Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers

Decius, Julian; Schaper, Niclas; Seifert, Andreas

doi:10.1007/s12186-021-09265-5

Cited by 43 publications

(61 citation statements)

References 158 publications

(208 reference statements)

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“…, 2019). When employees feel that their leaders support and encourage them in informal learning, they feel comfortable and perform better (Decius et al. , 2021a, b).…”

Section: Discussionmentioning

confidence: 99%

“…, 2018). Since employee attitudes and individual effort (in combination with work context factors) are considered to predict informal learning (Decius et al. , 2021a, b), this study investigates the impact of TL on informal learning involving self-efficacy as a moderator.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…However, learning research also shows the great impact of personal learner characteristics for informal learning (Cerasoli et al. , 2018; Decius et al. , 2021a, b; Jeung et al.…”

mentioning

confidence: 99%

“…, 2019; Uhunoma et al , 2021). In addition, previous research linking informal learning to its consequences is limited, including the association between informal learning and job involvement (Decius et al. , 2021a, b).…”

mentioning

confidence: 99%

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Transformational leadership promoting employees' informal learning and job involvement: the moderating role of self-efficacy

Zia

Decius

Naveed

et al. 2022

LODJ

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PurposeThe aim of this study is to investigate the relationships between transformational leadership (TL), informal learning and job involvement. The study delineates two pathways from TL to job involvement. The first is an indirect link through informal learning on job involvement, while the second pathway focuses on the moderating role of self-efficacy on the relationship between TL and informal learning.Design/methodology/approachSurvey data were gathered from 596 employees of small services firms in Pakistan. The proposed hypotheses were examined using structural equation modeling.FindingsThe results reveal that TL is indirectly related to job involvement through informal learning. The study also shows that self-efficacy strengthens the relationship between TL and informal learning.Originality/valuePrevious studies have overlooked the potential influence of TL on job involvement through the mechanism of informal learning. The current study addresses this gap by examining informal learning as a mediator between TL and job involvement. Furthermore, the study provides several theoretical and managerial implications for research and practice.

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“…, 2019). When employees feel that their leaders support and encourage them in informal learning, they feel comfortable and perform better (Decius et al. , 2021a, b).…”

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…However, learning research also shows the great impact of personal learner characteristics for informal learning (Cerasoli et al. , 2018; Decius et al. , 2021a, b; Jeung et al.…”

mentioning

confidence: 99%

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confidence: 99%

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Transformational leadership promoting employees' informal learning and job involvement: the moderating role of self-efficacy

Zia

Decius

Naveed

et al. 2022

LODJ

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“…[39]), i.e., perceived learning opportunities encourage a person to learn. For example, if someone perceives that coworker support is available and that learning from errors is a desired behavior, they are more likely to learn from them [40]. Following the action phase model, perceived learning opportunities can be assigned to the predecisional phase [18].…”

Section: Conceptual Psychological Framework Of New Learningmentioning

confidence: 99%

Learning What you Really, Really Want: Towards a Conceptual Framework of New Learning in the Digital Work Environment

Decius¹,

Kortsch²,

Paulsen³

et al. 2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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Digitization and globalization are leading to changing demands in the world of work. To cope with these, employees must constantly learn and develop. Analogous to the New Work movement, the future of learning seems to belong to New Learning, in which protean and empowered learners pursue learning opportunities to achieve subjectively valuable learning outcomes and personal growth. This meaningful and socially-embedded kind of learning enables learners to learn what they really, really want to learn. In the literature, however, there is a lack of models and theories on New Learning. The present paper introduces a conceptual framework of New Learning building on psychological theories in terms of a causal chain whose ten propositions can be empirically examined in future studies. An important premise is that, in addition to personal characteristics of the learner, the sociotechnical environment and (digital) tools and methods play an important role for New Learning. The paper concludes by setting a future research agenda and discussing the practical implications of New Learning.

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Investigating the multidimensionality of informal learning: Validation of a short measure for white‐collar workers

Decius

Knappstein

Schaper

et al. 2021

Human Resource Dev Quarterly

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The challenges resulting from increasing digitalization and globalization require flexible continuing education for white-collar workers. Especially informal learning becomes increasingly important in the modern workplace. Practitioners want to promote informal learning among employees, researchers want to unveil conducive contextual conditions for informal learning, but they lack an appropriate, validated measure. Based on the octagon model of informal workplace learning (Decius et al., Human Resource Development Quarterly, 2019, 30, 495-535) and an existing 24-item scale for blue-collar workers, we present a short version of eight items for use among white-collar workers.Using three independent samples of 695, 500, and 3134German employees, we show that the second-order factor structure-following the multidimensional octagon modelhas a better fit compared with a model in which all items load on a single factor. The short scale is strongly correlated with the original full scale. The scale's reliability is satisfying (α = 0.76/0.77/0.85; ω = 0.78/0.78/0.86), considering the heterogeneous conceptual nature of informal learning.Regarding criterion validity, we found theoretically expected correlations with job demands, job autonomy, knowledge/skill acquisition, age, and self-directed learning

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Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers

Cited by 43 publications

References 158 publications

Transformational leadership promoting employees' informal learning and job involvement: the moderating role of self-efficacy

Transformational leadership promoting employees' informal learning and job involvement: the moderating role of self-efficacy

Learning What you Really, Really Want: Towards a Conceptual Framework of New Learning in the Digital Work Environment

Investigating the multidimensionality of informal learning: Validation of a short measure for white‐collar workers

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