Informal learning behaviors, interaction and workplace autonomy and readiness to learn

Abstract

Purpose

This paper aims to find a measurement model with better evidence of validity, with data extracted from the Program for the International Assessment of Adult Competencies (PIAAC). To test a parsimonious model in which dispositional and workplace context characteristics are predictors of informal learning behaviors (ILBs).

Design/methodology/approach

The authors performed exploratory and confirmatory factor analyses to improve the fit of the PIAAC data measurement model. Multiple linear regression was used to examine the prediction of ILBs by one dispositional variable (Readiness to Learn) and two workplace context variables (Autonomy and Interaction in the Workplace).

Findings

A measurement model emerged with 18 items divided into four factors. The three antecedent variables predicted ILBs. Interaction in the workplace resulted in higher scores, and workplace autonomy resulted in lower scores.

Research limitations/implications

The small number of items for ILBs prevented a more detailed exploration of predictors of different types of these behaviors. ILBs can be stimulated by policies that promote readiness to learn and that encourage the design of environments that require worker interactions and autonomy.

Originality/value

Few studies on ILBs in the workplace have investigated the prediction of dispositional and contextual antecedents based on a theoretical model. The findings herein were obtained using a diverse sample of countries, occupations and generations, allowing better generalization. The importance of interpersonal relationships in the workplace for predicting ILBs was emphasized.

Citation

Lucena Barbosa, F. and Borges-Andrade, J.E. (2022), "Informal learning behaviors, interaction and workplace autonomy and readiness to learn", Journal of Workplace Learning, Vol. 34 No. 4, pp. 388-402. https://doi.org/10.1108/JWL-04-2021-0047