Measuring learning from others: The development and validation of the Proactive Social Informal Learning Questionnaire

The present study aims to develop, validate, and cross-validate an instrument measuring three proactive social informal learning activities, namely feedback seeking, help seeking and information seeking. Prior research mainly focused on detecting or measuring the frequency of these seeking behaviours and did not consider whether the information, help or feedback that has been sought was also used. Furthermore, although these seeking behaviours were studied extensively in different research fields, the current study takes a learning perspective and interprets feedback, help and information seeking as learning activities. The questionnaire was completed by a convenient sample of 650 professionals working in higher education, consultancy, retail and food production. We performed an exploratory factor analysis (N = 230 educators) to explore the structure of the questionnaire. This was followed by a confirmatory factor analysis (N = 230 educators) to confirm the structure. Finally, we cross-validated the questionnaire in a sample of business professionals (N = 190) by testing for measurement invariance. The final questionnaire resulted in a five-factor structure measuring the (1) Use of Feedback Seeking, (2) Frequency of Help and Information Seeking, (3) Use of Help seeking, (4) Use of Information Seeking and (5) Frequency of Feedback Seeking. The current study presents a preliminary, yet promising instrument that taps into proactive social informal learning.     

Employees' choices in learning how to use information and communication technology systems at work: strategies and approaches

The purpose of this paper is to promote the understanding of how employees learn to use information and communication technology (ICT) systems at work. The elements of a learning activity in the context of ICT use are identified from the literature. In particular, approaches to learning, learning strategies and problem‐solving strategies are reviewed. The empirical part of the study examines how employees choose to start learning how to use ICT systems, and how they choose to learn while solving problems related to system use. The data were collected using qualitative semi‐structured interviews with 39 employees in three organizations. The interviewees usually preferred to learn how to use ICT quickly and without investing too much effort. The interviewees preferred informal learning and problem‐solving strategies. The most commonly used strategies were to try things out alone or together with peers, or to ask for help from peers. The main conclusions of the study are that the users' learning intentions affect the kind of learning support they need and that ICT learning is best approached as a learning activity strongly rooted in collaboration and the social context.     

A multilevel perspective on the relationship between interpersonal justice and negative feedback‐seeking behaviour

Drawing on social information processing theory, this study uses a multilevel design to integrate the literature on organizational justice with the literature on feedback‐seeking behaviour. Results from a laboratory study with data involving 690 employees showed that individual‐level interpersonal justice was related to employee negative feedback‐seeking behaviour (NFSB) via the mediation of trust in the supervisor. Multilevel analysis of the follow‐up field study with data involving 390 employees from 46 teams confirmed the findings of the laboratory study and indicated that team‐level interpersonal justice was associated with NFSB through a supportive climate. Also, team‐level supervisor support climate was positively related to individual‐level trust in the supervisor. The paper discusses managerial implications of these findings and suggests directions for future research. Copyright © 2014 ASAC. Published by John Wiley & Sons, Ltd.     

The contribution of informal learning in the integration process of immigrants into the labour market: Individual and organisational perspectives in selected sectors

In Germany and Canada, the integration of immigrants into the labour market is closely related to the various approaches towards the recognition and validation of informal learning. This paper aims to analyse the informal learning measures undertaken by immigrants as well as those offered by employers in the health and information and communication technology sectors during the labour market integration process. The study focused on nurses as well as IT project managers and programmers. The comparison focuses on the occurrence and quality of the four dimensions of the dynamic model of informal learning from an individual and an organisation perspective. The results show similarities between these two perspectives regarding the relevance of the four dimensions in the integration of immigrants into the labour market. In addition, clear differences between the two investigated sectors as well as country-specific differences appear.     

Expenditure patterns on food and non food items of Khayelitsha households,Western Cape,South Africa

Food insecurity or lack of access to adequate and nutritious food is a major determinant of under‐nutrition. Expenditure patterns accompanied by unemployment, low level of education, inflation and high food prices have a direct negative impact on food availability within households (Moller, 1997). Ghany and Schwenk (1993) found that as household income increases, the proportion of expenditures on food decreases, the proportion of expenditures on clothing, rent, fuel, and light stayed the same and that of sundries increased. The aim of this study was to investigate household expenditure patterns on food and non‐food items in Khayelitsha. A total of 20 households (10 from the formal and 10 from the informal settlements) were randomly selected from those willing to participate in the study. A questionnaire with open ended and closed questions was used to collect data. The questionnaire comprised four sections namely: biographical information, socio‐economic information which used wealth quintiles to assess households’ social economic status, total expenditure information and a food/hunger scale was used to assess households’ food availability. The findings revealed that households from informal settlements spent more money (62.2%) as a proportion of their income on food compared to households from the formal settlement (39%). There was higher unemployment rate (100%) at the informal settlement compared to the formal settlement (40%). Wealth quintiles scales did not reflect the social status of the households as equipment and assets owned by households were only used as fallback position during times of economic hardships. Households used different purchasing strategies; food and non‐food items were mainly purchased from outside the township (60%). Forty percent of the households bought their items from local shops and spazas because they allowed them to buy items whenever little money was available or to take items on credit. All the respondents preferred to buy bread and small items from spazas and local shops. Prices of items in the spazas and local shops were higher compared to prices of items in bigger shops outside the townships. The food/hunger scale and wealth quintiles showed that informal settlement households were more food insecure (as they were all unemployed and about 50% of the households ran out of food always) and had fewer assets compared to the formal settlement households. The implications of these findings underscore the need to improve socio‐economic conditions of low resource households through empowerment programs. These programs can be in the form of training in management/decision making, work related skills/literacy (to help them access formal employment), business management/income generation skills (to help them to be self‐employed), budgeting, and food gardening. This approach can help to increase the resource base and alleviate food insecurity in low resource households.     

Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members

Although learning is generally perceived as a way to improve employees' current job performance, so far, no research has been conducted to explore the possible relationships between formal and informal learning, on the one hand, and employability, on the other. Though contemporary views stress the importance of the job as a powerful learning site, considerable research evidence underpinning these views is lacking. This paper goes into the impact of formal and informal learning upon employability. The influence of employee characteristics and organizational factors is also taken into account. An e‐questionnaire was used to collect data among 215 Dutch non‐academic university staff members. Our findings emphasize the necessity of Human Resource Development strategies that encompass a mix of formal and informal learning opportunities. In particular, participation in networks appears to be an important predictor for employability. With the outcomes of this study, we aim to contribute to the further development of theoretical insights regarding employability enhancement through learning possibilities embedded in the workplace. It seems that strategies that focus exclusively on enhancing informal on‐the‐job learning should not be encouraged. Our study is limited to one context and further research is required to investigate the generalizability of the findings to other occupations and/or countries.     

Work‐related lifelong learning for entrepreneurs in the agri‐food sector

This article presents a study on work‐related lifelong learning for entrepreneurs in the agri‐food sector. Accordingly, learning needs, learning preferences, learning motivation and conditions in the context of lifelong learning were identified. The results indicate that technology, IT and entrepreneurial competencies will become of increasing importance in the future. Non‐formal and informal learning seem to play an especially important role in the competence development of entrepreneurs. Supporting learning in a personal way is a critical factor in stimulating lifelong learning. The results might provide some important starting points for the support of lifelong learning in practice. Investment in new, different, long‐term work‐related learning arrangements than have been undertaken hitherto is a high priority. Workplace learning for entrepreneurs in the context of lifelong learning should take place in settings where (new) knowledge is constructed in dialogue with the entrepreneurs’ environment and where personal competence development is facilitated by experts in learning.     

Involving consumers in the work of a data linkage research unit

We describe and reflect on the work of a Consumer Panel for a data linkage research unit in Wales, and show how the members are inputting into plans for the future. Our work is centred on conducting health‐related data linkage research using anonymously linked, routinely collected data from across Wales via the Secure Anonymous Information Linkage system. In recognition of the importance of including patients and the public in health‐related research, we have established a Consumer Panel to strengthen this voice in our work, and there are currently 10 members (4 men and 6 women) from across Wales, with a range of health‐related areas of interest. A review of Panel activities was carried out after the first year, and all members were invited to provide their views via a questionnaire survey using structured and free‐text responses. Initial feedback, obtained after the first meeting, was tentatively positive, and the questionnaire survey identified practical measures for improvement and future work. We have found the Consumer Panel to be a valuable addition to our work in the rapidly growing area of data linkage research. The views of Panel members provide a positive outlook and a fresh, and sometimes unexpected, perspective on various issues. The lessons we have learned, and our experience of involving the Panel in various aspects of our work, may be of value to others seeking to work with consumers in data linkage research, to researchers in general and to consumers themselves.     

Young consumers’ innovativeness in apparel choices: A model including consumer self‐confidence

In industries with network effects, consumer innovators help to trigger the critical mass needed for a product innovation to be successful. Thus, firms can benefit from actions that increase consumer innovativeness in their target markets. Consumer innovativeness has been associated with variables such as hedonic shopping motivation, impulsiveness and status seeking. There is limited work on the impact on consumer innovativeness of consumer characteristics that reflect consumers’ self‐confident ability to choose. This study proposes and tests a model for consumer innovativeness that incorporates variables from previous research and uncovers the importance of consumer self‐confidence. We collect survey data from 534 Chilean girls, ages 10–15. After building constructs with the help of exploratory factor analysis, we analyze the data with linear regression estimation (via OLS). Our results reveal that consumer self‐confidence is positively and significantly related to consumer innovativeness. Our findings also add evidence ‐from a younger age group‐ regarding the significance of status seeking, impulsiveness and hedonic shopping motivation on consumer innovativeness. Results suggest that companies could leverage consumer innovativeness by taking actions to increase consumers’ self‐confidence. Innovative apparel choices in young consumers could possibly also be strengthened by communicating status achievement and by enhancing shopping enjoyment.     

The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors

Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes resulting from informal learning is scarce. Therefore, the main purpose of this study is to explore how learning conditions in the workplace are related to these informal learning outcomes of police inspectors in particular. A mixed method study, including a survey among 390 police inspectors and interviews with nine police inspectors, was set up to explore this relation. Overall, the results of the survey study suggest that the learning conditions ‘information’, ‘feedback’, ‘reflection’ and ‘coaching’ are good predictors for the acquisition of ‘generic learning outcomes’ and ‘organizational level learning outcomes’. The learning condition ‘coaching’ is also strongly associated with ‘job‐specific learning outcomes’. These results are in accordance with the perception of the interviewed police inspectors.     

Job profile research for the purchasing profession

The study reported in this article is based on theories about job and competence analysis and a project in which job profiles were developed that were aimed at providing a framework of reference for evaluating in‐service training programmes for purchasing professionals (professional buyers of goods and services in various sectors of the economy) provided by a training institution of an association for purchasing management. This project was commissioned as part of the permanent maintenance policy of the training institution, but also based on experience with an earlier comparable project, and concerns about test development using job profiles and related attainment targets. The study is part of a research programme on course development for professional training. Ideas about course content validation were explored and tested. The article addresses the issue of trustworthiness and uncertainty reduction in the job profile research process. It specifically looks at the methods used in job profile development and perennial research problems that are related to that, such as stratification of a professional sector, sector‐specificity of job information, formatting job profiles, and the value added of small‐scale in‐depth analyses of work processes versus large‐scale job surveys. It concludes that small‐scale, context‐related analyses of jobs adds most value, but that this is not sufficient for ensuring faith in the study results. Large‐scale surveys complement the in‐depth analyses in this respect. So using a mix of in‐depth and large‐scale methods is recommended in conducting job profile research.     

Managers’ informal learning: a trait activation theory perspective

Research focusing on how individual differences and the work context influence informal learning is growing but incomplete. This study contributes to our understanding of the antecedents of informal learning by examining the relationships of goal orientation, job autonomy and training climate with informal learning. Based on trait activation theory, this study examines how job autonomy and training climate, two work context factors, affect the influence of individuals’ goal orientation on informal learning. The sample included managers from a national restaurant chain in the United states. Higher levels of learning goal orientation, job autonomy and a supportive training climate were found to result in more informal learning. Congruent with trait activation theory, training climate moderated the goal orientation‐informal learning relationship, but not in the expected direction for avoid goal orientation. Implications for future research and practice are discussed.     

Brand Ownership As a Central Component of Adolescent Self‐esteem: The Development of a New Self‐esteem Scale

This article outlines the development of a new scale to measure adolescent self‐esteem. The new scale addresses weaknesses in existing measures that have failed to consider the growth of the consumer society in the Western world and the impact of this on the formation of adolescent self‐esteem. The development of this scale includes extensive qualitative research with over 100 high school pupils, which led to a series of quantitative data collection and analysis processes to develop the scale. In the final stage, data were collected from 889 pupils and analyzed to confirm the validity and reliability of the new measure. The result of this work is a 21‐item self‐esteem scale comprising of four distinct, yet interrelated factors: self‐evaluation, social ability, social comparison effects, and notably, brand ownership. The findings provide an updated and upgraded measure of self‐esteem that takes into consideration the specific audience of adolescents living in a consumer culture. The scale development process demonstrates that when considering the formation of self‐esteem, the influence of the use and possession of commercial brands is as relevant as the traditional factors/components such as academic achievement or sporting prowess.     

Towards a Framework of Reverse Knowledge Transfer by Emerging Economy Multinationals: Evidence from Chinese MNE Subsidiaries in the United States

This article extends the research on knowledge transfer by emerging‐economy multinationals (EEMs) by exploring the determinants of successful reverse knowledge transfer (RKT) in Chinese enterprises operating in the United States. Building upon organizational evolution and learning literature, we propose a model linking strategic asset‐seeking motivations, headquarters (HQ) control, and subsidiary age to RKT. The model is empirically tested in the context of Chinese enterprises in the United States and further justified by four cases of Chinese multinationals. Our exploratory study provides initial evidence that strategic asset‐seeking motivations and HQ control are significantly and positively related to RKT. Furthermore, our empirical evidence indicates a negative relationship between subsidiary age and RKT. We discuss the implications for theory development and practice for managing and organizing EEMs and their subsidiaries and suggest avenues for future research on this emerging phenomenon. © 2016 Wiley Periodicals, Inc.     

Impact of individual perception of organizational culture on the learning transfer environment

This research is an empirical study of the relationship between organization culture, as perceived by employees, and the work‐environment‐related learning transfer factors in organizations, which we call learning transfer environment (LTE). To measure perceptions of organization culture, we use the Organizational Culture Assessment Instrument and categorize organizations as clan, adhocracy, market or hierarchy. To measure LTE, we use a subset of the Learning Transfer System Inventory items, including items such as feedback and coaching received, supervisor and peer support, supervisor reprimand, resistance or openness to change and personal outcomes (positive/negative). Our results reveal that many of the LTE factors are systemically related to perceptions of organization culture type. Some organization culture types support certain learning transfer factors more than others. Specifically, flexible organizations (defined as predominantly clan and/or adhocracy cultures) have a more supportive LTE than stable organizations (defined as predominantly market and/or hierarchy cultures)     

Information seeking by female apparel consumers in South Africa during the fashion decision‐making process

Fashion information is sought during the fashion decision‐making process and can be obtained from various sources such as magazines, fashion consultants, websites and store displays. Various levels and methods such as internal and external search for information are used to assist the consumer in making informed fashion decisions. The broad research aim of this study was to determine which methods, sources and economics of fashion information are sought and used by female educators in Vanderbijlpark (South Africa) during the fashion decision‐making process, and to which extent. A self‐administered, structured questionnaire was used to collect the data. Section A measured methods of information seeking, section B determined the economics of information search and section C investigated sources of fashion information. Demographic information was investigated in Section D. A random cluster sample of eight schools was chosen from the female educating staff of 22 schools. The biggest group of the educators (40.18%) was between the ages of 41 and 50, which according to a South African categorization represents baby boomers. Almost all (95.5%) had a higher education qualification obtained at a university and most (82.14%) were married. Regarding the methods of information seeking, the respondents depended on internal information seeking more than on external methods and were moderately involved in the process. Shopping in stores was regarded the most important source of fashion information. Cluster analysis revealed that four clusters of respondents could be distinguished, each with a specific disposition towards the methods and economics of search as well as sources used during the fashion decision‐making process.     

Organizational learning: Proposal of an integrative scale and research instrument

This study describes the development and validation of an instrument to measure organizational learning. Starting out from a comprehensive analysis of the main organizational learning models in the specialized literature, the organizational learning scale in this study consists of 18 items forming five dimensions: the ontological levels of learning, modes of knowledge conversion, learning sub-processes, types of learning, and feedback and feed-forward flows of learning. A survey to large Spanish companies provides data from 167 companies. Confirmatory factor analysis tests the construct measurement model and validates the scale. The results of the study indicate that the scale satisfies the criteria for reliability, and validity. The exploratory factor analysis permits the identification of four factors which make theoretical sense: information systems, the existence of a framework for consensus, procedures for the institutionalization and broadening of knowledge, and forms of management and the genesis of knowledge. The new construct promises to be more comprehensive, integrative and eclectic than previous constructs, achieving its broad scope by incorporating a number of the main theoretical perspectives on the matter. For practitioners, the scale could form the basis of an auditing tool, as well as being a useful target for organizational change initiatives.     

The Interplay of Project Control and Interorganizational Learning: Mitigating Effects on Cultural Differences in Global,Multisource ISD Outsourcing Projects

Research into global, multisource, information systems development outsourcing projects has uncovered management challenges, including cultural differences on multiple levels. While control mechanisms and interorganizational learning have been shown to contribute to the mitigation of cultural differences in such projects, a gap persists regarding the effect of the interplay between these mechanisms. This study employs an exploratory single-case study design to analyze how formal and informal control mechanisms and interorganizational learning interact and thus contribute to the mitigation of cultural differences in global, multisource, information systems development outsourcing projects. With the key finding that the influence of informal controls and interorganizational learning on formal controls changes over time, this research helps expand the domain of control dynamics in global IS projects. This study also contributes to literature on ways to handle cultural differences in global, multisource, IS outsourcing projects.     

Doing by learning: Embedded application systems

We argue that the computerized information system should not look like a system on its own. Rather, it should be conceived as an inherent part of the work of its users. We therefore introduce the concept of an embedded system, which describes work tasks and organization. Computer‐supported information tasks are embedded in this environment: They are not parts of a system separated from other activities. This concept is based on the experiences gained during the development of a user‐interface prototype, derived from a theoretical frame of reference, called act orientation, to information systems, in which all computerized tasks are interpreted as acts performed by the actual user. Our suggestion continues the tradition of on‐line help and support, reaching radically deeper than usual in related approaches. We expect that our suggestion will, when applied, improve the control, productivity, quality of the outcome of work, and quality of working life, assessed from the user's point of view.