2. knowledge at work
workplaceskills.ca The Centre for Workplace Skills is co-led by
Canadian Manufacturers & Exporters and the
1 Nicholas St., Suite 1500 Canadian Labour Congress and funded by the
Ottawa, Ontario K1N 7B7 Government of Canada’s Sector Council Program.
4. Employers, workers and labour Research about informal learning has been steadily growing to promi-
unions, educators, governments nence, thanks in part to the efforts of many Canadian researchers and
and civil society recognize that organizations. However, while our theoretical knowledge about infor-
work-related informal learning mal learning has made great strides over the last number of years, it is
plays a large role in the day to clear that approaches to actively promote, support and evaluate work-
day lifelong learning activity of related informal learning are only starting to take root in Canadian
adult learners, and in the learn- workplaces. Further, while formal and more structured approaches to
ing and skills development workplace training tend to be more visible to workplace decision mak-
activities that are essential to ers, few understand and actively support the mutually reinforcing rela-
organizational success. tionship that exists between formal and informal types of learning.
4
Centre for WorkPlaCe SkIllS
5. I n t roductI on
the ReSeaRCh Challenge
Canada faces a number of economic and workforce development challenges.
The solutions to these require key decision makers to look closely at the
role informal learning plays in work-related learning, and how it can be
supported in practical terms.
//// Concern with lifelong learning in the work- the same time there may be a need to ensure
place has grown worldwide in response to glo- that workers, particularly those in periods of dif-
balizing forces and technological change. ficult job transition, can capture the benefits of
//// In early conceptualizations of lifelong learn- their accumulated but unrecognized skills and
ing, learning was presented as something that knowledge, much of which may have been ac-
people needed to be encouraged to do. Later it quired informally.
came to be viewed as natural, pervasive, and part //// To develop an evidence base that could re-
of an on-going process. This shift in the under- spond to the information needs and the chal-
standing of the nature of lifelong learning has lenges faced by workplace learning decision
brought informal learning to the foreground of makers, the Canadian Council on Learning’s
lifelong learning discussions. Work and Learning Knowledge Centre (WLKC)
//// Rapid technological change, evolving skills commissioned a synthesis research project on
requirements, and changes in the nature of “work-related informal learning in Canada.” The
work and production represent longer-term research was conducted by the Canadian As-
trends in which informal learning may play an sociation for Prior Learning Assessment, with
increasingly important role. Dr. Christine Wihak as the lead investigator and
//// In the shorter term, concerns about skill Gail Hall as the leader of stakeholder consultations
shortages might drive organizations to exam- that supported this research. It is published by
ine their need to develop talent and knowledge the Centre for Workplace Skills as a key resource
“from within” through all means available. At on workplace skills issues.
Work-related Informal learnIng 5
7. In t r oductI on
the ReSeaRCh Challenge
//// Conceived as the first step in a longer-term rent research record, at least from the point
effort to mobilize and disseminate knowledge of view of those interested in actively support-
about informal learning, this project sought to ing informal learning as practice or policy in
bring together the best and most recent evi- Canada. Further, workplace decision makers, in
dence that would help to underline the impor- particular employers, unions, governments and
tance of informal learning in the workplace, and educators, will require solid evidence on issues
the day-to-day practices that are used to sup- such as the quality of work-related informal
port, assess, evaluate and recognize it. learning, and its contribution to productivity,
//// While it seeks to capture the best current labour market outcomes and individual well-
evidence, WLKC’s research has shown that being, if they are to develop a clear picture of
there are a number of key information gaps the value that work-related informal learning
that have yet to be filled. These point to a can bring to their most significant workforce
number of gaps in different areas in the cur- development concerns.
This document provides an overview of a synthesis research report originally commission by the
Canadian Council on Learning’s Work and Learning Knowledge Centre and is published by the Centre
for Workplace Skills.
The research project was managed by Bonnie Kennedy of the Canadian Association for Prior Learning
Assessment (CAPLA). Christine Wihak, Thompson Rivers University, was the lead investigator, and Gail
Hall, CAPLA Coordinator, recognitionforlearning.ca, led the stakeholder consultations that informed this
research project. John Bratton, Thompson Rivers University, acted as Consultant to the project. Lyra
Warkentin and Lauren Wihak were research assistants to this project, while Seonaigh MacPherson
provided editorial services.
Please note that for the sake of space, citations are not included in this summary. Complete
references will be provided in the publication of the full report.
Work-related Informal learnIng 7
8. toWaRdS a
WoRking definition
of
“ Inform al
l e arnIng”
“The challenge is not to combine formal and informal learning, but to
recognize that they are always combined, and to then understand the
implications of their particular balance in any learning situation.”
Helen Colley et al (2003)
//// The term informal learning is often used to effort led by Helen Colley of Manchester Met-
refer to learning that is neither formal learning ropolitan University to review competing defi-
(occurring in the context of the formal educa- nitions of informal learning, researchers con-
tion system) nor non-formal learning (occurring cluded “that there could be no way of imposing
through planned, structured training or educa- a once-and-for-all definition that would have
tion outside of the formal education system). In any credibility across all sectors.” Instead, they
this perspective, informal learning occurs some- suggested that the “challenge is not to combine
where other than a classroom or training venue. formal and informal learning, but to recognize
//// Despite the efforts of many researchers to that they are always combined, and to then un-
create one, there is no consensus on the precise derstand the implications of their particular bal-
meaning of “informal learning.” In a major UK ance in any learning situation.”
8
Centre for WorkPlaCe SkIllS
9. We know more than we can tell
While some unconscious learning can be made con-
scious through reflection, much expert knowledge
cannot be articulated. Focusing on the consciousness
aspect of learning has important implications for both
the assessment of learning and the design of interven-
tions to increase learning.
A focus on unconscious learning would lead to chang-
es directed at the learning environment rather than
the individual learner. For example, changing the art
displayed in an office environment could convey im-
portant motivational messages to employees without
their conscious awareness of this as “learning.”
//// As an analytic method to investigate learning
in any context, Colley and her colleagues pro-
posed four aspects or attributes of learning, each
of which can range along a continuum from for-
mal to informal in any particular situation:
Process: how the learning process is con-
trolled, supported and assessed.
Location & setting: whether the environ-
ment is designed for learning, production or
some other purpose such as socializing (e.g.
water cooler).
PurPose: whether learning is a primary or
secondary focus of activity and whether the
purpose is controlled by the learner or an
external authority.
content: whether the learning outcomes
are highly specific and involve abstract
knowledge and advanced technical skill or
whether the learning outcome is develop-
ment of an everyday, practical skill.
//// The scheme developed by Colley and her col-
leagues offers a practical tool to look at learning
in a given workplace and see what happens when
it is made more or less formal. For example, when
an organization introduces a planned mentoring
initiative, both the process and purpose aspect of
the learning have become more formal than in a
spontaneous or voluntary mentoring situation.
Work-related Informal learnIng 9
10. tyPeS of infoRmal
learnI ng & l e a r n e r s
Michael Eraut of the University of Sussex posed three important questions
with regard to work-related learning that are helpful in establishing a
typology of informal learning:
How do people learn? //// What do they learn? //// What factors affect the
quality of learning in terms of the personal characteristics of learners
and the characteristics of the workplace learning environments?
how do people learn?
//// Many different informal learning strategies used to acquire a pre-existing knowledge base.
were discussed in the literature. Among the And the idea of “non-learning” recognizes that
more common were: although a learning opportunity may be present
or available, a person may not learn.
Trial and error • Self-directed learning • Net-
working • Coaching, Mentoring • Perform-
What do people learn?
ance planning • Using computers or the
internet (searches, blogs, resources, emailing) //// The National Adult Learning Survey in Eng-
• learning by watching, getting help from land indicated that the most common reasons
others • attending conferences or conven- learners give for engaging in job-related infor-
tions • Reading professional journals or mag- mal learning were skill development, career de-
azines • Self-paced study using books, video velopment, and increased job satisfaction.
tapes or computers • attending lectures, //// The Work and Lifelong Learning (WALL)
seminars or special talks • Team meetings for survey conducted by the Centre for the Study
problem solving, creating new approaches. of Education and Work at OISE (University of
Toronto) is the only large scale study of work-
//// Peter Jarvis, an influential British educator related informal learning to address what peo-
and researcher, developed a conceptual model ple learn at work and spans a broad range of
of how people learn that describes learning as occupational groups.
occurring through multiple, interacting routes.
The model, described in the red box on the fol-
What factors affect quality of learning?
lowing page, includes both non-reflective and
reflective learning, and acknowledges that non- occupation level and
educational attainment of learners
learning can also be the response to new situa-
tions or information. //// The National Adult Education and Training
//// Non-reflective learning results in the non-in- Survey, the National Adult Literacy and Life Skills
novative reproduction of knowledge. Reflective Survey and the WALL survey collected informa-
learning offers the opportunity for innovations tion on a variety of different learner character-
in knowledge to occur, though it can also be istics. Looking only at participation in informal
10
Centre for WorkPlaCe SkIllS
11. Understanding Jarvis’ Model of how people learn
Researcher and PLAR expert Christine Wihak used Jarvis’ model to analyze the work-related informal learning
of cross-cultural counsellors and found it very useful for finding commonalities in their individual experiences.
Their “non-reflective” learning activities included seeking immersion in Inuit culture (preconscious learn-
ing), learning from cultural authorities by listening to stories told by Inuit Elders as well as seeking cultural
knowledge from Inuit and non-Inuit mentors (memorization), and learning traditional land skills through
imitation and practice (non-reflective skills learning).
Their “reflective” learning activities included journaling or having discussions with colleagues (contemplation),
adapting their professional counselling practice in culturally appropriate ways (reflective skills learning), and
developing new ideas and theories of counselling through testing them in practice (experimental learning).
learning (i.e. not the quantity or quality of learn- workplace learning environments
ing, but simply the number of people who had
//// Learning in the workplace is a social – rather
engaged in it), the survey found that workers of
than just an individual – phenomenon. This is
all types are involved.
clearly the case in team-based work arrange-
//// The WALL survey suggested that a person’s
ments where learning is explicitly a social or col-
occupational level and educational attainment,
lective activity, but it also applies to many less
which tend to be closely related, may have some
structured forms of informal learning, from the
effect on participation rates in informal learning
types of group learning that take place through
and on the learning strategies a person uses.
labour union activities to the most spontaneous
People with higher occupational status and edu-
water cooler conversations.
cational attainment report higher levels of par-
//// Many researchers believe we need a better
ticipation in informal learning and use a wider
understanding of how different work environ-
range of strategies, notably those involving read-
ments encourage or discourage learning. A
ing. These findings suggest that workplace liter-
2001 study by Marilyn Laiken of the University
acy efforts would have an important impact on
of Toronto and her colleagues looking at how
participation in work-related informal learning.
four different organizations “embedded” learn-
ing in ongoing work processes showed that
three factors were essential in creating a good
The 2004 Work and Lifelong Learning Survey workplace learning environment:
found that workers engaged in informal learn-
ing in the following areas: • Creating a values-based shared vision of both the
organization’s goals and its internal functioning
• The gathering of new general knowledge • Reflecting this vision in practice
• Teamwork, problem-solving or • Continuously evaluating progress
communication skills
• New job tasks //// Here, an obvious connection exists between
the idea of a workplace that supports learning
• Computers
and Peter Senge’s idea of a “learning organiza-
• Health and safety
tion.” But according to Tara Fenwick at the Uni-
• Employment conditions or workers’ rights versity of Alberta, research on work-related in-
• Organizational or managerial skills formal learning has been focussed on individual
• Politics in the workplace learning while research on learning organiza-
• Budgeting or financial management tions has focussed primarily on the organization
• Language and literacy as a whole. More efforts need to be made to
bridge these two areas of knowledge.
Work-related Informal learnIng 11
13. CaSe StudieS & otheR evidenCe
of W o r k -r e l at e d
In f o rma l l e ar n I n g
I n can ad a
large scale survey findings
//// A number of large-scale surveys addressing retail, communications, banking and transport,
informal learning have been published since and; community sector organizations.
2000. In Canadian studies, including the Survey //// Case study research in Canada has also looked
of Self-Employment (Delage, 2002), the National at the informal learning practices of a wide range
Adult Literacy and Life Skills Survey (Rubenson, of occupational groups. This includes: industrial
Desjardin, & Yoon, 2007) and the WALL survey workers, managers and supervisors, profession-
(Livingstone & Scholtz, 2006) the percentage of als, trades people, teachers and training profes-
people who reported participating in informal sionals, IT workers, accountants, and nurses.
learning in the previous year ranged from 80% //// Some studies have focused on particular work-
to 93%. When the National Adult Education and force segments, such as unionized workers, con-
Training Survey asked respondents about their tingent workers, and recent immigrants. Many of
participation in informal learning only in the pre- these have underscored the important role that
vious month, however, only 33% reported doing informal learning, in particular the role of men-
so (Peters, 2004). The wide range of these figures toring, plays in labour education, and have also
indicates just how much the survey method may drawn attention to the effects that power rela-
be affecting the estimation process. tions in the workplace can have on learning.
//// Nonetheless, the very large difference be-
tween the annual and monthly participation Several of these studies are focussed on particular
sectors, occupational groups or occupations. The
rates suggests that much remains to be done
following key general observations can be made:
to make informal learning a regular feature of
most people’s working lives. • Management expectations about learning influ-
ence employees’ participation in informal learning
Canadian case ctudies of • In many different occupational groups, work-relat-
informal work-related learning ed informal learning may be undertaken either for
positive reasons (curiosity, professional or career de-
//// Canadian qualitative research on work-re- velopment) or negative ones (problems or crises)
lated informal learning offers detailed informa-
• Employees may resist sharing their informal work-re-
tion on how people are learning, what they are
lated informal learning when they anticipate a nega-
learning, and factors that affect learning. These tive response from management and/or co-workers
studies span a range of different types of firms or foresee a negative impact on labour relations
such as: large firms in the energy sector, phar- • Employees use informal learning both to acquire
maceuticals, government, banks; small firms in job-related skills and knowledge and to learn how
diverse sectors such as agri-foods, manufac- to manage relationships with superiors and co-
turing, entertainment, health care, hospitality, workers, including union-related learning
Work-related Informal learnIng 13
14. informaL Learning: evidence from canadian case studies
The following pages contain case study sketches of work-related informal learning that have
been the subject of research in Canada. These represent only a few of the case studies exam-
ined in WLKC’s synthesis research project on work-related informal learning.
NURSeS iN a
MaNaGed CaRe eNviRoNMeNT
//// White et al. (2000) examined nurses’ infor-
mal learning within the context of a managed
care environment. Although informal learning is
widely prevalent in the health professions, these
nurses used it specifically to acquire new ways
to practice within a very different environment.
Their informal learning involved learning to ne-
gotiate different roles and relationships with
physicians, clients, and colleagues.
//// An important finding of the study was that
the managed care environment disrupted nurses’
traditional informal learning practice of learning
from colleagues, since the new systems involved
stripped down staffs who worked at greater dis-
tances (spatially) from each other. Nurses work-
ing in call centres were particularly isolated and
reported that training promised to replace col- WoMeN iN The iT SeCToR
legial informal learning was not provided. //// Butterwick et al. (2008) conducted a major
study of the role of informal learning for women
employed in information technology (IT) work.
Since most of the study’s participants lacked for-
mal credentials in computer science or informa-
tion technology, informal learning was essential
for their continuing career development. Not
only did they need to acquire the continuously
changing technical knowledge required for their
profession, they had to learn to negotiate the
gender politics of a male-dominated field.
//// Their informal learning strategies included trial-
and-error, observation, and asking questions. They
sought out mentors and coaches and involved
themselves in peer networks. They made use of
technical materials, such as help manuals, chat
rooms, and list-serves. “Lunch and Learn” sessions
for information-sharing were particularly valued
for employees in workplaces that provided them.
14
Centre for WorkPlaCe SkIllS
15. kNoWledGe WoRkeRS
iN The PhaRMaCeUTiCal SeCToR
//// Belanger and Lariviere (2005) looked at in-
formal learning in two large private pharmaceu-
tical firms and two small firms. The qualitative
study looked at organizations that supported
formal and informal learning for Research &
Development (R&D) teams composed of highly
educated professionals. These organizations
provided R&D employees with many opportu-
nities and resources to deploy a wide range of
informal learning strategies.
//// The authors identified seven key practices
that the companies used to support informal
learning for their R&D professionals: access to
relevant documentation (e.g. scholarly journals);
mechanisms for information exchange, consul-
tation; career development plans for individual
employees; providing work environments to
facilitate “inter-learning”; focus on innovation;
encouraging initiative in daily problem-solving;
supporting participation in specialized external,
professional networks.
SChool-To-WoRk TRaNSiTioNS
//// LeMaistre and Pare (2004) investigated infor-
mal learning while following the school-to-work
transitions of individuals in the helping profes-
sions of education, social work, physiotherapy,
and occupational therapy.
//// For these new professionals, informal learn-
ing was essential for them to map their recent
theoretical knowledge into day-to-day practice.
Although this process was necessary, they need-
ed help from more experienced practitioners
within their workplaces to “recognize how the
abstractions of theory… come to life in practice.”
In a second report, LeMaistre, Boudreau, and
Pare (2006) described how these more experi-
enced practitioners learned to become effective
as mentors, supervisors, and assessors of new
professionals. For the senior practitioners, the
reason for engaging in informal learning was to
meet the often-conflicting standards expected
by licensing bodies, university departments, and
the workplace. Interestingly, the researchers rec-
ommended more formal education.
Work-related Informal learnIng 15
16. iNfoRMal leaRNiNG iN MaNiToba aNd SaSkaTCheWaN SMeS
//// The Manitoba Centre for Education and Work formal learning despite it not being recognized
carried out surveys with managers and in-depth in any systematic way. Cross-training was not
interviews with entry-level employees in Small offered, cross-learning was not formally en-
and Medium Size Enterprises (SMEs) in a variety couraged, and engaging in self-initiated cross-
of sectors in Manitoba and Saskatchewan. training could even be experienced as threaten-
//// According to this 2004 study, “employees ing to co-workers.
found most learning to be reactive to a given //// The study also found that workers found a
problem or situation.” Employees initiated cross- way to do a job more effectively and efficiently,
learning opportunities (learning about other but kept the knowledge hidden from manage-
employees’ jobs) in order to be more effective in ment because it was against policy. Keeping
their own jobs and to give “them the advantage knowledge to themselves also gave the workers
when promotions arise or sick leave positions be- more control over their workplaces. These find-
come available.” ings highlight the importance of distinguishing
//// Employees’ strong motivation to learn was motivation for learning from motivation for
indicated by the fact that they engaged in in- sharing the learning.
16
Centre for WorkPlaCe SkIllS
17. iNfoRMal leaRNiNG
& laboUR edUCaTioN
//// Gairey et al. (2006) explored the importance
of informal learning within the context of un-
ion involvement in anti-racism initiatives. It used
Colley’s continuum approach to tease out how
informal learning about racism was intimately
connected to and interwoven with more formal
training courses on the topic.
//// Participants in the study, who were attend-
ing an anti-racism training course in a residen-
tial labour education setting, shared meals and
social events outside the classroom. Informal
discussion of material introduced in the formal
classroom setting contributed a great deal to
the participants’ learning. The researchers not-
ed the conflicting messages being conveyed by
the low participation rates of visible minority
and Aboriginal union members in the anti-
racism courses.
CoPiNG WiTh NeW TeChNoloGieS
//// Mitchell and Livingstone (2002) conducted
an ethnographic case study of bank employees
who were involved in implementing a new soft-
ware system for financial services.
//// It appeared that these workers were moti-
vated to learn informally because the time al-
lotted to use more formal, self-directed train-
ing materials like computer-based training
software was inadequate. In order to perform
their day-to-day tasks and cope with the stress
of the new system, the workers had to learn
informally from each other.
//// Although the employer had introduced
computer-based self-study materials, the em-
ployees organized informal learning groups to
help each other master the formalized training
materials. They continued to use other informal
learning activities, such as asking each other for
help, seeking out a coach or mentor, or self-
organized cross-training. Furthermore, they re-
ported a strong preference for informal learning
activities over more formalized training.
Work-related Informal learnIng 17
18. the RelationShiP
of infoRmal leaRning
t o ot he r type s
o f le ar nI n g
//// Colley’s formality/informality continuum ap- participation in literacy training can spark greater
proach to work-related learning suggests that participation in informal learning. There is also an
making a separation between informal learning important relationship between informal learn-
and formal and/or non-formal learning is not a ing and employment or career transitions, as life
fruitful way to think about workplace learning. transitions tend to be associated with more active
The important question is how to find the right participation in informal and formal learning.
balance between formality and informality in any
given learning situation in a way that is respon- Measuring informal learning
sive to learner needs and available resources. & performance
//// Canadian research on workers’ learning sup-
ports the idea that workers use a continuum of //// Few studies have attempted to measure the
learning opportunities to reinforce their learn- quantity or quality of knowledge or skills workers
ing. For example, in-depth interviews conduct- acquired informally, or the impact that informal
ed as part of the WALL survey found that most learning has had on organizational outcomes.
participants saw “their formal education, adult Indeed, a 2002 study by French researchers Guil-
courses and informal job-related learning as laume Destre and Christophe Nordman com-
complementary and at least potentially interac- mented on the difficulty of measuring informal
tive.” The National Adult Education and Training learning and its contribution to productivity; the
Survey made similar observations from a cross- social nature of informal learning may make it
sectional study. “Of all workers who engaged difficult to assess to what extent a worker has
in self-directed learning during the four weeks engaged in it.
prior to the survey, fully 87% had also partici- //// Measuring the Return on Investment (ROI)
pated in formal training… .” of informal learning can be equally fraught with
//// The research also suggests that informal challenges. As learning episodes are often spon-
learning has an important relationship with liter- taneous and episodic, it is difficult to pinpoint
acy training, with various studies suggesting that the cost of a worker’s time spent on learning.
18
Centre for WorkPlaCe SkIllS
19. Immigrants transitioning back into their chosen occupation or profession in Canada have been found
to depend on, and benefit from, a combination of formal and informal learning opportunities.
Lei Wang at the University of Manitoba (2006) examined three Manitoba educational initiatives designed
to transition new immigrant bank clerks, engineers, and doctors into their former professions.
Of the three, she found the program for bank clerks was the most successful in that it offered the widest
array of formal to informal supports, including mentoring and on-the-job training. The engineering and
medical professions were constrained by professional associations and re-credentialing standards that re-
stricted the full participation of the respective workplaces. In contrast, the banks recognized the enhanced
customer service and international outreach capacity offered by internationally trained and multilingual
personnel, and so tended to invest more in the transitioning process.
Work-related Informal learnIng 19
21. infoRmal leaRning:
f r om t heo r y
t o practI c e
Supportive practices
//// Research studies have identified a number //// It also became clear that many workplace
of different types of supportive workplace prac- stakeholders did not think of the supports that
tices that encourage informal learning. they were providing as supports to informal learn-
//// Interviews conducted on behalf of the Work ing. Making this sort of awareness more explicit
and Learning Knowledge Centre with a number might lead to the development of practices that
of Canadian workplace learning stakehold- are even more supportive of informal learning.
ers showed that Canadian organizations use a
number of practices, identified in the research
literature, to support informal learning. These Canadian workplaces adopt a variety of prac-
are listed in the textbox on the right. tices to support work-related informal learning.
//// Across all stakeholder groups — whether they
These are just a few examples:
represented business, labour, professional asso-
ciations, training organizations, career counsel- • Coaching & mentoring
lors, immigrant serving agencies, or others — the • Employee development plans
most frequently used strategy was “coaching /
• Providing library/ internet access to external
mentoring,” while the least used strategies were
information sources
“providing wikis, blogs, e-bulletin boards, chat
rooms, etc for sharing work-related learning” • Providing on-line Help, FAQs, and/or
and “offering placements in other parts of the technical manuals for different jobs
organization.” • Providing wikis, blogs, e-bulletin boards, chat
//// Stakeholders also identified indirect supports rooms, etc. for sharing work-related learning
being used in their organizations. This list in- • Telling stories about the organization:
cluded: tying pay to informal learning; creating challenges, problems, solutions
events and spaces where informal learning is
• Encouraging question-asking about all
shared; encouraging teamwork; annual work
aspects of the organization
planning days focussed on sharing, brainstorm-
ing, and problem-solving, encouraging staff • Offering placements in other parts of
members to volunteer with community organi- the organization
zations; professional portfolio development, • Providing training to develop learning
and; having prior learning assessment and rec- strategies, i.e., “learning how to learn” skills
ognition (PLAR) policies. (e.g. on-line research skills)
Work-related Informal learnIng 21
22. infoRmal leaRning:
fr o m t h e ory
t o p r ac t Ice
assessment tools informal learning,
//// Stakeholders expressed frustration with how
social networks & e-learning
difficult it can be to assess informal learning //// As mentioned before, many research studies
and a lack of awareness of available assessment have underscored the social dimensions of learn-
tools. This indicates a potential need to provide ing, and the importance of learning from co-
more information about the pros and cons of workers. The importance of professional networks
assessing informal learning and the tools avail- to learning has also been the subject of research.
able for this purpose. //// Past surveys, such as the Adult Literacy and
//// Prior Learning Assessment & Recognition Life Skills Survey, have shown that the most fre-
(PLAR) of informal learning is one practice in- quently used forms of informal learning tend to
creasingly being used by Canadian post-second- be solitary activities. But the same survey also
ary institutions, professional regulatory bodies, showed that socially-oriented learning activities,
and employers. Meanwhile, the Workplace In- such as “learning by watching” and “getting
formal Learning Matrix (WILM) developed by help from others” were also quite common.
the Centre for Education & Work is a tool devel- Data from the Adult Education and Training
oped in Canada that specifically assesses infor- Survey further reinforce the notion that informal
mal learning in the workplace. learning is most commonly reported as a soli-
tary and self-directed activity.
//// The advent of Web 2.0 technologies, many
of them based on models of social network-
ing, has the potential to accelerate the quan-
tity of informal learning being done in a shared
or “social” manner. Yet the available evidence
suggests that training professionals do not ex-
tensively use blogs, wikis and websites for their
ongoing informal professional development.
//// There is only a sparse Canadian evidence base
on informal e-learning for work. Evidence from a
2006 members’ survey by the E-Learning Guild
in the United States suggested however that the
use of e-learning technologies designed to sup-
port or enhance informal learning was becom-
ing increasingly popular. Few of the stakeholders
consulted for the WLKC’s research study were us-
ing interactive web-based learning tools.
22
Centre for WorkPlaCe SkIllS
23. labour, employer and government approaches
to work-related informal learning
//// While business and labour may be involved long learning, including work-related informal
in many initiatives that support informal learn- learning. Creating such a policy would require
ing, they do not appear to be talking about the co-operation of both federal and provincial
them as “informal learning.” According to the policy makers. Informal work-related learning
Conference Board of Canada survey of Canadian would probably be one aspect of such a life-
businesses, “Only 28 per cent of respondents set long learning policy, rather than a stand-alone
aside funds to support informal learning, and policy area.
few respondents have a good sense of when, //// In contrast to Canada, the European Union
where and how informal learning takes place has adopted an articulated and overarching
within their organizations.” lifelong learning strategy. The third strategic
//// Stakeholders from business and labour groups objective of this policy addresses the relation-
rated the importance of informal learning lower ship between education/training and the wider
than did respondents from other sectors. For the world, with a specific sub-objective that con-
present, informal learning appears to be more of cerns strengthening links with working life. To
a concern for academic researchers and training support the policy initiative, Eurostat and CRELL
professionals than for business and labour. (Centre for Indicator-based Research in Lifelong
//// As for government, Canada lacks an inte- Learning) have worked on assessing and bench-
grated national policy to support adults’ life- marking self-directed (informal) learning.
Work-related Informal learnIng 23
24. m a p pIng
th e fIeld o f
pr a ctIce
Academics in Canada at many universities and policy research groups have
become increasingly involved in researching the field of work-related
informal learning. The PLAR community has a high level of engagement with
the question of informal learning. Practitioners in career counselling,
employment counselling, succession planning, professional development,
and lifelong learning are also active with regard to promoting and
recognizing informal learning.
//// There is less documented evidence of en- “informal learning” as such. Many other employ-
gagement with informal learning amongst em- ers may, however, be supporting work-related
ployers and unions. Although these stakeholders informal learning under the “learning organiza-
are undoubtedly involved with the question of tion” or “lifelong learning” convention.
work-related learning, they are not specifically //// For unions, informal learning is a contentious
focused on promoting and supporting it. issue, since it raises the possibility of appropria-
//// At this point, it would appear that only iso- tion of workers’ knowledge for management
lated employers have taken a strong interest in benefit without appropriate compensation.
24
Centre for WorkPlaCe SkIllS
25. key
knoW l edge
g aps
There are a number of areas in which further research and information would
be of great benefit to workplace learning decision makers in Canada.
These areas are:
• Development of a shared vocabulary for informal • More Information on the relationship between
learning work environments and informal learning
• Greater recognition of the inter-related nature of • Increasing awareness of tools for assessing infor-
all workplace learning, whatever the degree of mal learning and work environments
formality or informality • Addressing the question of how informal learning
• Better measurement of how people are learning affects work satisfaction, worker retention, per-
at work and how much they are learning formance and productivity
• More information on effective informal learning • Policy options for Canada that would facilitate the
strategies for specific types of workers development of actual policy or policy framework
• More information on how learners’ personal char-
acteristics affect informal work-related learning
Work-related Informal learnIng 25
26. fRom evidenCe
t o a ctIon
furthering knowledge exchange key messages
on work-related informal learning //// The research commissioned by WLKC points
//// WLKC’s synthesis research on work-related to a number of key concepts or themes that
informal learning aims to provide an evidence could be used to develop key messages for com-
base for further knowledge exchange on this munications products or engagement activities
topic with key workplace decision makers that aimed at workplace learning decision makers
can raise awareness of the importance of infor- such as employers, labour unions, individual
mal learning and the value that it may represent learners, educators and trainers, career counsel-
for individuals and organizations alike. lors and governments.
//// Ideas about specific forms of knowledge ex-
change that use the growing evidence base on in- key messages might focus on:
formal learning will help to guide the WLKC in its • Learning as a “continuum,” and the inter-
ongoing engagement with key audiences about relatedness of informal and formal learning
the importance of informal learning. The follow-
• How to identify what and how people learn
ing information is also offered to other learning informally
advocates interested in playing a role in dissemi-
• The value of informal learning to both learners
nating knowledge about informal learning.
and to workplaces, and the importance of
supporting it
• How to increase and support work-related
informal learning
• How to recognize others’ work-related informal
learning, i.e., how to acknowledge, value and
reward it
• Identification of gaps in our knowledge, and
further research of value regarding work-related
informal learning
26
Centre for WorkPlaCe SkIllS
27. Key Audiences to Engage on
Work-related Informal Learning
• Employers, managers and self-employed
• Labour Unions and Labour Educators
• Human resource management practitioners
• Business/industry associations or
organizations, including sector councils
• Professional associations or organizations,
including certifying bodies
• Career/employment counsellors Strategies for engaging
• PLAR practitioners and credential key audiences and stakeholders
assessment agencies
//// Considerable scholarly research on the
• Private trainers, corporate trainers, nature and importance of informal work-related
community trainers
learning in Canada has accumulated in recent
• Policy-makers and program deliverers years. This information needs to be put into the
• Adult educators hands of employers, unions, trainers/educators
and others, in user-friendly formats.
• Immigrant service agencies //// Below are the recommended tools for aware-
• Academic and other researchers ness building and knowledge exchange activi-
ties. These are grouped into four main levels
• E-learning providers and groups
or types of knowledge exchange activities or
publications.
key knowledge exchange actions
Stakeholders’ roles
on work-related informal learning
//// Communicating with diverse audiences about
informal learning and work requires an under- General awareness short messages
standing of the roles that various stakeholders //// Describe types of informal learning, its rela-
play in relation to work-related informal learning. tionship to formal and non-formal work-related
learning, etc. Facts and figures and short case
Stakeholders play a central role in: studies indicate possible benefits and how learn-
• Developing awareness and identifying learning ing can be supported.
• Supporting and recognizing learning
possible products or initiatives
• Facilitating learning, and
• Short “Did you Know?” items of facts and
• Assessing and evaluating learning findings from the research that can be used as
banner-type messages in newsletters, web-
//// Recognizing these roles is crucial in devel- pages, conferences, etc.
oping knowledge exchange products and ini-
• 1-page “interest items” to be used in newsletters
tiatives that assist various groups in accessing, and on web-pages that provide specific findings
using and promoting evidence and information on how/ why people use informal learning, and
about work-related informal learning. the value of informal learning
Work-related Informal learnIng 27
28. fRom evidenCe
to a ctIo n
descriptive research findings audience-specific products
//// A more intensive sharing of evidence to en- //// Targeted to specific groups such as business
courage general audiences to reflect on infor- associations, HR practitioners, labour unions,
mal learning on key topics. professional associations, etc. Tailors evidence
and case study findings to the needs of particu-
possible products or initiatives
lar groups, and includes reflective questions to
• Presentations on research findings, including
encourage discussion about how findings can
stakeholders as presenters with direct experience
be adapted into practice.
with informal learning
• Stimulating “communities of interest” possible products or initiatives
• “Checklists for reflection,” that could help indi- • Adaptation of all methods discussed here for
viduals and workplaces become more aware of specific audiences, sectors, occupation groups
informal learning etc., highlighting relevant case studies
• Writing case studies in a story-telling mode • Audience-specific questions to be used in articles
using examples from research. and in-person knowledge exchange activities so
• Articles for association, corporate and people consider evidence in the context of their
professional newsletters and trade magazines. own environment
• Short blogs on association, corporate or • Gathering further relevant case study information
organizational websites
• Web casts related to research findings, with //// Use successful formats to engage owners
interactive discussion and questions. and managers in short interactive sessions at
• A web-based listing of tools/resources available breakfast or lunch.
28
Centre for WorkPlaCe SkIllS
29. information for policy
and program development
//// Discussion of the incidence, use, and value of possible products or initiatives
informal learning and its place within the larger • Presentations and papers to raise awareness, sup-
context of adult learning and lifelong learning. port and recognition of informal learning
Can be used (a) to advocate for improved policy • Ensuring policymakers are invited to participate in
and program development of adult learning multi-stakeholder knowledge exchange events
and (b) in employment and immigration policy
and program development.
Work-related Informal learnIng 29
30. ConCluSion
m o bIlIzIng
t h e evIdenc e
//// A knowledge exchange forum on work -related actions included:
informal learning was held in Ottawa, Ontario on
• Encouraging federal and provincial governments
December 5, 2008 as a follow-up to the research
to support informal learning
and stakeholder consultation project. The forum
brought together experts with decision makers in • Supporting small and medium sized enterprises
order to discuss key messages and the necessary to invest in informal learning initiatives
challenges to address as well as how to engage • Expanding the use of PLAR to encourage learners
workplaces in investing in informal learning. to engage in informal learning
//// The session featured four short plenary pres- • Providing employers and workers with tools,
entations by experts in the field as well as several resources and other supports that will enable
case studies to provide concrete examples of the them to measure and capture what they are
benefits of informal learning in the workplace. learning informally
These were followed by roundtable discussions • Sharing “best” practices among organizations
that mixed groups of decision makers in order in order to create workplace cultures that
to answer specific questions regarding the im- encourage learning
portance of informal learning and how to best • Unifying messages from different sectors of the
support and encourage it. labour movement that acknowledge the value
//// Out of the roundtable discussions came sev- of informal learning within unions
eral specific actions that decision makers could • Disseminating academic research on informal
take in order to make the case for informal learning through more popular vehicles in order
learning in their particular communities. to reach a larger audience
30
Centre for WorkPlaCe SkIllS
