WI) and motivation toward achievement and success (ILBs with WA). Research limitations/implications The cultural dimensions were limited to Hofstede’s model, and scores at the country level did not consider individual perceptions of them. The results provide empirical evidence for solid theoretical development on the impact of national culture on informal learning and the development of public policies to promote it. Originality/value The authors are unaware of other studies that have quantitatively investigated relationships between ILBs and their antecedents and the cultural dimensions using HLM. Findings from different countries allow for better generalization and may provide directions for research and the expansion of the nomological network on the impact of national culture on ILBs.

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The role of participation in training in the relationship between informal learning and its antecedents

Lucena Barbosa,

Borges‐Andrade

2024

Int J Training Development

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We investigated the relationships between Participation in Training, Informal Learning Behaviours (ILBs), and their dispositional (Readiness to Learn) and situational (Workplace Interaction and Autonomy) antecedents. Aiming to produce findings with greater reproducibility and generality, we used secondary data from 34 countries participating in the first cycle of the Programme for the International Assessment of Adult Competencies, but we also compared these countries. We randomly selected a sample of 504 respondents from each country who were divided equally into training and non‐training participant groups. Then, we aggregated the sample of all countries (n = 17,136). The group that participated in training achieved higher mean ILBs with lower variance. In the aggregated sample, Participation in Training moderated only the relationships between ILBs and their situational antecedents. Workplace Interaction and Autonomy were more strongly associated with ILBs among non‐training participants. Moderation findings differed among countries. Aspects of job design should be considered—in addition to the skills developed in training—to improve the use of learning opportunities at the workplace. This implication is based on diverse education levels, occupations, age groups, and countries, better supporting global policies. Autochthonous features that may moderate the prediction of ILBs deserve further investigation. Specific training and other dispositional and job design predictors should be longitudinally investigated in the future.

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Informal learning behaviors, interaction and workplace autonomy and readiness to learn

Cited by 5 publications

References 41 publications

Technological vs. Non-Technological Mindsets: Learning From Mistakes, and Organizational Change Adaptability to Remote Work

Technological vs. Non-Technological Mindsets: Learning From Mistakes, and Organizational Change Adaptability to Remote Work

The impact of national culture in predicting informal learning behaviors

The role of participation in training in the relationship between informal learning and its antecedents

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