The Relationship Between Informal Workplace Learning Outcomes and Organizational Commitment: An Empirical Study
Abstract
This study underscores the crucial role informal learning plays in influencing employees' attitudes and their sense of connection to their organizations. To investigate this, a detailed questionnaire was developed to gather data on learning outcomes and organizational commitment from a sample of 125 corporate employees. The survey included participants from various industries, ensuring a diverse range of perspectives and experiences. The questions addressed multiple aspects of informal learning, such as on-the-job training, interactions with peers, mentorship opportunities, and collaborative problem-solving, alongside employees’ emotional and psychological commitment to their organizations. The results showed a strong positive relationship between meaningful informal learning experiences and higher levels of organizational commitment. Employees who participated in valuable informal learning activities, such as engaging in collaborative tasks or gaining knowledge through peer interactions, exhibited a deeper emotional bond with their organizations. This indicates that when workplaces foster environments conducive to informal learning, employees are more likely to feel appreciated and integrated, resulting in greater loyalty and lower turnover intentions. The study highlights the strategic value of promoting informal learning as a means of enhancing employee commitment. By embedding informal learning opportunities within the workplace culture, organizations can not only improve employees’ competencies and expertise but also foster a sense of belonging and alignment with organizational objectives. The findings emphasize the importance of organizational investments in initiatives like collaborative spaces, mentoring programs, and opportunities for cross-departmental knowledge exchange to enhance workforce engagement and retention. Such efforts are critical to achieving sustainable organizational growth and maintaining a competitive edge in the marketplace.
References
Kyndt E, Govaerts N, Verbeek E, Dochy F. Development and validation of a questionnaire on informal workplace learning outcomes: A study among socio-educational care workers. The British Journal of Social Work. 2014 Dec 1;44(8):2391-410.
Altindis S. Job motivation and organizational commitment among the health professionals: A questionnaire survey. African Journal of Business Management. 2011 Sep 23;5(21):8601.
Porath C, Spreitzer G, Gibson C, Garnett FG. Thriving at work: Toward its measurement, construct validation, and theoretical refinement. Journal of organizational behavior. 2012 Feb;33(2):250-75.
Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 18. doi:10.1111/j.2044-8325.1990.tb00506.x
Carmeli A, Zivan I, Gomes E, Markman GD. Underlining micro socio-psychological mechanisms of buyer-supplier relationships: Implications for inter-organizational learning agility. Human Resource Management Review. 2021 Sep 1;31(3):100577.
Clarke N. Workplace learning environment and its relationship with learning outcomes in healthcare organizations. Human Resource Development International. 2005 Jun 1;8(2):185-205.
Filstad C. Organizational commitment through organizational socialization tactics. Journal of Workplace Learning. 2011 Aug 9;23(6):376-90.
Janssens L, Smet K, Onghena P, Kyndt E. The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors. International journal of training and development. 2017 Jun;21(2):92-112.
Ju B, Lee Y, Park S, Yoon SW. A meta-analytic review of the relationship between learning organization and organizational performance and employee attitudes: Using the dimensions of learning organization questionnaire. Human resource development review. 2021 Jun;20(2):207-51.
Kauppila OP, Ehrnrooth M, Mäkelä K, Smale A, Sumelius J, Vuorenmaa H. Serving to help and helping to serve: Using servant leadership to influence beyond supervisory relationships. Journal of Management. 2022 Mar;48(3):764-90.
Kittel AF, Kunz RA, Seufert T. Self-regulation in informal workplace learning: influence of organizational learning culture and job characteristics. Frontiers in psychology. 2021 Mar 10;12:643748.
Kukenberger MR, Mathieu JE, Ruddy T. A cross-level test of empowerment and process influences on members’ informal learning and team commitment. Journal of Management. 2015 Mar;41(3):987-1016.
Lee AN, Nie Y, Bai B. Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspective. Teaching and Teacher Education. 2020 Jul 1;93:103076.
Oliver AL, Montgomery K, Barda S. The multi-level process of trust and learning in university–industry innovation collaborations. The Journal of Technology Transfer. 2020 Jun;45:758-79.
