a b s t r a c tThe present contribution addresses the results of a longitudinal study in a 'bioenergy-region' concerning the public acceptance of biomass plants and the corresponding influencing factors. Using a standardized questionnaire, 423 persons were polled between 2009 and 2011 on three points of measurement in four places in the bioenergy-region Altmark. One main result of the study is that the reported public acceptance remains constantly high over time; nevertheless it became evident that the respective influencing factors differ in their strength, whereas the perceived regional benefit shows a strong connection to the reported public acceptance of biomass plants at each point of measurement. Concluding the research results, the acceptance of biomass plants doesn't seem to be a fixed construct, but has to be seen in context of the respective experiences with plants on a local level over time.In addition to the local population, key actors of the regional biomass sector were also interviewed (N ¼ 26). The analyses show significant differences in the perception and evaluation of the current informational level between the population and the key actors. Furthermore, the key actors estimated the utilisation of biomass even more positively and expected a greater 'signal function' of the bioenergyregion-project compared to the population.

Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.

Purpose This study uses a holistic approach to learning at work to examine the role of reflection in the formal–informal learning interaction. The purpose of this study is to investigate how the reflection on a formal training affects the subsequent informal learning activities. This study also aims to provide insights into the effects of national culture values (in terms of uncertainty avoidance) on learning in the context of a globalized world of work. Design/methodology/approach In a longitudinal study, 444 employees working for a global acting automotive company located in 6 countries were surveyed 2 times (4–6 weeks between both measurements). Participants reflected on a training they participated in (t1: satisfaction and utility) and indicated their informal learning activities (t2). Structural equation modelling was used to investigate the effect of the reflection of training (t1) on the proceeding use of informal learning strategies (t2) and how uncertainty avoidance affects the use of different learning forms. Findings Results show a spillover effect: when employees reflect a formal training and rate it as satisfying, more use of informal learning proceeds. No effects were found for utility. Uncertainty avoidance had direct effects: high uncertainty avoidance results in better evaluations and more informal learning. Furthermore, uncertainty avoidance had an indirect effect on informal learning via reflection. Originality/value To the best of the authors’ knowledge, this study is the first to investigate the formal–informal learning interaction longitudinally and to introduce reflection as a mediator within this process. Furthermore, the study provides evidence that uncertainty avoidance is an important factor for formal and informal learning in the globalized world of work.

Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students’ self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males’ self‐efficacy. We were unable to identify any sex differences in career optimism.

Abstract. An explicit learning culture can help to systematize learning in small companies with a high degree of informal human resource development. The Dimensions of the Learning Organization Questionnaire (DLOQ; Marsick & Watkins, 2003 ) has already been used to assess learning culture in many international studies mainly with large organizations. However, the multidimensional structure of the DLOQ was criticized in the past. Therefore, this study (N = 856) investigated the dimensionality of a German translation of the DLOQ in the German crafts sector and the effect of the DLOQ dimensions on two criterions (i. e., commitment, job satisfaction). The results confirm the expected seven-factor structure of the German DLOQ (21 items) with good psychometric characteristics that were stable in different subsamples (i. e., different work levels and sectors). The correlations with the criterions confirm the external validity of the DLOQ. Furthermore, leaders rated all seven DLOQ dimensions higher than nonleaders did.