Julian Decius, Michael Knappstein, Niclas Schaper, Andreas Seifert
{"title":"Investigating the multidimensionality of informal learning: Validation of a short measure for white-collar workers","authors":"Julian Decius, Michael Knappstein, Niclas Schaper, Andreas Seifert","doi":"10.1002/hrdq.21461","DOIUrl":null,"url":null,"abstract":"<p>The challenges resulting from increasing digitalization and globalization require flexible continuing education for white-collar workers. Especially informal learning becomes increasingly important in the modern workplace. Practitioners want to promote informal learning among employees, researchers want to unveil conducive contextual conditions for informal learning, but they lack an appropriate, validated measure. Based on the octagon model of informal workplace learning (Decius et al., <i>Human Resource Development Quarterly</i>, 2019, 30, 495–535) and an existing 24-item scale for blue-collar workers, we present a short version of eight items for use among white-collar workers. Using three independent samples of 695, 500, and 3134 German employees, we show that the second-order factor structure—following the multidimensional octagon model—has a better fit compared with a model in which all items load on a single factor. The short scale is strongly correlated with the original full scale. The scale's reliability is satisfying (α = 0.76/0.77/0.85; ω = 0.78/0.78/0.86), considering the heterogeneous conceptual nature of informal learning. Regarding criterion validity, we found theoretically expected correlations with job demands, job autonomy, knowledge/skill acquisition, age, and self-directed learning orientation. Furthermore, the scale reveals measurement invariance across sociodemographic characteristics of gender and educational background. We also discuss implications for research and practice of the new informal learning measure among white-collar workers.</p>","PeriodicalId":47803,"journal":{"name":"Human Resource Development Quarterly","volume":"34 1","pages":"45-74"},"PeriodicalIF":4.0000,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/hrdq.21461","citationCount":"10","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Human Resource Development Quarterly","FirstCategoryId":"91","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/hrdq.21461","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"INDUSTRIAL RELATIONS & LABOR","Score":null,"Total":0}
引用次数: 10
Abstract
The challenges resulting from increasing digitalization and globalization require flexible continuing education for white-collar workers. Especially informal learning becomes increasingly important in the modern workplace. Practitioners want to promote informal learning among employees, researchers want to unveil conducive contextual conditions for informal learning, but they lack an appropriate, validated measure. Based on the octagon model of informal workplace learning (Decius et al., Human Resource Development Quarterly, 2019, 30, 495–535) and an existing 24-item scale for blue-collar workers, we present a short version of eight items for use among white-collar workers. Using three independent samples of 695, 500, and 3134 German employees, we show that the second-order factor structure—following the multidimensional octagon model—has a better fit compared with a model in which all items load on a single factor. The short scale is strongly correlated with the original full scale. The scale's reliability is satisfying (α = 0.76/0.77/0.85; ω = 0.78/0.78/0.86), considering the heterogeneous conceptual nature of informal learning. Regarding criterion validity, we found theoretically expected correlations with job demands, job autonomy, knowledge/skill acquisition, age, and self-directed learning orientation. Furthermore, the scale reveals measurement invariance across sociodemographic characteristics of gender and educational background. We also discuss implications for research and practice of the new informal learning measure among white-collar workers.
数字化和全球化带来的挑战需要对白领进行灵活的继续教育。尤其是非正式学习在现代工作场所变得越来越重要。实践者希望促进员工之间的非正式学习,研究人员希望揭示有利于非正式学习的环境条件,但他们缺乏适当的,有效的措施。基于非正式工作场所学习的八角形模型(Decius et al., Human Resource Development Quarterly, 2019, 30, 495-535)和现有的蓝领工人24项量表,我们提出了白领工人使用的8项简短版本。使用三个独立的样本,分别是695、500和3134名德国员工,我们发现二阶因子结构——遵循多维八边形模型——与所有项目都集中在一个单一因素上的模型相比具有更好的拟合性。短标度与原满标度相关性强。量表信度满意(α = 0.76/0.77/0.85;ω = 0.78/0.78/0.86),考虑到非正式学习的异构概念性质。在效度方面,我们发现理论预期与工作需求、工作自主性、知识/技能习得、年龄和自主学习取向相关。此外,该量表揭示了性别和教育背景的社会人口特征的测量不变性。本文还讨论了新非正式学习测量在白领群体中的研究和实践意义。
期刊介绍:
Human Resource Development Quarterly (HRDQ) is the first scholarly journal focused directly on the evolving field of human resource development (HRD). It provides a central focus for research on human resource development issues as well as the means for disseminating such research. HRDQ recognizes the interdisciplinary nature of the HRD field and brings together relevant research from the related fields, such as economics, education, management, sociology, and psychology. It provides an important link in the application of theory and research to HRD practice. HRDQ publishes scholarly work that addresses the theoretical foundations of HRD, HRD research, and evaluation of HRD interventions and contexts.