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

Margaret C. Lohman

Research output: Contribution to journalReview articlepeer-review

95 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)501-527
Number of pages27
JournalHuman Resource Development Quarterly
Volume16
Issue number4
DOIs
StatePublished - Dec 1 2005

All Science Journal Classification (ASJC) codes

  • Arts and Humanities (miscellaneous)
  • Organizational Behavior and Human Resource Management

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