Management Department, University of Connecticut.
The Group for Organizational Effectiveness (gOE.
J Appl Psychol. 2018 Jan;103(1):14-36. doi: 10.1037/apl0000267. Epub 2017 Sep 21.
Organizations often operate in complex and dynamic environments which place a premium on employees' ongoing learning and acquisition of new competencies. Additionally, the majority of learning in organizations does not take place in formal training settings, but we know relatively little about how informal field-based learning (IFBL) behaviors relate to changes in job performance. In this study, we first clarified the construct of IFBL as a subset of informal learning. Second, on the basis of this clarified construct definition, we developed a measure of IFBL behaviors and demonstrated its psychometric properties using (a) a sample of subject matter experts who made item content validity judgments and (b) both an Amazon Mechanical Turk sample (N = 400) and a sample of 1,707 healthcare employees. Third, we advanced a grounded theory of IFBL in healthcare, and related it to individuals' regulatory foci and contextual moderators of IFBL behaviors-job performance relationships using a cross-level design and lagged nonmethod bound measures. Specifically, using a sample of 407 healthcare workers from 49 hospital units, our results suggested that promotion-focused individuals, especially in well-staffed units, readily engage in IFBL behaviors. Additionally, we found that the IFBL-changes in job performance relationship was strengthened to the extent that individuals worked in units with relatively nonpunitive climates. Interestingly, staffing levels had a weakening moderating effect on the positive IFBL-performance improvements relationship. Detailed follow-up analyses revealed that the peculiar effect was attributable to differential relationships from IFBL subdimensions. Implications for future theory building, research, and practice are discussed. (PsycINFO Database Record
组织通常在复杂和动态的环境中运作，这对员工的持续学习和新能力的获得提出了很高的要求。此外，组织中的大多数学习都不是在正式的培训环境中进行的，但我们对非正规实地学习（IFBL）行为与工作绩效变化之间的关系了解甚少。在这项研究中，我们首先澄清了 IFBL 作为非正式学习的一个子集的结构。其次，基于这个澄清的结构定义，我们开发了一个 IFBL 行为的衡量标准，并使用（a）一组进行项目内容有效性判断的主题专家样本，以及（b）一个亚马逊土耳其机器人样本（N=400）和一个由 1707 名医疗保健员工组成的样本，证明了其心理测量学特性。第三，我们在医疗保健领域提出了一个关于 IFBL 的扎根理论，并使用跨层次设计和滞后非方法绑定措施，将其与个人的监管焦点和 IFBL 行为与工作绩效关系的背景调节因素联系起来。具体来说，使用来自 49 个医院单位的 407 名医疗保健工作者的样本，我们的结果表明，以晋升为导向的个体，尤其是在人员配备充足的单位，更容易参与 IFBL 行为。此外，我们发现，IFBL-工作绩效变化的关系在个人在相对非惩罚性氛围的单位工作时得到了加强。有趣的是，人员配备水平对 IFBL-绩效提升关系的积极影响具有削弱作用。详细的后续分析表明，这种特殊的影响归因于 IFBL 子维度的不同关系。讨论了对未来理论构建、研究和实践的影响。
