Vicarious Learning in a Digital Environment: A Case Study at a Big Four

Abstract

In the United States, $162 billion was spent on corporate development in 2012. Yet, some studies unveil a "The Great Training Robbery", showing that no more than 10% of training expenses are effective. This research examines the misalignment between the investment in formal training settings and the actual learning behaviors which rely mostly on informal learning and digital tools (i.e. symbolic environment), empowered by an increasingly interconnected world. The research aims at understanding the emerging behaviors of learning in context among auditors and consultants from a French affiliate of a Big Four company. Based on Bandura's work on learning in an ultra-connected universe, we identify and develop four informal vicarious learning behaviors based on symbolic media. Our work has implications for Human Resources' value proposition, which shifts away from offering content-based training to developing learning capacity.

Coactive Vicarious Learning in Danmaku Contexts: A New Perspective of Informal Learning

“…In the field of organizational learning, Myers (2018) effectively differentiated between independent VL and coactive vicarious learning (CVL), which emphasizes intentionally interpersonal and interdependent interactions during the process of the model's work experience (Gittell & Douglass, 2012). In this case, CVL is well suited for informal learning in virtual environments, i.e., facilitating interpersonal interactions through computer‐mediated communication (CMC) to stimulate more information‐encountering and episodic learning experiences (Benabid & Abdalla Mikhaeil, 2019; Sutton, 2001). Previous studies have explored the positive impact of CVL mechanisms, especially social interactions and reciprocity in commerce and IT collaboration (Chi et al, 2008; Dai & Shi, 2022; Hua et al, 2023).…”