Informal learning of temporary agency workers in low-skill jobs

Abstract

Purpose– The purpose of this paper is to develop and investigate the idea that self-profiling and career control by temporary agency workers (TAWs) in low-skill jobs are positively related to informal learning and that this relationship is mediated by job challenge.Design/methodology/approach– An online survey study was conducted among 722 TAWs in low-skill jobs in the Netherlands. Bootstrap mediation analyses were used to test the hypotheses.Findings– Self-profiling and career control are positively related to informal learning of TAWs and these relationships are mediated by job challenge.Research limitations/implications– This is the first study to develop and empirically test the proposition that self-profiling and career control are important factors for enhancing employees’ learning experiences in low-skill jobs.Practical implications– Hiring companies and temporary work agencies could stimulate and train TAWs’ self-profiling and career control competencies to enhance their job challenge and informal learning. Organizations should consider assigning challenging tasks to TAWs, which may be a good alternative for expensive formal training programs.Social implications– Many TAWs in low-skill jobs do not possess the skills and capacities to obtain a better or more secure job. In general, temporary workers face a higher risk of unemployment and greater income volatility (Segal and Sullivan, 1997). Gaining knowledge about how to develop this group is important for society as a whole.Originality/value– Research on the determinants of informal learning mainly concerned higher-educated employees and managers with long-term contracts (e.g. Donget al., 2014), whereas very little is known about factors that stimulate informal learning among TAWs in general, and among TAWs in low-skill jobs in particular.