Towards a theory of informal and incidental learning in organizations

Abstract

In this article we develop a theoretical framework for understanding informal and incidental learning that is, while not empirically tested, at least in part empirically derived. Informal and incidental learning can be characterized by the following: (1) based on learning from experience; (2) embedded in the organizational context; (3) oriented to a focus on action; (4) governed by non‐routine conditions; (5) concerned with tacit dimensions that must be made explicit; (6) delimited by the nature of the task, the way in which problems are framed, and the work capacity of the individual undertaking the task; and (7) enhanced by proactivity, critical reflectivity and creativity. We first identify why our theory is important for recent trends toward continuous learning for continuous improvement. We illustrate our theory, discuss other uses of the concepts of informal and incidental learning, expand on our definition in terms of the above seven characteristics, and further discuss implications in light of current trends.