A survey of factors influencing the engagement of two professional groups in informal workplace learning activities

• Published in: Human resource development quarterly Vol. 16; no. 4; pp. 501 - 527
• Main Author: Lohman, Margaret C.
• Format: Journal Article
• Language: English
• Published: San Francisco Wiley Subscription Services, Inc., A Wiley Company 01.12.2005; Wiley Periodicals Inc
• Subjects: Corporate culture; Environmental Influences; Human resource management; Independent Study; Individual Characteristics; Informal education; Interactive learning; Learning activities; Organizational behavior; Organizational Culture; Professionals; Public School Teachers; Public schools; Self Efficacy; Studies; Teachers; Teaching Methods; Workplace Learning; United States > US
• ISSN: 1044-8004; 1532-1096
• DOI: 10.1002/hrdq.1153

A survey was conducted to describe the informal workplace learning experiences of 318 public school teachers and HRD professionals. Analysis of the data found that teachers rely to a greater extent on interactive learning activities while HRD professionals rely to a greater extent on independent learning activities. Both professional groups reported that two environmental factors frequently inhibit their engagement in informal learning activities: a lack of time and a lack of proximity to colleagues' work areas. Three additional environmental factors were found to inhibit HRD professionals from engaging in informal learning: an unsupportive organizational culture, the unwillingness of others to participate in informal learning activities, and the inaccessibility of subject matter experts. One additional environmental inhibitor was found for teachers: a lack of funds. Seven personal characteristics were found to enhance the motivation of both professional groups to engage in informal learning: initiative, self‐efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an outgoing personality. Implications of these findings for HRD theory, research, and practice are discussed.