Resumen de The relationships of work–family conflict and core self-evaluations with informal learning in a managerial context

Michael J Tews, Raymond A. Noe, Andrew J. Scheurer, John W. Michel

• Existing research on informal learning has been largely descriptive, anecdotal, and relatively limited regarding its antecedents. This study represents a step forward towards addressing this gap in the training and development literature by examining the relationships of work–family conflict and core self-evaluations with informal learning among managers. The sample included 225 managers companywide from a casual-theme restaurant chain in the United States. The results demonstrated that time-based work interference with family conflict (WIF) had a negative relationship with informal learning, but core self-evaluations had a positive relationship. Further, core self-evaluations moderated the WIF–informal learning relationship. Counter to the hypothesized relationship, managers higher in core self-evaluations engaged in less informal learning as work–family conflict increased. This study broadens the nomological network of informal learning and highlights that organizations need to limit time demands at work that cause work–family conflict to facilitate managers’ informal learning.

  Practitioner points Limit work–family conflict so managers have the time to invest in informal learning in addition to their family and own recovery.

  Provide managers with skills in time management and goal setting and provide support necessary to encourage informal learning.