1. Purpose of the Research Review
The purpose of the study of research concerned with informal learning in the workplace is part of an initiative to explore learning outside of formal education and training, focusing on the informal learning opportunities that exist within the workplace.

The key tasks for the desk review were as follows:

• To establish what kinds of informal learning were occurring in the workplace
• To identify how the informal learning taking place was acquired
• How it was recognised (if there was recognition) by employers and employees
• What were the significant factors for the presence and the development of informal learning in the workplace

The factors found to be significant in the acquisition, recognition and value of informal learning would inform the development of a framework for the recognition of informal learning in the workplace which would be transferable across nations and sectors, and so extend the incidence of informal learning opportunities to other workers.

2. Methodology
The exercise comprised a review of relevant research publications concerned with informally learning, with a particular emphasis on informal acquisition within the workplace. The focus remained firmly on all aspects of “informal learning within the workplace”, and this phrase was used in conjunction with other criteria to search wider parameters. The project’s own sectoral specifics (hospitality and engineering) were also searched. As the review progressed, a division between action research undertaken within workplaces and research that rehearsed and re-rehearsed the theories associated with informal learning became apparent, and this separation provided further opportunities to search theoretical and empirical information.

The following website sources of information were used during the literature review:

• Search engines using the search criteria of (informal learning, workplace learning,
• Academic websites, research departments of universities
• Support for small and medium-sized businesses
• CEDEFOP
• Vocational education sources
• e-Learning websites
• Employer organisations
• Organisations support for employers
• Sector-specific sources, particularly the two that the project wishes to focus on: the hospitality and engineering sectors
• Government department research
• Organisations that promote different aspects of learning and teaching

The review attempted to find any research on informal learning whether its focus was geographical, or if its emphasis was on specific aspects of informal learning or if a particular sector was explored. This was an attempt to ensure that the review captured a wide range of research information. However, inevitably, the research accessed does reflect the concentration of research into informal learning in certain countries, and with the predominance of certain specific emphases. E.g. much of the research explored informal learning in educational establishments, and there was less research based on empirical studies within small businesses themselves.

3. Key Findings: Definitions, Key Concepts and Theories

• Most learning is informal, and consequently most learning that takes place in the workplace is informal. Research estimates it at something like 70% or 80% of all learning
• Pedagogical theories derived from educational establishments cannot always relate usefully to the different environment of the workplace
• The significance of informal learning is contextual since the research review demonstrates that no clear and comprehensive definition of “informal learning” exists. There are different definitions in different situations and workplaces in which it is identified and recognised
• Audit-driven systems promote increasing formality, and values formality above other forms of learning, an issue that might need addressing within this project.

4. Key Findings: Empirical Research in the Workplace

The Business Culture

Critical factors for the development of informal learning within workplaces appear to be the:

• Internal business environment - enabling employee autonomy, (giving a degree of freedom to employees in the workplace so that informal learning may occur), supportive management, an organisational structure that is capable of maximising informal learning opportunities
• Social context - positive work relationships and opportunities for communication at work are critical factors in the development of informal workplace learning
• Support available to informal learners– e.g. coaching, one-to-one shadowing, mentoring etc)
• Equality of opportunity – to ensure all areas of the workforce are treated equally in terms of access to the opportunity for learning informally and for that learning to be recognised

Potential impact and value to the business depends upon informally-acquired skills and knowledge (like formal acquisition) relating to specific work-based skills gaps and business requirements. Informal learning acquisition encourages learners in the practical application of their skills.

Workplaces can create communities of practice in which knowledge, aptitude, ability, attitudes and behaviour can all amalgamate to provide necessary skills for the specific foci of different workspaces – and what are necessary skills alters within the different work contexts.

5. Conclusions
As the quotations at the front of this Executive Summary testify, and as the research review identified, there appears no catch-all single definition of informal learning that will define it for all workplaces and in all situations.

Informal learning is seen as the most significant method of acquiring skills, knowledge and information that we possess whether within workplaces or outside of them.

Much of the research actually undertaken in workplaces themselves which engaged employers and employees alike in the research provides evidence that informal learning may be a considerable business benefit for SMEs if they develop and sustain the many opportunities for it.

Benefits to business of developing informal learning opportunities may go beyond the financial gains to be obtained from lowering the costs of any formal training. Other benefits may include greater corporate cohesion, greater sharing of skills across the business, team building, worker’s ownership and development of their own learning, future-proofing of new skill requirements necessary for quick responses to changes in business environments / the market.

Courtesy: elearningeuropa.info