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

Author

Listed:
  • Debora Jeske

    (Edinburgh Napier University, United Kingdom)

  • Christian Stamov Roßnagel

    (Jacobs University Bremen, Germany)

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.

Suggested Citation

  • Debora Jeske & Christian Stamov Roßnagel, 2016. "Understanding What Drives Informal Learning at Work: An Application of the Resource-Based View," International Journal of Management, Knowledge and Learning, International School for Social and Business Studies, Celje, Slovenia, vol. 5(2), pages 145-165.
  • Handle: RePEc:isv:jouijm:v:5:y:2015:i:2:p:145-165
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