Informal Learning Behaviors, Interaction and Workplace Autonomy and Readiness to Learn

Autor/inn/en	Lucena Barbosa, Flávia; Borges-Andrade, Jairo Eduardo
Titel	Informal Learning Behaviors, Interaction and Workplace Autonomy and Readiness to Learn
Quelle	In: Journal of Workplace Learning, 34 (2022) 4, S.388-402 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-04-2021-0047
Schlagwörter	Informal Education; Learning Readiness; Work Environment; Professional Autonomy; Adults; Scores; Workplace Learning; Interpersonal Relationship; Predictor Variables; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Lernbereitschaft; Arbeitsmilieu; Berufsfreiheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prädiktor
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. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01