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Abstract
ABSTRACT
The purposes of this study were to 1) validate the Learning Practices Audit (LPA; Watkins, Harman, & Li, 2019); 2) understand the relationships between learning practices, organizational support for informal learning, and the learning organization for IT professionals; and 3) understand knowledge performance outcomes for organizations. This quantitative study used survey data to examine the relationship between learning practices, the learning organization, and knowledge performance and organizational support for informal learning of information technology (IT) professionals. It also validated the Learning Practices Audit (Watkins, Harman, & Li, 2019) as a measurement tool. The survey included 18 questions on learning practices, six items on organizational support for informal learning, the 21-item Dimensions of the Learning Organization Questionnaire (Watkins & Marsick, 1997), and six knowledge performance measures. It was administered through MTurk (N=401) in April of 2021. Data was analyzed using structural equation modeling. The results supported most of the research hypotheses. A learning organization had a positive effect on informal learning, organizational support for informal learning, and knowledge performance. Similarly, organizational support for informal learning had a positive effect on informal learning and knowledge performance, but it did not mediate the relationship between the learning organization and knowledge performance. However, organizational support for informal learning did mediate the relationship between the learning organization and informal learning. And informal learning had a positive effect on knowledge performance and mediated the relationships between both the learning organization and knowledge performance and between organizational support for informal learning and knowledge performance. Finally, informal learning for IT professionals is affected by gender and age, but not by working remotely, non-profit status, having a managerial position, or level of education. This study validated the LPA. The results provided insights about the relationship between learning practices, organizational support for informal learning, and the learning organization, and how all three constructs impact knowledge performance. The findings enhance our understanding of IT professionals as informal learners while providing direction for future areas of research; they also offer practical applications for learning and development professionals.
INDEX WORDS: Informal learning, learning organization, knowledge performance, learning and development, IT Professionals
The purposes of this study were to 1) validate the Learning Practices Audit (LPA; Watkins, Harman, & Li, 2019); 2) understand the relationships between learning practices, organizational support for informal learning, and the learning organization for IT professionals; and 3) understand knowledge performance outcomes for organizations. This quantitative study used survey data to examine the relationship between learning practices, the learning organization, and knowledge performance and organizational support for informal learning of information technology (IT) professionals. It also validated the Learning Practices Audit (Watkins, Harman, & Li, 2019) as a measurement tool. The survey included 18 questions on learning practices, six items on organizational support for informal learning, the 21-item Dimensions of the Learning Organization Questionnaire (Watkins & Marsick, 1997), and six knowledge performance measures. It was administered through MTurk (N=401) in April of 2021. Data was analyzed using structural equation modeling. The results supported most of the research hypotheses. A learning organization had a positive effect on informal learning, organizational support for informal learning, and knowledge performance. Similarly, organizational support for informal learning had a positive effect on informal learning and knowledge performance, but it did not mediate the relationship between the learning organization and knowledge performance. However, organizational support for informal learning did mediate the relationship between the learning organization and informal learning. And informal learning had a positive effect on knowledge performance and mediated the relationships between both the learning organization and knowledge performance and between organizational support for informal learning and knowledge performance. Finally, informal learning for IT professionals is affected by gender and age, but not by working remotely, non-profit status, having a managerial position, or level of education. This study validated the LPA. The results provided insights about the relationship between learning practices, organizational support for informal learning, and the learning organization, and how all three constructs impact knowledge performance. The findings enhance our understanding of IT professionals as informal learners while providing direction for future areas of research; they also offer practical applications for learning and development professionals.
INDEX WORDS: Informal learning, learning organization, knowledge performance, learning and development, IT Professionals