The effects of formal learning and informal learning on job performance: the mediating role of the value of learning at work

Park, Yoonhee; Choi, Woojae

doi:10.1007/s12564-016-9429-6

Cited by 25 publications

(25 citation statements)

References 40 publications

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“…Informal learning refers to individuals’ acquiring knowledge and skills on-the-job through work-related tasks, activities and relationships that are meaningful learning experiences (Cerasoli et al , 2018). Informal learning is self-initiated, controlled by the individual and focused on the learner’s goals (Noe et al , 2013; Park and Choi, 2016). Research has shown that informal learning is highly dependent on individual’s motivation influenced by both personal and situational characteristics (Choi and Jacobs, 2011).…”

Section: Theoretical Background and Study Hypothesesmentioning

confidence: 99%

What is responsible for the psychological capital-job performance relationship? An examination of the role of informal learning and person-environment fit

Choi

Noe

Yoonhyung

2019

JMP

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Purpose The purpose of this paper is to advance our understanding of how psychological capital (PsyCap) influences job performance. The authors do so through adopting a moderated mediation framework. Specifically, the authors investigate the mediation role of informal learning in the PsyCap–job performance relationship and the moderating role of person–environment fit, i.e. the extent to which individual and organizational characteristics are compatible, in influencing the mediation. Design/methodology/approach The final sample consisted of 221 employees and their supervisors in South Korea. Findings The authors found that PsyCap had an indirect effect on job performance through informal learning. Moreover, the indirect effect of PsyCap on job performance through informal learning became stronger with low levels of person–organization (PO) and person–job (PJ) fit. Research limitations/implications The authors cannot completely rule out the effects of common method bias due to the cross-sectional research design. Practical implications The results reinforce the need for managers to understand employees’ level of PsyCap and take actions to enhance it because PsyCap can affect the extent to which individuals engage in informal learning, which in turn influences their job performance. Originality/value This paper adds to our understanding of the mechanisms and boundary conditions responsible for the PsyCap–job performance relationship. The authors found that informal learning operates as a mediator and both PO and PJ fit moderate the PsyCap–job performance relationship.

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Section: Theoretical Background and Study Hypothesesmentioning

confidence: 99%

What is responsible for the psychological capital-job performance relationship? An examination of the role of informal learning and person-environment fit

Choi

Noe

Yoonhyung

2019

JMP

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“…As the instrument probes participation in activities that led to actual learning, it can be expected that this scale will predict enhanced feelings of competence as well. Another example is work performance: The acquisition and development of knowledge and skills is often advanced as a double win, enhancing both individuals' and organisational work performance (Crouse, Doyle, and Young, 2011;Park and Choi, 2016). Hence, future research could investigate the correlations between participation in work-related learning (as measured by this instrument) and change in feelings of competence and/or work performance.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of an Instrument to Measure Work-Related Learning

Grosemans¹,

Smet²,

Houben³

et al. 2020

Scandinavian Journal of Work and Organizational Psychology

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This paper describes the development and validation of an instrument for measuring work-related learning, which can be applied in different occupational contexts. Based on a comprehensive literature review and group discussions among the authors, the instrument was carefully constructed and examined among a heterogeneous sample of Flemish employees (N = 3232). The dataset was randomly divided into two subsets. An exploratory factor analysis was conducted on the first dataset (n = 1616) to provide insight into the underlying structure of the instrument. The second subset of the data (n = 1616) was used to validate the retrieved structure by means of a confirmatory factor analysis and to investigate the internal consistencies, convergent and discriminant validity, and the measurement invariance across different groups. After six months, the instrument was retested among the same respondents to examine longitudinal measurement invariance and predictive validity. The results showed that three factors could be distinguished and confirmed, namely informal learning activities using personal sources, informal learning activities using environmental sources, and formal learning activities. The results regarding the reliability and validity of the instrument were satisfactory.

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“…The learning conditions information, feedback, reflection and coaching was good predictors for the acquisition of generic learning outcomes and organizational level learning outcomes (Janssens et al ., ). Formal and informal learning influences job performance through the value of learning at work (Park & Choi, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of user demand for lifelong learning in institutions of higher education

Sabrià-Bernadó

Llinàs‐Audet

Isús

2017

Int J Training Development

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The main objective of this study is to identify the determinants that influence user demand for lifelong learning in institutions of higher education. Qualitative methodology was used to develop an instrument and a quantitative approach was used for the remainder of the study. After a literature review and in-depth interviews with experts in lifelong learning, we obtained the dimensions of the study and validated a questionnaire using expert opinion and a pilot test. The results and conclusions drawn from this study indicate the existence of three dimensions in user demand for lifelong learning in institutions of higher education: motivational, conflicts/difficulties and career-development. The constructs of current-work, career-change and personal improvement are linearly related to the motivational dimension; personal-constructs, external and time-related constructs are linked to the conflict/difficulties dimension; and working-environment and professional-experience constructs are related with the career development dimension. One of the novel contributions of this work is that it obtains empirical evidence on the determinants of demand for lifelong learning from the perspective of people who seek training.Postprint (author's final draft

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The effects of formal learning and informal learning on job performance: the mediating role of the value of learning at work

Cited by 25 publications

References 40 publications

What is responsible for the psychological capital-job performance relationship? An examination of the role of informal learning and person-environment fit

What is responsible for the psychological capital-job performance relationship? An examination of the role of informal learning and person-environment fit

Development and Validation of an Instrument to Measure Work-Related Learning

Determinants of user demand for lifelong learning in institutions of higher education

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