A survey was conducted to describe the informal workplace learning experiences of 318 public school teachers and HRD professionals. Analysis of the data found that teachers rely to a greater extent on interactive learning activities while HRD professionals rely to a greater extent on independent learning activities. Both professional groups reported that two environmental factors frequently inhibit their engagement in informal learning activities: a lack of time and a lack of proximity to colleagues' work areas. Three additional environmental factors were found to inhibit HRD professionals from engaging in informal learning: an unsupportive organizational culture, the unwillingness of others to participate in informal learning activities, and the inaccessibility of subject matter experts. One additional environmental inhibitor was found for teachers: a lack of funds. Seven personal characteristics were found to enhance the motivation of both professional groups to engage in informal learning: initiative, self-efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an outgoing personality. Implications of these findings for HRD theory, research, and practice are discussed.
An important way that professionals develop their expertise is through informal learning in the workplace (Cseh, Watkins, & Marsick, 1999). Informal learning refers to activities people initiate in work settings that result in the development of their professional knowledge and skills (Cofer, 2000;Lohman, 2000). Unlike formal learning, informal learning can be planned or unplanned and structured or unstructured. Examples include talking and sharing resources with others, searching the Internet, and experimenting with new techniques or tools. The U.S. Bureau of Labor Statistics reports that 70 percent