Understanding What Drives Informal Learning at Work: An Application of the Resource-Based View

Debora Jeske and Christian Stamov Roßnagel
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Debora Jeske: Edinburgh Napier University, United Kingdom
Christian Stamov Roßnagel: Jacobs University Bremen, Germany

International Journal of Management, Knowledge and Learning, 2016, vol. 5, issue 2, 145-165

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 informal 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.

Keywords: informal learning; self-efficacy; help-seeking; learning resources; resource-based view (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:isv:jouijm:v:5:y:2015:i:2:p:145-165

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