Informal (Field-Based) Learning
Bibliographic Data
| ID | 15735605 |
|---|---|
| Authors | Scott I Tannenbaum (The Group for Organizational Effectiveness, Albany, New York, USA), Scott Tannenbaum (0000-0002-6578-8746, Group for Organizational Effectiveness, corresponding author), Mikhail A Wolfson (0000-0001-8975-7306, University of Kentucky) |
| Year | 2021 |
| Volume | 9 |
| Issue | 1 |
| Pages | 391-414 |
| Publication date | 2021-10-12 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Annual Review of Organizational Psychology and Organizational Behavior (JOURNAL) |
| Journal identifiers | ISSN: 2327-0608 • E-ISSN: 2327-0616 |
| Publisher | Annual Reviews (PUBLISHER • US) |
| DOI | 10.1146/annurev-orgpsych-012420-083050 |
| OpenAlex | W3205552525 |
| Language | EN |
| Citations received | 9 |
| References cited | 60 |
Most learning in the workplace occurs outside of formal learning environments—it happens informally, “in the field.” In this review, we share what is known about how such informal field-based learning (IFBL) works, offer guidance on how to promote healthy IFBL, and identify future research needs. We first situate IFBL within the broader stream of the learning literature. On the basis of the literature and organizational needs, we propose a CAM-OS framework that emphasizes five personal and situational readiness factors for enabling constructive IFBL: Capability, Awareness, Motivation, Opportunity, and Support. We use the framework to offer practical, evidence-based advice for each of three stakeholder groups—senior leaders, managers, and employees—and conclude with suggested avenues for future research. The review is grounded in the research literature with an emphasis on implications for practice
Constructive · Engineering ethics · Field (mathematics · Formal learning · Informal learning · Knowledge management · Pedagogy · Political science · Public relations · Situational ethics · Sociology · Stakeholder · Computer Science · Engineering · Human Resource Development and Performance Evaluation · Innovative Education and Learning Practices · Knowledge Management and Sharing · Psychology · Social Psychology
Beyond the owner-manager
Learning-oriented leadership in SMEs in volatile and disruptive environments
Informal field-based learning and expatriates’ psychological well-being
The Impact of Court Hearing Attendance on Ethical Judgment and Ethical Intention Among Accounting Students
Active learning, active shaping, or both? A cross-lagged panel analysis of reciprocal effects between work design and informal workplace learning, and the mediating role of job crafting
Experts and Expertise in Organizations
Le transfert des apprentissages en milieu organisationnel
Leadership and Learning at Work
Teachers’ informal workplace learning profiles
The Importance of Job Autonomy, Cognitive Ability, and Job-Related Skill for Predicting Role Breadth and Job Performance.
A Role–resource Approach–avoidance Model of Job Crafting
How Does Human Resource Management Influence Organizational Outcomes? A Meta-analytic Investigation of Mediating Mechanisms
Psychological Safety
Linking proactive personality and the Big Five to motivation to learn and development activity.
Learning from Errors
The Science of Training and Development in Organizations
The Big Five personality traits, learning styles, and academic achievement
Toward an integrative theory of training motivation
The Big Five Personality Dimensions and Job Performance
The Science of Workplace Instruction
Learning in the Twenty-First-Century Workplace
Towards a theory of informal and incidental learning in organizations
Antecedents of knowledge sharing – Examining the influence of learning and performance orientation
Improving the future by considering the past
Beyond pleasure and pain
Benefits of Training and Development for Individuals and Teams, Organizations, and Society
A meta-analysis of self-regulated learning in work-related training and educational attainment
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |