ABSTRACT In this study, we examine how workplace changes relate to employee participation in formal learning (i.e. participating in a course or training) and informal learning (i.e. learning from tasks and people at work). Drawing from work design principles, we propose a nonlinear relationship between workplace changes and employee learning, suggesting that multiple changes accelerate employee participation in learning activities. Additionally, we propose that supervisor support for learning moderates this relationship. We examined our hypotheses using survey data from a large subsample of employed workers who participated in the Netherlands Working Conditions Survey (NWCS) in 2018 and 2020. Results showed that workplace changes generally enhance both formal and informal learning. Specifically, we observed a nonlinear relationship for formal learning, however, the pattern of the curve was a decelerating rather than an accelerating one. Further, supervisor support for learning was positively associated with both formal and informal learning and outweighed the association of workplace changes with work-related learning: for employees who experienced high supervisor support, informal learning depended less on workplace changes, but for formal learning it enhanced the found nonlinear relationship and resembled a positive curve that gradually flattens. Results are discussed in light of their theoretical and practical contributions.