Date of Award

5-1-2024

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Psychology

Dissertation/Thesis Chair

Kevin J. Williams

Committee Members

Jason G. Randall, Allen C. Johnston, Dev K. Dalal

Keywords

inclusive climate, Informal learning, interpersonal risk, psychological safety

Subject Categories

Psychology

Abstract

Employee learning and development are critical to organizational success, particularly for jobs with highly dynamic and demanding work environments that require adaptability and skill. The literature suggests that most employee learning and development occurs through informal means (Tannenbaum & Wolfson., 2022). However, there may be some interpersonal risk associated with engaging in informal learning behaviors such as being viewed as incompetent or lacking in expertise, resulting in fewer opportunities for development and promotion. The objective of this research was to expand the nomological net of antecedents and organizationally valued outcomes associated with informal learning behaviors and to understand how the work context influences how individuals choose to engage in these behaviors. I conducted two studies - a longitudinal field study and a lab experiment, to investigate (1) organizational (situational) antecedents of informal learning behaviors, (2) individual-level outcomes of informal learning, and (3) the mediating role of interpersonal risk on informal learning. In Study 1, I draw on the dynamic model of informal learning and the framework for informal field-based learning (IFBL) to provide empirical evidence for associations between IFBL and psychological safety (PS), inclusive climate (IC), organizational support for learning and development (OSLD), adaptive performance (AP), job satisfaction (JS), and turnover intent (TI). Longitudinal survey data were gathered from a sample of Direct Support Professionals (N = 127) in New York State who support individuals with developmental and intellectual disabilities. The results indicated three primary findings: (1) PS and OSLD predict the engagement in IFBL, (2) IC moderates the PS- and OSLD-IFBL behavior relations, and (3) IFBL behavior engagement results in increased AP, increased JS, and decreased TI. Contrary to predictions, the results of Study 1 indicated that as IC strengthens, the PS-IFBL link weakens (rather than strengthens). This finding suggests that psychological safety and inclusive climate have compensatory, rather than amplifying effects. Building upon the promising findings of Study 1, I use Study 2 to explore how the IFBL behaviors that individuals choose to exhibit on the job may change due to the perceived interpersonal riskiness (IR) of their work environment and further explore the PS x IC interaction on IFBL. To achieve this, I designed a workplace simulation by combining experimental vignette methodology (EVM; Aguinis & Bradley, 2014) and situational judgment testing (SJT) to place participants in either a high or low psychologically safe and strong or weak inclusive climate (2 x 2 factorial experiment). Study 2 results suggest that the PS-IFBL behaviors relationship is fully mediated by perceived (IR). Results also confirmed the compensatory PS X IC interaction found in Study 1. Taken together, these findings suggest that informal learning is not just a “cost-effective” alternative to investing resources in formal training and development programs but an effective tool to facilitate organizational effectiveness and employee development. Establishing a psychologically safe and inclusive work environment that signals the value of continued learning may reduce the perceived risks associated with informal learning behaviors thereby increasing individual-level indicators of organizational effectiveness such as increases in employee performance, job satisfaction, and reduced turnover intentions.Keywords: Informal learning, interpersonal risk, psychological safety, inclusive climate

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