Abstract
We investigated informal workplace learning (IWL) within an under-researched target group: blue-collar workers. IWL is particularly important for these workers because of learning barriers to participation in formal training. Based on meta-analytical conceptualizations and findings, we developed a conceptual framework of antecedents, processes, and learning outcomes of IWL among blue-collar workers (APO framework), following an input-process-output perspective. The results of our structural equation model analysis with N = 702 blue-collar workers from small and medium-sized businesses provided support for seven of eight hypotheses: Personal antecedents, namely curiosity, learning goal orientation, and self-directed learning orientation were positively related to IWL; organizational antecedents, namely social support—containing supervisor support, coworker support, and error-related learning climate—and, surprisingly, time pressure were positively related to IWL; IWL was positively related to three learning outcomes, namely job involvement, newly acquired competency, and organizational citizenship behavior. The findings establish a basis for future longitudinal studies and theory building in workplace learning research, and they provide managers in organizations with guidance to promote IWL.
Highlights
Informal learning is the oldest form of workplace learning
We present the APO framework constructs more in detail and underline our selection of constructs based on three criteria: (a) theoretical relevance of the construct in the informal workplace learning (IWL) literature with special focus on blue-collar workers, (b) practical relevance of the construct for blue-collar work, and (c) empirical evidence of the construct with IWL in previous research with special focus on blue-collar workers
The third research question has been: Which of the constructs job involvement, newly acquired competence, and organizational citizenship behavior are relevant as learning outcomes of informal learning? The results of our study have indicated that the most relevant learning outcome of IWL seems to be organizational citizenship behavior, followed by newly acquired competency and job involvement
Summary
Informal learning is the oldest form of workplace learning. Since humans have been working—from Stone Age through Medieval times to present day—they have learned by reflection, feedback or by completing their work tasks. We study IWL in a context domain for which IWL is an essential part of workplace learning: blue-collar workers. Learning in SMBs is characterized by the sudden need for workers to learn and to apply what they have learned directly (Jeong et al 2018b). In such cases, it is challenging for SMBs to release employees to participate in (external) formal trainings, as it is more difficult for SMBs than for larger companies to compensate for the temporary absence of staff in often strictly planned work processes (Blings 2008). IWL is an important supplement to formal training among blue-collar workers (Decius et al 2019). Which organizational conditions and which personal characteristics are beneficial to IWL of blue-collar workers? Despite the important role of SMBs for the economy, research on learning conditions and outcomes in SMBs is scarce
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