Informal learning can be understood as learning that take place outside an educational institution or other formal setting. According to Martinez and Whiting (2021), informal learning can be defined as “the pursuit of any knowledge, skill, or understanding that occurs outside a formal or non-formal learning event, such as a classroom, training facility, or eLearning course” (p. 1). Informal learning can include activities such as book clubs, lunch and learns, discussions, blogs, social media, and podcasts to name some. According to research cited by Martinez and Whiting (2021), informal learning has proven to be effective in diverse contexts (Allen, 2004; Bell, 2009; Miller et al., 2008), most notably in work environments (Carliner 2012).
As discussed by Marsick et al. (2018), managing informal learning has its challenges. With little clarity about initial learning objectives and no measurable baseline to compare learning gains to, measurement and assessment can be difficult. In addition, individuals can be unaware of their own informal learning, making it seemingly unrecognizable. While informal learning is not highly structured, the researchers discuss that in order to achieve accuracy and fullness of socially supported informal and incidental learning a number of elements must exist. The learner must participate in critically reflective dialogue with him/herself and others, demonstrate mindfulness and honesty, and participate in a trusting social climate of colleagues who provide accountability and feedback.
To foster and enhance this type of learning, organizations can take a number of actions while still supporting high autonomy for learners. For example, group debrief protocols and After Action Reviews can be implemented to encourage this climate of learning. Managers can positively influence learning behaviors and processes through coaching, feedback, and discussion, and an overall commitment to learning.
As highlighted by Tews et al. (2017), organizations can design the organizational culture in a manner that promotes learning and positive work relationships. Beyond manager support for learning, organizations can support informal learning by using fun as a strategy to promote it while taking into account learners’ personalities and their receptiveness to fun. Garvin et al. (2008) indicate that to learn from failures without fear of belittlement or marginalization is indicative of psychological safety, a distinguishing characteristic of supportive learning environments. In explaining the impact of fun, Tews et al. (2017) discuss how fun can encourage communication and camaraderie. In a way, fun can break down the barriers of fear and insecurity associated with learning and help to establish the needed climate for socially supported informal and incidental learning.
While it is apparent that there are a number of things organizations can do to support and foster informal learning, it is also noted that management sometimes needs to be hands off, to enable learning from experimentation and self-reflection. One lingering question remains for me, and that is without management or structure of informal learning, how might organizations systematically make informal learning visible and capture knowledge development so that the individual, network (or, community of practice) and organization can learn from these lessons?
References:
Garvin, D. A., Edmonson, A. C., & Gino, F. (2008). Is yours a learning organization? Harvard Business Review, 86(3), 109-116.
Martinez, S., & Whiting, J. (2021). Designing informal learning environments. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis. EdTech Books. https://edtechbooks.org/id/designing_informal
Tews, M. J., Michel, J. W., & Noe, R. A. (2017). Does fun promote learning? The relationship between fun in the workplace and informal learning. Journal of Vocational Behavior, 98, 46-55.
Watkins, K. E., Marsick, V. J., Wofford, M. G., & Ellinger, A. D. (2018). The evolving Marsick and Watkins (1990) theory of informal and incidental learning. New Directions for Adult and Continuing Education, 159, 21-36.
Andrew R. Claassen 
Hi Andrew
I agree measuring and ultimately tracking the informal learning that is taking place in workplace is tricky. Especially these days when workplaces are drifting away from the norm. One way to measure informal learning that has taken place would be to have employees mentor each other and pass along skills that they have learned. Perhaps a cycle of experienced employee partnering with a new employee, who in turn becomes the experienced employee who partners with a new employee… and on and on. I suppose the danger in that would be if the chain breaks down somewhere along the way. Definitely food for thought.
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So this is something I’ve been thinking about as well, particularly from a faculty development perspective. I have been asked to develop digital badges for faculty completion/involvement in Quality Matters at IU, and this could be one way to “make informal learning visible.” While some of badges would represent more formal instruction, others would represent more informal learning like completing online, asynchronous training modules or by using templates and such in their courses. While I am somewhat hesitant because I’ve had many faculty tell me they think badges are “stupid” or immature, I still see faculty and others try to rack up badges in other training contexts. How viable is something like this in a corporate training environment?
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