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Defining Workplace Learning

May 2015
European Scientific Journal 1(May Special Edition)

Authors:

University of Malta

This paper focuses on the significance of workplace learning. Learning is often defined as the route in which any type of knowledge is attained (Eraut, 2000: 4; Lave & Wenger, 1991: 47). The workplace can be an important place for learning and development, and in which knowledge can be created (Avis, 2010: 171). A discussion of the various types of workplace learning is included in this paper, namely those which fall under the category of formal, informal and unconscious. Research shows that 80% of the learning occurs informally through self-directed learning, networking, coaching and mentoring (Yeo, 2008: 318). However, there may be obstacles that can hinder learning at the place of work. Examples of these obstacles are also tackled in this paper.

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DEFINING WORKPLACE LEARNING

Karen Cacciattolo, D.Soc.Sci., Leic.

M.Sc., Trng & HRM, Leic.

University of Malta, Malta

Abstract

This paper focuses on the significance of workplace learning.

Learning is often defined as the route in which any type of knowledge is

attained (Eraut, 2000: 4; Lave & Wenger, 1991: 47). The workplace can be

an important place for learning and development, and in which knowledge

can be created (Avis, 2010: 171). A discussion of the various types of

workplace learning is included in this paper, namely those which fall under

the category of formal, informal and unconscious. Research shows that 80%

of the learning occurs informally through self-directed learning, networking,

coaching and mentoring (Yeo, 2008: 318). However, there may be obstacles

that can hinder learning at the place of work. Examples of these obstacles are

also tackled in this paper.

Keywords: Workplace Learning, Situated Learning, Communities of

Practice

Introduction

Working is interconnected with learning and consequently,

workplace learning is the way in which skills are upgraded and knowledge is

acquired at the place of work. The literature in this paper concerns

workplace learning and offers different definitions. Broadly speaking

however, it can be defined as the acquisition of knowledge or skills by

formal or informal means that occurs in the workplace. According to Collin

et al (2011) learning in the workplace is perceived as an ever-present

practice that occurs through customary work systems (2011: 303).

Workplace learning mostly occurs through work-related interactions,

and is generally described as contributing to the learning of both the

individual employee and the organisation as a whole (Collin et al, 2011: 303;

Doornbos et al, 2008: 131; Felstead et al, 2005: 360, 363; Fenwick, 2008a:

228). Fenwick (2008b) defines workplace learning as occurring through the

relations and dynamics between ‘individual actors’ and ‘collectives’ (2008b:

19). Moreover, workplace learning can enhance skills that may lead to

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formal qualifications, as well as informal narrowly focused skills (Stroud &

Fairbrother, 2006: 458). Research shows that 80% of the work-related

learning occurs informally and this includes self-directed learning,

networking, coaching and mentoring (Yeo, 2008: 318). Therefore,

workplace learning can include formal elements but is predominantly

informal in nature, and is often incorporated into workplace social

interactions and everyday practices.

According to some authors, workplace learning is also ‘culturally

bound’, meaning that the skills that an employee learns represent the

requirements of his or her tasks within the organisation (Muhammad & Idris,

2005: 65). Moreover, much evidence shows that people learn more from

each other and through finding solutions for their day-to-day problems at the

workplace (Felstead et al, 2005: 368; Hager & Johnsson, 2009: 497;

Silverman, 2003: 15). In this regard, it is often argued that the most

important source of information, from which one can learn, is the existing

job predecessor. An experienced person is commonly described as the best

source of information about a new job wherein he or she can inform about

the challenges of and changes required to a task (Silverman, 2003: 14). In

addition, workplace learning can be identified as a two-way representation in

which employers and employees can mutually address skills development

through a process of social discourse in relation to the workplace.

Categories of Workplace Learning that Involve Intervention

Workplace learning is more concerned with informal learning rather

than formal education and qualifications. However, methods of workplace

learning may take many forms and, according to Silverman (2003), these can

be categorised into three types that involve a learning intervention of some

sort: in-house training, experience-based learning opportunities and training

through coaching and mentoring, and continuous learning (2003: 2).

In-house training involves planned learning activities that take place

near the job or outside work. Here, the organisation provides either short

training courses at the workplace setting or information and communication

proceedings that have a learning element. Trainers are usually from the

organisation itself or from external entities.

According to Silverman (2003), experience-based learning is an on-

the-job learning activity that is supported and evaluated, mostly through

coaching and mentoring (2003: 4). However, Eraut (2000) states that

experience-based learning often occurs in an either unplanned or in an

unaware manner during the usual day-to-day tasks (2000: 115). In the case

of learning that is supported and evaluated, one or more employees are

identified as people who trainees and other employees can go to for advice.

Experience-based learning may also take the form of job rotation and

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increased autonomy. Here an employee is given a somewhat straightforward

task and then gradually shifts to more intricate tasks along with the relative

responsibility and autonomy.

In their study, Bishop et al (2006) hypothesized that the belief that

once employees are empowered, they will use that increased autonomy in a

responsible way, could be an important part of a learning-supportive culture.

Other studies show that lower level employees are often ready for greater

autonomy than they usually exercise and are eager to learn how to participate

in decision-making related to their tasks (Silverman, 2003: 17). It is often

argued that mentoring provides opportunities for peers to help novices

become experts (Yeo, 2008: 318). In this regard a skilled employee guides

the learner in carrying out particular tasks. Another method would be for a

trainee to work beside an experienced employee to observe and learn.

Experience-based learning may also push employees to learn

informally through discussions with customers, suppliers and other external

stakeholders of the organisation. Eraut (2000) mentions the ‘reactive’ kind

of learning in which learning is explicit but takes place impulsively in

response to recent, current or forthcoming situations without any time being

specifically reserved for it (2000: 115). This type of learning, which is not

supported or evaluated, is a process that occurs normally involuntarily and

continuously.

Continuous learning may include a group of employees working

together to identify how to improve certain processes, either formally or

informally. Accounts such as those above promote the view that continuous

learning occurs where the work environment is all the time focused on the

learning of new skills and knowledge and largely free of political conflict. In

this scenario employees are continuously encouraged and provided with

resources to learn for themselves from e.g. books, manuals, videos and

computer-based learning. In addition, the study of Fuller & Unwin (2003)

on expansive learning illustrates that organisations that offer an open

approach to apprenticeship are more expected to form learning opportunities

(2003: 412).

Informal/Unconscious Workplace Learning

According to Doornbos et al (2008) and Mallon et al (2005)

workplace learning is predominantly informal or unconscious and is a purely

situated, tacit, informal, and social process (2005: 4; 2008: 130). Likewise,

Yeo (2008) argues that informal learning is usually unintentional and it may

occur with or without the encouragement of the organisation (2008: 318).

Doornbos et al (2008) further argue that people can learn implicitly and are

able to distinguish the changes in their thoughts and behaviours at a later

stage (2008: 130).

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The notion of ‘Spontaneous learning’ is identified by Doornbos et al

(2008) wherein learning occurs when actions are executed with another

objective in mind other than learning (2008: 131). This occurs when the

related action is itself unintentional, or when an action is intended but not

with the precise objective of learning. Doornbos et al (2008) describe the

changes in knowledge and skills as a result of such actions as ‘by-products,

discovery, coincidence, or sudden realization’ (2008: 131). In their study,

Rowold & Kauffeld (2009) identified that constant informal learning

activities assisted employees most in increasing their relevant work-related

competencies (2009: 97). Therefore, the results of their study highlight the

significance of informal workplace learning.

Lave & Wenger’s Situated Learning

Maybe the most common theory of the meaning of learning at work

stands with Lave & Wenger’s (1991) book on situated learning, which has

guided and helped researchers understand the meaning of workplace learning

and apprenticeships. In their book, Lave & Wenger emphasise two concepts,

namely ‘Communities of Practice’ and ‘Legitimate Peripheral Participation’,

wherein they provide insights on the meaning of workplace learning, mostly

apprenticeships (Fuller et al, 2005). The ‘Communities of Practice’ concept

relates to the action of participating in social practices that leads to a sense of

belonging within a community (Avis, 2010: 173; Clarke, 2005: 191; Fuller et

al, 2005: 4; Fuller & Unwin, 2003: 3; Lave & Wenger, 1991: 98; Yeo, 2008:

318). These communities may include some sort of uniformity or diversity in

their structure and may also be either organised or made up voluntarily

(Chang et al 2009: 409).

Employees are able to learn from their participation in the everyday

activities of a community (Fenwick, 2008b: 20) and it is argued that

communities of practice aid individuals to learn and consequently to perform

better at the workplace (Chang et al, 2009: 410-11). Several critiques were

presented regarding this concept such as the lack of analysis on the politics,

comradeship, and form of a community, the lack of attention on the

development of the knowledge within the community during periods of

change that are expeditive and, the lack of consideration on the innovation

offered by the community and the agency/structure actions within (Fenwick,

2008a: 235; Fenwick, 2008b: 21; Fuller et al, 2005: 15-16). Therefore,

communities of practice are regarded as very important since they create a

link between the individual and organisational learning (van Winkelen &

McKenzie, 2007: 531). In this regard Newman (1985) suggests that trust and

openness should be fostered between the different departments of an

organisation (1985: 208). Thus, if an organisation is to succeed, it is

important that communities of practice are fostered within, and that these

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share the knowledge by allowing these information flows to continue

(Coakes & Clarke, 2006: 75).

Obstacles to Workplace Learning

Organisations consist of individual agents of organisational learning,

of which behaviour is shaped by the social systems they are embedded in

(Easterby-Smith et al, 2000: 787). These social systems are also learning

systems that can inhibit learning due to the organisational politics, which

may result in lack of shared knowledge as illustrated by Newman (1985).

According to Collin et al (2011) social relations also include power issues to

some extent (2011: 303), which are also politically based. In his study,

Newman identified “invisible walls” between different units in organisations

that hindered the learning and sharing of information (1985: 208).

Collin et al (2011) argue that learning processes are central to the use

of power and control since workplace learning is seen as linking individual

and social realms (2011: 302). As such, learning and power become linked

during the tangential doing and shared custom through which workplace

culture become mutual, both in isolation and as a group (Collin et al, 2011:

303). Organisational politics can impede learning and as such, workplace

learning is not a neutral process for the organisation or the worker (Mallon et

al, 2005: 8).

An example illustrated by Silverman (2003) states that, in

organisations, managers are rewarded for the possession of a skill,

knowledge and understanding, and not for disseminating these important

resources to their subordinates (2003: 16). Therefore, organisational politics

may influence how these are accessed and controlled. Undoubtedly, this is

not only applicable to managers but also to lower level employees who may

feel the need to protect and control their skills due to the status and influence

that the same skills give them. Some other forms of barriers for workplace

learning, especially informal learning, may include lack of respect from the

new employee towards an experienced employee, individuals who hold back

information from their colleagues out of fear of being seen as a surplus and

passing erroneous information to new employees with the aim of harming

them (Billet, 1995: 24-25).

It is interesting to note that Lave & Wenger’s theory does not explore

in depth the issue of hindrance and politics and thus, this is a major

limitation of their theory in connection with the current research being

carried out (Fuller et al, 2005: 15). In this regard evidence shows that

learning situations may have considerable power inequalities (Collin et al,

2011; Malcolm et al, 2003: 5). In addition, if employees lack trust in the

organisation they work with, they would tend to keep the skills and

knowledge acquired to themselves in order to protect their job and position

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within the organisation (Ashton & Sung, 2002: 21; Fenwick, 2008a: 233;

Kirwan, 2009: 117).

Conclusion

As discussed in the above sections, workplace learning is

conventionally seen as a means of improving the skills of employees and

enhancing their knowledge, and the learning involved may be either formal

or informal. Formal learning, which consists of qualifications and certified

training, is no longer seen as the sole method of learning. Formally-acquired

qualifications are becoming viewed more in terms of a wider structure that

concerns workplaces and the employees, educational institutions and various

communities within organisations. At the same time, informal learning at the

workplace is becoming an increasingly important tool for training

employees. Both formal and informal learning may benefit either the

organisation or the individual or both (Crouse et al, 2011; Lancaster, 2009).

However, such benefits are not automatic. According to Silverman (2003)

organisations do not always benefit from workplace learning and the

progress features of workplace learning must be taken into consideration that

can be hindered by careerism, apprehension, pressure, obsequiousness and

unsolved divergences (2003: 15).

Bishop et al (2006) state that there are strong indications that cultures

put forth a great influence on the amount and kind of learning that takes

place (2006: 21). This is especially concerned with assumptions about what

comprises „valuable knowledge, dealing with the latest knowledge, the

appropriate „location of knowledge in an organisation or group, and the

shape and role of social interactions (Bishop et al, 2006: 21). All these

appear to have a deep effect on workplace learning. Additionally, in their

study, Fuller & Unwin (2003) identified that the expansive or restrictive

learning approaches of the organisations they studied are the result of an

innate chronological, socio-cultural, organisational and economic practices

that are hard to imitate (2003: 424).

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Full-text available

Aug 2023

Higher education institutions are not properly prepared to meet the expectations of employers regarding the work readiness of human resource development (HRD) graduates from universities. Employers seek to recruit graduates who have pertinent employability competencies. The factors that were determined should contribute considerably to meeting this need. The study was commenced to identify the factors relating to employability competencies for South African human resource development graduates. The sample of the survey comprised 134 professionals from the South African Board of People’s Practice (SABPP) in the nine (9) provinces of South Africa. A factor analysis was employed to identify the issues relating to the employability competencies of HRD graduates. Correlation analysis and regression analysis were used to establish the relationships between identified factors. The results confirmed that there were strong relationships between the factors of the current and the expected competencies concerning the employability of South African HRD graduates. The findings served to formulate specific recommendations on employers’ expectations regarding the employability competencies of HRD graduates. The intention of the study was to improve graduates’ competencies in the world of work.

Using Online Discussion Forums to Enhance and Document Students’ Workplace Learning Experiences: A Semi-Private Emirati University’s Context

Article

Full-text available

Apr 2023

Workplace learning experience complements students' learning at the university and equips them with practical skills required in professional work contexts. Given its importance, educators must constantly devise strategies to enhance students' workplace learning and collect contextual data to determine how best to support them in collaboration with the internship sites. In this study, we adopted the online discussion forum to supplement undergraduate students' workplace learning in a semi-private Emirati university through reflection and workplace knowledge sharing with colleagues asynchronously. Using a qualitative approach, we ethically retrieved and thematically analyzed students' contributions to the online discussion forum. Our findings indicate that students found the orientation week beneficial and the knowledge gained at the university, such as communication and information technology, resourceful. Additionally, students found integration into the new context, time management, language issues, and emailing challenging. Despite the reported challenges, students indicated that the workplace learning experience strengthened their practical skills, including managing time, working with different people, and communicating within different contexts to smooth their transition to professional work contexts. Based on the findings, we suggest using online discussion to supplement workplace learning as an essential element for educators to consider when developing programs. We also recommend pre-internship orientations where expectations, roles, and required knowledge are discussed to prepare students for successful workplace learning experiences.

Facilitators for developing an interprofessional learning culture in nursing homes: a scoping review

Article

Full-text available

Feb 2023
BMC HEALTH SERV RES

Background Healthcare professionals in nursing homes face complex care demands and nursing staff shortages. As a result, nursing homes are transforming into home-like personalised facilities that deliver person-centred care. These challenges and changes require an interprofessional learning culture in nursing homes, but there is little understanding of the facilitators that contribute to developing such a culture. This scoping review aims to identify those facilitators. Methods A scoping review was performed in accordance with the JBI Manual for Evidence Synthesis (2020). The search was carried out in 2020–2021 in seven international databases (PubMed, Cochrane Library, CINAHL, Medline, Embase, PsycINFO and Web of Science). Two researchers independently extracted reported facilitators that contribute to an interprofessional learning culture in nursing homes. Then the researchers inductively clustered the extracted facilitators into categories. Results In total, 5,747 studies were identified. After removing duplicates and screening titles, abstracts and full texts, 13 studies that matched the inclusion criteria were included in this scoping review. We identified 40 facilitators and clustered them into eight categories: (1) shared language, (2) shared goals, (3) clear tasks and responsibilities, (4) learning and sharing knowledge, (5) work approaches, (6) facilitating and supporting change and creativity by the frontline manager, (7) an open attitude, and (8) a safe, respectful and transparent environment. Conclusion We found facilitators that could be used to discuss the current interprofessional learning culture in nursing homes and identify where improvements are required. Further research is needed to discover how to operationalise facilitators that develop an interprofessional learning culture in nursing homes and to gain insights into what works, for whom, to what extent and in what context.

Social Media at the Workplace: An Overview

Article

Full-text available

Dec 2020

Mona Gupta

Social media is not just an activity; it is an investment of valuable time and resources. Surround yourself with people who not just support you and stay with you, but inform your thinking about ways to WOW your online presence" Sean Gardner, Forbes #1 Social Media Power Influencer Definition of SM and SNS and features W ith the ubiquitous presence and the simplest of technology, social media is easily reaching out to people and community. Through its anyone, anything, anytime element, the social networks are bringing the world to a common place. The traditional word of mouth has now been extended and evolved in the form of social media. Word of mouth is the most trusted and effective way of communicating with each other. With the advent of technology, the one with internet can connect with people and community through social media to share their opinion and views or may be just for interacting. This cultural shift is now been recognized by companies. What is social media? Looking at the definition given by Kent (2010), it is "an interactive communication channel that allows for two-way interaction and feed-back" with the "potential for real-time interaction, reduced anonymity, a sense of propinquity, short response times, and the ability to 'time shift, ' or engage the

Learning and Developing Together for Improving the Quality of Care in a Nursing Home, Is Appreciative Inquiry the Key?

Article

Full-text available

Jun 2023
Healthc Forum

To investigate the impact of Appreciative Inquiry (AI) on learning and developing together for improving the quality of care in a nursing home, and to explore experiences following the four phases of the AI cycle, an AI was performed as part of participative action research. Interviews, group discussions, creative methods of storytelling, and reflections were used in the AI sessions. Staff members were interviewed to evaluate the AI process. All of the interviews were recorded and transcribed. Data were analyzed thematically using Maxqda and were discussed by the interviewers until consensus was reached. The sessions resulted in ten action proposals to improve healthcare. One proposal was worked out in agreements on cooperation. The evaluation revealed that the sessions have given a boost to the team spirit, and involvement at the location leading to more cooperation and communication during the shifts. The evaluation indicated that it is important to convert the action plans of the sessions into actions, which are then evaluated. AI was advised as a way of learning where everyone is involved, and mutual agreements are made. This study has shown that AI can be a valuable way to support learning and development to promote the quality of care in a nursing home.

Work, power and learning in a risk filled occupation

Article

Full-text available

Jul 2011
MANAGE LEARN

In this article we describe various ways in which power is exercised between personnel in a hospital operating theatre. We aim to investigate how the forms of discursive power and workplace learning are intertwined with each other by utilizing an ethnographic approach in the fieldwork. Our data were collected mainly through observations and interviews with surgical residents, physicians and nurses. In the article we describe the delicate ways in which power is exercised and resisted in everyday practices. We argue that there is a close relationship between learning and manifestations of power, together with the various forms of these manifestations and the restrictions that may be placed on them. Additionally, we show how learning takes place in terms of finding, experimenting with and transgressing participatory agency among nurses and residents in the work community.

Learning at work, organisational opportunities and individual engagement: A case study of a New Zealand wine company

Article

Full-text available

This paper explores the issue of the development of people's capability at work. The case study reported here - on a wine company in New Zealand -is the first empirical phase of a large research project, Developing human capability: employment institutions, organizations and individuals. The aim of this project is to explore the optimal conditions for the development of the capability of workers in New Zealand organisations, taking account of issues at the level of government policy and practice, industrial relations frameworks, organisational HR structures and practices, and individual engagement with learning at work. The primary focus of this paper is exploring the interaction of the types of opportunities the company offers for the development of individuals' capability, and the engagement of workers at various levels with those opportunities. The paper begins with an overview of the wine industry in which this case study is located and goes on to review literature about the workplace as an environment for learning and for the development of capability. This section concludes with the research questions to be explored through the case analysis. We then briefly describe our methodology before moving on to discuss our results, where we explore how affordances for development are differentially distributed within the company and how individual agency mediates the extent to which individuals proactively seek out development opportunities or attempt to resist them.

Workplace learning strategies, barriers, facilitators and outcomes: A qualitative study among human resource management practitioners

Article

Full-text available

Feb 2011
Hum Resource Dev Int

Recently the role of human resource management (HRM) practitioners has become more professionalized and more strategic. Consequently, HRM practitioners have had to develop new competencies in areas such as change management, influence and technology. Workplace learning, which is important for professional development, is examined for 13 HRM practitioners in government, healthcare, post-secondary education and business organizations in the Halifax Regional Municipality area. Of particular interest were learning strategies, barriers to and facilitators of learning and outcomes of learning. To obtain rich data, practitioners were interviewed face to face using an interview guide. Results indicated that these practitioners are mostly similar to other professional groups in terms of workplace learning, with a few key differences. The similarities and differences are presented, and implications of these findings for HRM practitioners and future directions for research are discussed.

Understanding Relations of Individual--Collective Learning in Work: A Review of Research

Article

Full-text available

Jul 2008
MANAGE LEARN

Tara Fenwick

A review was conducted of literature addressing learning in work, focusing on relations between individual and collective learning published in nine journals during the period 1999—2004. The journals represent three distinct fields of management/ organization studies, adult education and human resource development; all publish material about workplace learning regularly. In total, 209 articles were selected for content analysis, containing a range of material including reports of empirical research to theoretical discussion. Eight themes of individual—collective learning were identified through inductive content analysis of this literature: individual knowledge acquisition, sense-making/reflective dialogue, levels of learning, network utility, individual human development, individuals in community, communities-of-practice and co-participation or co-emergence. The discussion highlights similar issues stated in the different journals about understanding individual—collective learning, the apparent lack of dialogue across the fields, the ontological and ideological differences among the themes of learning currently in circulation and the low frequency of analysis of power relations in the articles reviewed.

Improving Learning Transfer: A Guide to Getting More Out of What You Put Into Your Training

Book

May 2016

Cyril Kirwan

Situated learning: Legitimate peripheral participation

Book

Jan 1991

Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning

Article

Feb 2005

This article explores the strengths and weaknesses of Lave and Wenger's concept of 'legitimate peripheral participation' as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter.

Workplace Learning Environment and its Relationship with Learning Outcomes in Healthcare Organizations

Article

Jun 2005
Hum Resource Dev Int

Nicholas Clarke

Increasingly the importance of developing an appropriate learning environment in order to foster workplace learning is dominating organizational agendas. Yet much of the literature often lacks empirical support to underpin those conditions suggested as comprising an effective learning climate or suffers conceptually from failing to specify more clearly the nature of workplace learning. As a result, it is difficult to explain how or why differing aspects of an organization's learning environment should influence particular learning outcomes. Findings presented here demonstrate that (1) a supportive training and development infrastructure, (2) empowerment and effective communication, (3) opportunities for reflection and job challenge and (4) opportunities for formal and informal learning are associated with different types of learning outcomes associated with either workplace learning or training. The results suggest that, dependent on the types of learning outcomes desired by organizations, different aspects of the workplace environment are likely to be important in fostering an effective learning climate.

Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation

Article

Dec 2003

Situated learning theory provides a rich conceptual framework for analysing the processes by which apprentices become (full) participants in a community of practice. This article uses case study evidence from the UK's Modern Apprenticeship programme to show how this framework can be developed by identifying features of expansive and restrictive participation which help distinguish between different approaches to apprenticeship. We suggest that three inter-related themes (participation, personal development and institutional arrangements) underpin an expansive/restrictive continuum. The analysis is used to categorise company approaches to apprenticeship according to their expansive and restrictive characteristics, and to illustrate the variable learning opportunities that are being created for apprentices under the Modern Apprenticeship.

Effects of career-related continuous learning on competencies

Article

Dec 2008
PERS REV

Purpose – The present study aims to examine how employees' formal (e.g. off-the-job training) and informal (e.g. discussion with colleagues) career-related continuous learning (CRCL) activities affect the development of self-reported work-related competencies. Design/methodology/approach – Participants were 372 employees working in one of 19 companies from a wide range of industries in Germany. Findings – Results revealed that informal CRCL affected professional, method, and social competencies. In addition, employees' participation in formal CRCL activities that focused on social issues was positively related to social competencies. Three types of competencies (professional, method, and social) are distinguished in the present study. Research limitations/implications – Additional influences on competency such as motivation and commitment should be controlled for in future studies. Also, competencies should be rated by supervisors. Objective measures of formal CRCL should be assessed. Practical implications – Organizations that aim to enchance employees' level of competencies should invest in informal CRCL and formal CRCL activities that focus on social competencies. The fact that the study was conducted in a variety of firms supports the idea that the findings could be generalized to other industrial settings. Originality/value – To the authors' knowledge, this study is the first to demonstrate positive effects of CRCL on employees' levels of social competencies. In addition, the value of informal CRCL for the development of competencies was highlighted.