Understanding what drives informal learning at work: A resource-based view

Jeske, Debora; Roßnagel, Christian Stamov

Abstract

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.

Citation

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
• Publication Date: 2016-06
• Deposit Date: May 25, 2016
• Publicly Available Date: Jun 30, 2016
• Print ISSN: 2232-5107
• Peer Reviewed: Peer Reviewed
• Issue: 2
• Pages: 145-165
• Keywords: Informal learning; self-efficacy; help-seeking; learning resources; resource-based view
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/10272
• Contract Date: May 25, 2016