How the work context influences informal learning in the workplace – an experience sampling study

Purpose This study aims to measure informal learning in situ and identify levers to foster it, as informal learning can offer a competitive advantage. Design/methodology/approach The authors used experience sampling to assess employees’ extent of informal learning from oneself (e.g. reflection), others (e.g. sharing knowledge) and media (e.g. searching the internet) and took into account work context factors (e.g. job autonomy). Previous retrospective studies have hardly considered the situational nature of informal learning processes and have yielded inconsistent results. Therefore, 364 German-speaking employees completed a survey about their work context, followed by twice-daily surveys for eight days about their current work task, informal learning activities used and perceived barriers to learning. Findings Multilevel structural equation models showed, at the within-person level, that learning from oneself, others and media increased in situations perceived as newer and more difficult. At the between-person level, individuals who perceived more difficult tasks learned more from oneself, and those who perceived newer tasks and a more positive learning culture learned more from oneself, others and media. No effects were found for task variety, job autonomy and leadership conducive to learning. Phone-related external interruptions were the main barrier to learning. Practical implications Levers for human resource development professionals and managers to foster informal learning can be the continuous integration of new/difficult tasks into jobs, the initiation of changes in learning culture through changes in formal structures and reducing interruptions. Originality/value The research highlights the importance of measuring situational constructs in situ to reduce bias and provide a robust basis for decisions aimed at fostering informal learning.