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The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace.

It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning.

Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning.

Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources.

The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.

This study aims to examine the relationship between human resource management (HRM) practices and informal workplace learning.

Data were collected from a sample of 381 employees working as heads of the department of branches in private commercial banks of Bangladesh. Hypotheses were tested by using structural equation modelling-partial least square.

Findings of the study revealed that HRM practices such as selective hiring, extensive training, performance appraisal, compensation practices, empowerment and information-sharing, significantly positively related with informal workplace learning.

Based on the situated learning and organizational support theory, this study is empirically testing how HRM practices influence informal workplace learning.

Past research shows that workplace fun has a positive effect on informal learning, however, the role of individual and organizational mediating variables in this relation has not been studied much. This study aims to examine the role of management support, motivation to learn and learning opportunity in the relationship between workplace fun and informal learning.

In this multivariate correlation study, data were collected through questionnaires. In total, 200 employees of the petrochemical industry participated. Partial least squares structural equation modeling was used to analyze the data.

The main finding suggests that motivation to learn contributes to informal learning. Fun in the workplace has a positive and significant indirect effect on informal learning by providing a variety of opportunities to learn; the management support in the final model also mediates the relationship between workplace fun and opportunities to learn.

The results indicate the benefits of creating and maintaining fun in the workplace to improve informal learning. The authors will be better able to advise by providing abundant resources for formal training such as time, learning climate and financial resources, workplace fun can be used as a practical strategy to promote informal learning where the workplace is fun, innovation, creativity and performance improvement occur. Managers should make arrangements to spontaneously motivate employees to learn informally and provide fun and varied opportunities for informal learning.

In this study, the multiple correlations and the effect of motivation variables, learning opportunity and management support in the relationship between workplace fun and informal learning were studied. Examining how these relationships are and identifying the moderator of this relationship because of individual and environmental differences requires further studies.

The purpose of this paper is to explain the mediation effect of affective commitment on the relationship between human resource management practices and informal workplace learning.

This paper develops a conceptual framework along with propositions by integrating comprehensive literatures, in the field of human resource management, affective commitment and informal workplace learning. Through the review of detail literature and based on the situated learning theory (Lave and Wenger, 1991) and organizational support theory (Eisenberger et al., 1986; Rhoades and Eisenberger, 2002; – and Eisenberger, 2006), it is proposed that eight human resource practices could affect informal workplace learning. Moreover, it is also argued that affective commitment could mediate the relationship between HRM practices and informal workplace learning.

This paper provides a conceptual framework on human resource management practices and informal workplace learning which is mediated by affective commitment.

None of the models presented in the literature details the mediation of affective commitment on the relationship between human resource management practices and informal workplace learning which is mediated by affective commitment as indeed the most recent research on the subject envisages.

The purpose is to examine the cross-level relationship between workplace fun and informal learning with workplace friendship as a mediator and team climate as a moderator.

Adopting a two-wave survey procedure, data were collected from 251 employees working across 45 teams of a leading heat transfer manufacturer in Asia. Hierarchical linear modeling was used to test our hypothesized cross-level moderated mediation model.

Out of the three forms of workplace fun, only two – manager support for fun and coworker socializing – supported our hypotheses. Therefore, not all types of workplace fun are equal and one of the key factors through which fun influences informal learning is by maintaining harmonious interpersonal interactions and high relationship quality in teams.

Based on social interdependence theory, this study uncovers the cross-level mechanism of how workplace fun affects informal learning. The findings extend existing research on workplace fun by focusing on not only individual factors but also interpersonal and contextual elements. The findings also provide practical implications for managers to understand the possible impact of workplace fun on employees' informal learning.

The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes.

From a sample of 32 teachers, a purposeful sampling technique of maximal variation was used to select two cases described in this paper. In a mixed methods design quantitative data are used to position the two teachers in relation to their peers. Qualitative data are used to describe the two cases in depth.

The findings show how the diverging ways in which the two teachers perceive and actively shape their workplace conditions help to explain differences in the teachers' learning activities and learning outcomes.

Scholars have argued that informal workplace learning is embedded in interdependent practices that arise from the interaction between social practices and individual agency. The case studies provide insight into how workplace conditions for learning are shaped in this interaction and how perceptions of these conditions enable or constrain teachers' informal workplace learning.

Informal learning's roots emerged from educational philosophers John Dewey, Kurt Lewin and Mary Parker Follett to theorists Malcolm Knowles and other successive researchers. This paper explores the background and definitions of informal learning and applications to the global workplace. Informal learning's challenges are applied to developing global professional competence, including theory, practice and policy implications. The paper argues that informal learning plays a considerable role in developing professional expertise in the workplace and private life, yet believes no current theoretical model exists to balance conflicts between the role of individual and organizational benefits in a global context.

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).

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).

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.

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.

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.

The aim of this study is to unveil how professional trainers and training managers describe the learning conditions of their workplaces, what informal and formal learning activities they intend to accomplish and what barriers to learning at work they encounter.

Barriers to learning in the workplace fall under individual, team or organizational aspects that hinder the initiation of or interrupt successful learning, delay proceedings or end learning activities much earlier than intended. Professional trainers (N = 16) and training managers (N = 10) participated in this interview study. Their answers were recorded, transcribed and analyzed via qualitative content analysis.

The participants assessed their work tasks as highly complex and balanced between new challenging tasks and routines. Their formal and informal learning activities were also fundamental to maintaining high performance. The trainers described a broad range of situations in which they suffered barriers to learning at their workplace, with most identifying external learning barriers such as vague supervisor requirements or disruptions from others.

The results of this study describe workplace complexity, which offers stimuli for learning through learning conditions, possibilities to engage in learning and also barriers to learning. To understand workplace complexity, all of these dimensions have to be understood and addressed.

The purpose of this study is to investigate the link between informal learning and employees’ in-role performance and whether the mechanism through informal learning mediates the relationships between self-efficacy, job characteristics, trust and in-role performance.

Based on data (n = 294) obtained from the firms with the Work–Learning Dual System in South Korea, a structural equation modeling (SEM) analysis was conducted.

The findings indicated that trust and job characteristics affected informal learning and informal learning mediates the relationships of trust and job characteristics with job performance.

The significant contributions of this study to the extant literature on informal learning are as follows: first, the present study investigates a mechanism and a mediating role of informal learning using SEM, while most previous studies in literature have employed qualitative research in informal learning. Second, this study explores the mediating role of informal learning between personal/job-related determinants of informal learning and in-role performance, which has not yet been examined in existing literature. Finally, this study provides practical implications regarding how organizations can facilitate more informal learning among employees to enhance their performance.