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The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning.

An internet-based survey was distributed to individuals who experienced interruptions during e-learning to uncover common characteristics. A conceptual framework relating interruption characteristics to self-regulatory facets of learning is discussed.

The study reveals that e-learners experience computer malfunctions, supervisors and family/friends as common sources of interruptions. The survey also reveals that interruptions are occasionally self-generated.

This paper synthesizes the interruption and self-regulated learning literatures and provides a framework for understanding how interruptions affect online learning. This framework can be used by practitioners and scholars for future research and testing interrupted e-learning.

This paper aims to explore how negative emotions lead to differential relationships with informal learning. Informal learning is posited to serve as a coping mechanism and positively influence performance.

This paper provides a conceptual, process-based framework to explain the relationship between informal learning and stressful emotions of anger and anxiety.

The proposed framework in this paper suggests that informal learning in conjunction with emotion regulation can help neutralize negative emotions and promote improved cognitive functioning, better social functioning and higher task performance. From a practical perspective, the provided framework should help managers and organizational leaders better understand the emergence of negative emotion and how to constructively channel employee well-being from them.

Much of the informal learning literature has investigated dispositional and situational influences, without regard to the role that discrete emotions play in influencing cognitive, behavioral and motivational learning processes. This paper addresses this gap through a theoretical framework that explains the relationship between negative emotions and informal learning.

The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field.

Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data.

In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning.

This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Individuals with a promotion-focus engage in informal learning more when they are experiencing or anticipating success with their goals. Prevention-focused individuals engage in informal learning more when they are experiencing or anticipating failure with their goals. Individuals with a promotion-focus engage in experimentation and feedback-seeking but few reported engagement in self-reflection. Individuals with a prevention-focus engaged in feedback and reflection in particular as informal learning activities.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.