We investigated informal workplace learning (IWL) within an under-researched target group: blue-collar workers. IWL is particularly important for these workers because of learning barriers to participation in formal training. Based… Click to show full abstract
We investigated informal workplace learning (IWL) within an under-researched target group: blue-collar workers. IWL is particularly important for these workers because of learning barriers to participation in formal training. Based on meta-analytical conceptualizations and findings, we developed a conceptual framework of antecedents, processes, and learning outcomes of IWL among blue-collar workers (APO framework), following an input-process-output perspective. The results of our structural equation model analysis with N = 702 blue-collar workers from small and medium-sized businesses provided support for seven of eight hypotheses: Personal antecedents, namely curiosity, learning goal orientation, and self-directed learning orientation were positively related to IWL; organizational antecedents, namely social support—containing supervisor support, coworker support, and error-related learning climate—and, surprisingly, time pressure were positively related to IWL; IWL was positively related to three learning outcomes, namely job involvement, newly acquired competency, and organizational citizenship behavior. The findings establish a basis for future longitudinal studies and theory building in workplace learning research, and they provide managers in organizations with guidance to promote IWL.
               
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