Understanding what drives informal learning at work: A resource-based view.
Data(s) |
23/05/2016
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Resumo |
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. |
Formato |
application/pdf application/pdf |
Identificador |
http://researchrepository.napier.ac.uk/10272/1/Jeske%20Stamov%20Rossnagel%202016%20IJMKL%20ms.pdf http://researchrepository.napier.ac.uk/10272/2/Jeske_1608.pdf Jeske, Debora and Roßnagel, Christian Stamov (2016) Understanding what drives informal learning at work: A resource-based view. International Journal of Management, Knowledge, and Learning. ISSN 2232-5107 (In Press) |
Idioma(s) |
en en |
Publicador |
International School for Social and Business Studies |
Relação |
http://researchrepository.napier.ac.uk/10272/ |
Palavras-Chave | #HD28 Management. Industrial Management |
Tipo |
Article PeerReviewed |