Understanding what drives informal learning at work: A resource-based view
The resource-based view identifies a number of factors that may influence employees’ informal learning. In a cross-sectional survey of 113 German employees in the energy sector, we examined a number of potential predictors of informal learning and a more positive informal learning attitude. The results showed that proactive help-seeking and professional self-efficacy were positive predictors of informal learning. Employees who were older, who enjoyed learning, sought help and were self-efficacious learners had a more positive attitude towards formal learning. Employees who had a more positive attitude about informal learning rated organisational learning provisions as less important, potentially due to being proactive help-seekers. Managers rated organisational learning resources as less important than non-managerial employees. However, managers also reported higher professional self-efficacy. These circumstances may also influence their decision-making regarding the need to provide learning resources to others in the workplace.
Jeske, D., & Roßnagel, C. S. (2016). Understanding what drives informal learning at work: A resource-based view. International Journal of Management, Knowledge and Learning, 145-165
|Journal Article Type||Article|
|Acceptance Date||May 23, 2016|
|Deposit Date||May 25, 2016|
|Publicly Available Date||Jun 30, 2016|
|Peer Reviewed||Peer Reviewed|
|Keywords||Informal learning; self-efficacy; help-seeking; learning resources; resource-based view;|
Understanding What Drives Informal Learning at Work: An Application of the Resource-Based View
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