Research Output
Understanding what drives informal learning at work: A resource-based view
  The resource-based view identifies a number of factors that may influence employees’ informal learning. In a cross-sectional survey of 113 German employees in the energy sector, we examined a number of potential predictors of informal learning and a more positive informal learning attitude. The results showed that proactive help-seeking and professional self-efficacy were positive predictors of informal learning. Employees who were older, who enjoyed learning, sought help and were self-efficacious learners had a more positive attitude towards formal learning. Employees who had a more positive attitude about informal learning rated organisational learning provisions as less important, potentially due to being proactive help-seekers. Managers rated organisational learning resources as less important than non-managerial employees. However, managers also reported higher professional self-efficacy. These circumstances may also influence their decision-making regarding the need to provide learning resources to others in the workplace.

  • Type:


  • Date:

    30 June 2016

  • Publication Status:


  • Publisher

    International School for Social and Business Studies

  • ISSN:


  • Library of Congress:

    HD28 Management. Industrial Management

  • Dewey Decimal Classification:

    658 General management


Jeske, D., & Roßnagel, C. S. (2016). Understanding what drives informal learning at work: A resource-based view. International Journal of Management, Knowledge and Learning, 145-165



Informal learning; self-efficacy; help-seeking; learning resources; resource-based view;

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