Bridging the Skills Articulation Gap: How Informal Learning Experiences During Volunteering Translate Into Competency Articulation

This study examines how individuals articulate competencies developed through volunteer experiences, an important form of informal career development. Drawing on Social Cognitive Career Theory, we tested how volunteer learning experiences relate to intentions to articulate competencies through self-efficacy and outcome expectations. Survey data from a labor-market active sample of volunteers at a large North American sporting event ( n = 445) showed learning experiences positively predicted both self-efficacy and outcome expectations, and both variables, in turn, positively predicted intentions to articulate competencies. Indirect effects showed that learning experiences influenced intentions partly through both self-efficacy and outcome expectations. Perceived meaningfulness strengthened the relationships between learning experiences and both self-efficacy and outcome expectations, whereas responsibility and knowledge of results did not. These findings advance the understanding of competency articulation in informal learning contexts and highlight the importance of meaningful volunteer experiences in translating uncredentialed learning into communicable competencies.