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


Debora Jeske

Christian Stamov


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
Publication Date 2016-06
Deposit Date May 25, 2016
Publicly Available Date Jun 30, 2016
Print ISSN 2232-5107
Electronic ISSN 2232-5697
Peer Reviewed Peer Reviewed
Issue 2
Pages 145-165
Keywords Informal learning; self-efficacy; help-seeking; learning resources; resource-based view;
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Understanding What Drives Informal Learning at Work: An Application of the Resource-Based View (<nobr>591 Kb</nobr>)

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