Social informal learning and the role of learning climate: Toward a better understanding of the social side of learning among consultants

Crans, Samantha; Bude, Veronika; Beausaert, Simon; Segers, Mien

doi:10.1002/hrdq.21429

Cited by 27 publications

(32 citation statements)

References 62 publications

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“…In contrast to formal learning, informal learning is hardly organised and happens outside a formal ‘classroom‐based’ setting (Manuti et al, 2015). Even though informal learning can be purely individual, or with others, research especially emphasises the importance of social informal learning (Crans et al, 2021; Gerken et al, 2016) and therefore we focus on social informal learning that takes place with colleagues.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Informal learning is conceptualised in different ways, but there is a broad consensus on several characteristics (Crans et al, 2021). In contrast to formal learning, informal learning is hardly organised and happens outside a formal 'classroom-based' setting (Manuti et al, 2015).…”

Section: The Moderating Role Of Social Informal Learningmentioning

confidence: 99%

“…Alongside social informal learning, leadership should also be considered as a factor that might play a key role in the relationship between the valence of formal learning and employability competences. There is a general consensus that support from one's manager is one of the most important factors in stimulating and facilitating learning (Crans et al, 2021) and that one of the main goals for managers should be to enhance employees' capacity and potential (Van der Heijden & Bakker, 2011). Hence, it seems relevant to study whether transformational leaders enable employees to optimally benefit from the valence of formal learning and thereby strengthen their employability competences.…”

Section: The Moderating Role Of Transformational Leadershipmentioning

confidence: 99%

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Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector

Elsen

Vermeeren

Steijn

2022

Int J Training Development

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This article examines the relationship between the valence of formal learning (perceived usefulness of the outcomes of formal learning for daily work and ambitions) and the employability‐related competences of public sector employees. Furthermore, the moderating roles of social informal learning and transformational leadership (TFL) are investigated. We conducted hierarchical linear regression analyses, using secondary cross‐sectional data from Dutch public service employees (n = 8858). The results show that the valence of formal learning increases employees’ employability competences. Additionally, TFL strengthens this relationship for two of the employability competences. However, TFL also negatively moderated the relation between valence and one of the employability competences. Social informal learning was found not to have a moderating effect but to directly contribute to the development of employability competences. The results question the predominant focus in research on participating in formal learning to increase employability competences and adds new insights by introducing the valence of formal learning to the employability literature. Some implications for future research are given related to the limitations of this article, such as the use of cross‐sectional data. The findings show the relevance of formal learning with high valence for boosting employability. Therefore, employers should encourage formal learning and employees should carefully consider its expected valence. Furthermore, the results show that employers should enhance transformational leadership styles and stimulate employees to learn informally. This study provides further evidence for the relationship between formal learning and employability competences by considering the valence of formal learning rather than focusing on whether or not someone has participated in formal learning. Furthermore, it extends previous employability research by considering the moderating roles of social informal learning and of TFL.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: The Moderating Role Of Social Informal Learningmentioning

confidence: 99%

Section: The Moderating Role Of Transformational Leadershipmentioning

confidence: 99%

See 1 more Smart Citation

Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector

Elsen

Vermeeren

Steijn

2022

Int J Training Development

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“…However, when focusing on feedback seeking as a workplace learning strategy, literature specifically addressing leadership behaviors that positively or negatively influence learning at work offer a more relevant perspective in understanding how leaders can promote feedback seeking to support professional learning and development. In this respect, scholars use concepts such as learning leadership, learningoriented leadership, leadership for learning, developmentoriented leadership (Ellström and Ellström, 2018;Crans et al, 2021). Leaders who show learning leadership behaviors create conditions for professional learning, organize opportunities for employees to learn and motivate employees in their learning process (Wallo et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning leadership and feedback seeking behavior: Leadership that spurs feedback seeking

et al. 2022

Self Cite

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Lifelong learning is crucial for professionals to continuously develop and update their knowledge and skills, and for organizations to create and sustain competitive advantage. In this regard, feedback seeking is a powerful vehicle to gain new knowledge and insights in one’s development and performance. The current research dives deeper in the concept of feedback seeking by investigating the act and use of feedback as well as multiple feedback seeking methods. Leadership as a contextual factor can affect employees’ feedback seeking behavior. As such, this study also explores the role of learning leadership for feedback seeking. Learning leadership supports, facilitates and encourages employees’ professional development. To address these aims, two independent studies were conducted. Study 1 was a quantitative, survey study that investigated the direct relationship between learning leadership and (the act and use of) feedback seeking. Study 2 was a qualitative, interview study that explored which concrete learning leadership behaviors were linked to different methods of feedback seeking. The findings confirmed the pivotal role of leaders in employees’ feedback seeking behavior and provided an overview of concrete learning leadership behaviors.

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“…Yukl (1981) acknowledged that the CIT is a research method that is “especially useful in exploratory research designed to examine very specific, situationally relevant aspects of managerial behavior”; thus, it has also been widely used in management research studying managerial and leadership behaviors. In the human resource development (HRD) field, such studies using the CIT often examine workplace learning and managerial coaching, and more recently, the tacit knowledge-seeking phase of knowledge sharing (Gubbins and Dooley, 2021) and social informal learning (Crans et al , 2021). Across these disciplines, many studies have elicited a myriad of perspectives from samples that include students, teachers, managers, leaders, customers (Gremler, 2004), doctors, dentists, patients, clinical dieticians and members of vulnerable and marginalized populations (Britten, 2014).…”

Section: Introductionmentioning

confidence: 99%

Further evolving the critical incident technique (CIT) by applying different contemporary approaches for analyzing qualitative data in CIT studies

Watkins

Ellinger

Suh

et al. 2022

EJTD

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Purpose The critical incident technique (CIT) is widely used in many disciplines; however, scholars have acknowledged challenges associated with analyzing qualitative data when using this technique. Therefore, the purpose of this article is to address the data analysis issues that have been raised by introducing some different contemporary ways of analyzing qualitative critical incident data drawn from recent dissertations conducted in the human resource development (HRD) field. Design/methodology/approach This article describes and illustrates different contemporary qualitative re-storying and cross-incident analysis approaches with examples drawn from previously and recently conducted qualitative HRD dissertations that have used the CIT. Findings Qualitative CIT analysis comprises two processes: re-storying and cross-incident analysis. The narrative inquiry–based re-storying approaches the authors illustrate include poetic narrative and dramatic emplotting. The analytical approaches we illustrate for cross-incident analysis include thematic assertion, grounded theory, and post-structural analysis/assemblages. The use of the aforementioned approaches offers researchers contemporary tools that can deepen meaning and understanding of qualitative CIT data, which address challenges that have been acknowledged regarding the difficulty of analyzing CIT data. Research limitations/implications The different contemporary qualitative approaches that we have introduced and illustrated in this study provide researchers using the CIT with additional tools to address the challenges of analyzing qualitative CIT data, specifically with regard to data reduction of lengthy narrative transcripts through re-storying as well as cross-incident analyses that can substantially deepen meaning, as well as build new theory and problematize the data through existing theory. Practical implications A strength of the CIT is its focus on actual events that have occurred from which reasoning, behaviors, and decision-making can be examined to develop more informed practices. Originality/value The CIT is a very popular and flexible method for collecting data that is widely used in many disciplines. However, data analysis can be especially difficult given the volume of narrative qualitative data that can result from data collection. This paper describes and illustrates different contemporary approaches analyzing qualitative CIT data, specifically the processes of re-storying and cross-incident analysis, to address these concerns in the literature as well as to enhance and further evolve the use of the CIT method.

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Social informal learning and the role of learning climate: Toward a better understanding of the social side of learning among consultants

Cited by 27 publications

References 62 publications

Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector

Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector

Learning leadership and feedback seeking behavior: Leadership that spurs feedback seeking

Further evolving the critical incident technique (CIT) by applying different contemporary approaches for analyzing qualitative data in CIT studies

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