TY - JOUR

T1 - How does telework modify informal workplace learning and how can supervisors provide support?

AU - Mühlenbrock, Inga

AU - Richter, Götz

AU - Ellerkamp, Amelie

AU - Wöhrmann, Anne Marit

N1 - Publisher Copyright: © 2023, The Author(s).

PY - 2023/9

Y1 - 2023/9

N2 - In our conceptional contribution to the journal “Group. Interaction. Organization.” (GIO), we analyze how telework affects informal workplace learning. Dynamic changes in the world of work require employees to continually adapt, and informal workplace learning is presumed to be an effective tool to cope with new demands. The accelerating use of information and communication technologies and the COVID-19 pandemic have led to an increase in telework. We integrate research findings to illustrate a modified learning infrastructure and develop propositions referring to the octagon model of informal workplace learning (Decius et al. 2019). For this purpose, we present a conceptual framework that demonstrates why telework reduces opportunities for informal learning due to social processes and role boundaries and increases opportunities via higher self-regulation. Furthermore, we develop ideas how supervisors could support informal learning by organizing social exchange, providing learning cues and resources, and design telework arrangements. Finally, we present implications for practice and future research with suggestions for the adaption of the octagon model for digital working contexts.

AB - In our conceptional contribution to the journal “Group. Interaction. Organization.” (GIO), we analyze how telework affects informal workplace learning. Dynamic changes in the world of work require employees to continually adapt, and informal workplace learning is presumed to be an effective tool to cope with new demands. The accelerating use of information and communication technologies and the COVID-19 pandemic have led to an increase in telework. We integrate research findings to illustrate a modified learning infrastructure and develop propositions referring to the octagon model of informal workplace learning (Decius et al. 2019). For this purpose, we present a conceptual framework that demonstrates why telework reduces opportunities for informal learning due to social processes and role boundaries and increases opportunities via higher self-regulation. Furthermore, we develop ideas how supervisors could support informal learning by organizing social exchange, providing learning cues and resources, and design telework arrangements. Finally, we present implications for practice and future research with suggestions for the adaption of the octagon model for digital working contexts.

KW - Informal learning

KW - Octagon model of informal workplace learning

KW - Supervisor support

KW - Supervisors

KW - Telework

KW - Working from home

KW - Management studies

UR - http://www.scopus.com/inward/record.url?scp=85163965008&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/c8dcb8f1-54a9-3aaa-bbef-91e0cff06aae/

U2 - 10.1007/s11612-023-00692-7

DO - 10.1007/s11612-023-00692-7

M3 - Journal articles

AN - SCOPUS:85163965008

VL - 54

SP - 311

EP - 321

JO - Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie

JF - Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie

SN - 2366-6145

IS - 3

ER -