Learning in the workplace is increasingly viewed as a key capability for organisational competitive advantage (Lytras & Sicilia, 2005). Traditional formal learning takes place in line with organisational objectives and is generally delivered via structured programs and initiatives. In contrast, informal learning takes place in situations where learning is not the main aim and often “occurs during critical moments of need embedded in the context of practice” (Manuti, Pastore,Scardigno, Giancaspro & Morciano, 2015, p. 5. For example, when faced with an intractable work issue, the informal learner may spontaneously reach out to a colleague with greater skills or scour the internet for knowledge and tools to solve the problem. Informal learning is also associated with several psychological characteristics, i.e., the learner’s propensity for intellectual curiosity, self-directedness and self-efficacy (Beckett & Hager, 2002).

The affordance of ubiquitous learning blurs the boundaries between types of learning in the workplace; presenting the informal learner with a plethora of options and perhaps enabling to become more intentional about their learning. Instead of just being reactive and seeking mentoring or advice, the informal learner can now embark on a self-initiated journey of inductive learning and reflection (Manuti et al., 2015). An example would be a female employee who was not selected for a leadership role in her organisation, sees an advertisement in her Twitter feed for a Stanford Business online entrepreneurship program (see Figure 1 below) and enrols with the aim of becoming more of an ‘intrapreneur’ in her current workplace, or even to launch her own business.

Figure 1: Twitter Feed Example

In summary, there is no ‘one-size-fits-all’ approach to learning in the complex, modern workplace and technology is empowering workers through a plethora of learning offerings and platforms.

Beckett, D. and Hager, P. (2002). Life, Work and Learning: Practice in Post-Modernity. London: Routledge.

Lytras, M. and Sicilia, M. A. (2005). The Knowledge Society: a manifesto for knowledge and learning. International Journal of Knowledge and Learning, 1, 1-11. Doi:10.1504/IJKL.2005.006259

Manuti, A. , Pastore, S. , Scardigno, A. F., Giancaspro, M. L. and Morciano, D. (2015). Formal and informal learning in the workplace. International Journal of Training and Development, 19, 1-17. doi:10.1111/ijtd.12044