Abstract
The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study hypothesized that informal, incidental and formal workplace learning have direct positive significant relationships with employee task and contextual performance.
Highlights
How can job performance improve without learning? Learning perspective in human resource development supports that learning is the only way to develop human resource
Colley et al (2003) studied workplace learning from a similar perspective but they tried to categorize it based on different characteristics of formal and informal learning
According to Lohman (2005), informal workplace learning activities can be categorized into collaborating, talking with others, sharing materials and resources, searching the Internet, observing people, trial and error, and reflecting upon one’s actions (Lohman, 2005)
Summary
How can job performance improve without learning? Learning perspective in human resource development supports that learning is the only way to develop human resource. Organizations are knowledge-based; employees have to constantly update their knowledge and skills (Kyndt, Dochy, Michielsen, & Moeyaert, 2009; Park, 2009). Organizations have identified their human capital as the key source of sustainable development We identify two job performance dimensions that correspond to three types of workplace learning. We present a model of relationships among these five variables In this model, workplace learning facilitates members’ well being and organization’s viability, but it integrates individual members' task focused contributions. We briefly discuss two issues that may need to be considered when staffing organizations; that is, task type and phase of career development
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