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A survey of factors influencing the engagement of two professional groups in informal workplace learning activities
Author(s) -
Lohman Margaret C.
Publication year - 2005
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.1153
Subject(s) - informal learning , psychology , personality , informal education , professional development , professional learning community , subject matter , medical education , public relations , social psychology , pedagogy , higher education , medicine , political science , curriculum , law
A survey was conducted to describe the informal workplace learning experiences of 318 public school teachers and HRD professionals. Analysis of the data found that teachers rely to a greater extent on interactive learning activities while HRD professionals rely to a greater extent on independent learning activities. Both professional groups reported that two environmental factors frequently inhibit their engagement in informal learning activities: a lack of time and a lack of proximity to colleagues' work areas. Three additional environmental factors were found to inhibit HRD professionals from engaging in informal learning: an unsupportive organizational culture, the unwillingness of others to participate in informal learning activities, and the inaccessibility of subject matter experts. One additional environmental inhibitor was found for teachers: a lack of funds. Seven personal characteristics were found to enhance the motivation of both professional groups to engage in informal learning: initiative, self‐efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an outgoing personality. Implications of these findings for HRD theory, research, and practice are discussed.