Details

Autor(en) / Beteiligte

• Tews, Michael J.
• Michel, John W.
• Noe, Raymond A.

Titel

Does fun promote learning? The relationship between fun in the workplace and informal learning

Ist Teil von

• Journal of vocational behavior, 2017-02, Vol.98, p.46-55

Ort / Verlag

Philadelphia: Elsevier Inc

Erscheinungsjahr

2017

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• Although research has demonstrated that workplace fun has important benefits, we have an incomplete understanding of the role of fun in the learning domain, especially informal learning. To address this need, the present study examined the influence of fun activities and manager support for fun on informal learning among 206 managers. Fun activities were significantly related to overall informal learning, but manager support for fun was not. Examination of the dimensions of informal learning found that manager support for fun was significantly related to learning from oneself, while fun activities were significantly related to learning from others and learning from non-interpersonal sources. Furthermore, a negative interaction between core-self evaluations and fun activities in predicting learning from oneself was found, suggesting that fun may not be beneficial for all individuals. The key practical implication is that organizations should consider fun as a viable strategy to promote informal learning beyond traditional learning supports. At the same time, organizations should consider the personality of their learners to ensure fun has its intended impact. •Fun activities were significantly related to overall informal learning•However, manager support for fun was not significantly related to overall informal learning•Manager support for fun was significantly related to learning from oneself•Fun activities were significantly related to learning from others and non-interpersonal sources•Core-self evaluations interact with fun activities in predicting learning from oneself