Debora Jeske
Understanding what drives informal learning at work: A resource-based view
Authors
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 |
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; |
Public URL | http://researchrepository.napier.ac.uk/id/eprint/10272 |
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