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26.04.2017 | Original Paper

Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis

verfasst von: Christopher P. Cerasoli, George M. Alliger, Jamie S. Donsbach, John E. Mathieu, Scott I. Tannenbaum, Karin A. Orvis

Erschienen in: Journal of Business and Psychology | Ausgabe 2/2018

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Abstract

Purpose

Over the past two decades, research has shown a growing consensus that 70% to 90% of organizational learning occurs not through formal training but informally, on-the-job, and in an ongoing manner. Despite this emerging consensus, primary data on the nature and correlates of informal learning remains sparse. The purpose of this study was to provide an integrative definition of informal learning behaviors (ILBs) and to synthesize existing primary data through meta-analysis to explore ILB correlates.

Design/Methodology/Approach

Given that there has been little systematic treatment of ILBs, we defined their construct domain and tested relationships suggested by our research questions with antecedents (personal factors, situational factors) and outcomes (attitudes, knowledge/skill acquisition, performance) using random effects meta-analyses (k = 49, N = 55,514).

Findings

Our results showed both personal and situational antecedent factors to be predictive of ILBs, as well as ILB–outcome relationships.

Implications

Findings indicate that engagement in ILBs for working adults is linked to valued criteria such as attitudes (ρ = .29), knowledge/skill acquisition (ρ = .41), and performance (ρ = .42). We provide suggestions for future research and actionable advice for organizations to support the development of ILBs.

Originality/Value

Although hundreds of studies and over a dozen meta-analyses have explored the nature and effectiveness of formal learning in the workplace, our work is the first attempt to conceptualize a unified definition of ILBs and to aggregate primary data on ILB correlates using meta-analysis.

Vorheriger Artikel Who Wants to Follow the Leader? Using Personality and Work Value Profiles to Predict Preferences for Charismatic, Ideological, and Pragmatic Styles of Leading

Nächster Artikel Differences in the Valuing of Power Among Team Members: a Contingency Approach Toward Examining the Effects of Power Values Diversity and Relationship Conflict

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We thank an anonymous reviewer for helping us to hone this point.

Author, year, observed effect size, IV reliability, informal learning reliability, IV description, IV level 1, IV level 2, IV level 3, temporal precedence, design, source IV, source DV, measurement source difference, informal learning description, notes, source

Arthur et al. report a sample-weighted mean d of .62 for both behavioral and result criteria. To interpret their findings against ours, we converted to a correlation, yielding ρ = .30. Then, using a cumulative normal distribution table, ρ = .42 ➔ d = .93 ➔ 32%; ρ = .30 ➔ d = .62 ➔ 23%

We thank an anonymous reviewer for this point.

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Titel: Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis
verfasst von: Christopher P. Cerasoli
George M. Alliger
Jamie S. Donsbach
John E. Mathieu
Scott I. Tannenbaum
Karin A. Orvis
Publikationsdatum: 26.04.2017
Verlag: Springer US
Erschienen in: Journal of Business and Psychology / Ausgabe 2/2018
Print ISSN: 0889-3268
Elektronische ISSN: 1573-353X
DOI: https://doi.org/10.1007/s10869-017-9492-y

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