Institute for Psychology and Pedagogy, Ulm University, Ulm, Germany.
PLoS One. 2023 May 23;18(5):e0286065. doi: 10.1371/journal.pone.0286065. eCollection 2023.
Informal workplace learning accounts for a large extent of employees' learning. Informal learning activities such as reflection or keeping up-to-date resemble self-regulated learning strategies that indicate the ability to plan, monitor, and regulate one's learning. However, little is known about the relationship between informal learning behaviors and self-regulated learning strategies. Structural equation modeling with data from 248 employees revealed that the informal learning behaviors of reflection, keeping up-to-date, feedback-seeking, and knowledge-sharing are strongly related to the metacognitive self-regulated learning strategies of monitoring and regulation. However, informal learning behaviors lack the deep-processing strategies of elaboration and organization, and the resource strategies of help-seeking and effort regulation. Only innovative behavior is strongly related to effort regulation. These results suggest a potential deficit in employees' strategy use. Employees should consider further resources to increase their learning effectiveness in the workplace. The results are discussed, and practical implications are outlined.
非正式工作场所学习在员工学习中占很大比重。非正式学习活动，如反思或了解最新信息，类似于自我调节学习策略，表明了计划、监控和调节学习的能力。然而，关于非正式学习行为与自我调节学习策略之间的关系，我们知之甚少。对 248 名员工数据进行的结构方程建模表明，反思、了解最新信息、寻求反馈和知识共享等非正式学习行为与监控和调节等元认知自我调节学习策略密切相关。然而，非正式学习行为缺乏深入处理策略的精心组织和资源策略的寻求帮助和努力调节。只有创新行为与努力调节密切相关。这些结果表明员工在策略使用上存在潜在的不足。员工应该考虑进一步的资源来提高他们在工作场所的学习效果。讨论了这些结果，并概述了实际意义。
