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Informal Field-Based Learning and Work Design

机译：基于非正式的实地学习和工作设计

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摘要

U.S. organizations continue to invest most of their learning budgets in formal training and development programs despite estimates that the majority of learning in the workplace happens informally. In this study we focus on informal field-based learning (IFBL), which represents individuals engaging in self-directed, intentional, and field-based development of their knowledge and skills. We build on the informal learning literature to advance a cross-level model of individual and job-level characteristics as influences on IFBL and subsequent changes in job performance. We tested our model using a sample of 378 health care employees who occupied 47 different jobs. The results showed promotion-focused individuals more readily engaged in IFBL, as moderated by job time pressures. Moreover, engaging in IFBL behaviors positively related to performance improvements in jobs that require greater updating and use of relevant information, as well as in jobs with relatively low decision making and problem-solving requirements. Exploratory subdimensional analyses revealed some interesting countervailing relationships between the feedback-seeking and vicarious-learning elements of IFBL. Results are discussed in terms of contingency relationships associated with IFBL behaviors and different job types, as well as theoretical and practical implications.
机译：美国组织继续在正式培训和发展方案中投入大部分学习预算，尽管估计工作场所的大部分学习正非。在这项研究中，我们专注于基于非正式的实地学习（IFBL），它代表了从事自我指导，故意和基于外地的知识和技能的发展的个人。我们建立非正式学习文学，推进个人和工作级别特征的交叉级模型，因为IFBL的影响以及作业性能的后续变化。我们使用占用47个不同工作的378名医疗保健员工的样本来测试我们的模型。结果表明，以促进的促进的个体更容易参与IFBL，通过作业时间压力进行调节。此外，从事符合工作的性能改进的IFBL行为，需要更新和使用相关信息的工作，以及在具有相对低的决策和解决问题要求的工作中。探索性跨度分析揭示了IFBL的反馈和替代学习元素之间的一些有趣的反补贴关系。结果是根据与IFBL行为和不同工作类型相关的应急关系，以及理论和实际影响。

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