Leading the Unseen: A Systematic Review of Informal Learning in Knowledge Work and Workplace Context
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| Title: | Leading the Unseen: A Systematic Review of Informal Learning in Knowledge Work and Workplace Context |
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| Language: | English |
| Authors: | Oona Vuorio, Arto Reiman, Päivi Kekkonen, Hannele Lampela |
| Source: | Learning Organization. 2026 33(2):328-352. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Literature Reviews, Informal Education, Workplace Learning, Work Environment, Leadership Role, Leadership Styles, Employment Practices, Influences, Barriers, Individual Characteristics, Context Effect |
| DOI: | 10.1108/TLO-05-2025-0119 |
| ISSN: | 0969-6474 1758-7905 |
| Abstract: | Purpose: This study aims to examine how informal learning in knowledge work is supported or hindered by individual, organizational and leadership-related factors. Special attention is given to the mediating role of leadership in learning conditions. The review addresses current gaps by offering an integrated understanding of how informal learning contributes to employee development and organizational adaptability. Design/methodology/approach: A systematic review was conducted following PRISMA 2020 guidelines, using Scopus and Web of Science databases to identify relevant studies on informal learning in workplace settings. Findings: This study identifies key enablers of informal learning, such as intrinsic motivation, self-efficacy, autonomy, effective leadership and a supportive organizational culture. Barriers include time constraints, lack of support and inadequate technological infrastructure. Leadership styles like transformational and enabling leadership influence positively to informal learning, with self-efficacy enhancing these effects. A conceptual framework developed through thematic synthesis illustrates how these factors interact and points to critical future research areas. Originality/value: This study extends existing research by synthesizing the connections between organizational and individual factors and leadership practices in informal learning. Unlike earlier studies that tend to segregate informal learning, this study integrates multiple levels of influence into a coherent framework. The findings offer theoretical insights and practical guidance for designing supportive learning environments in knowledge work environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508058 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to examine how informal learning in knowledge work is supported or hindered by individual, organizational and leadership-related factors. Special attention is given to the mediating role of leadership in learning conditions. The review addresses current gaps by offering an integrated understanding of how informal learning contributes to employee development and organizational adaptability. Design/methodology/approach: A systematic review was conducted following PRISMA 2020 guidelines, using Scopus and Web of Science databases to identify relevant studies on informal learning in workplace settings. Findings: This study identifies key enablers of informal learning, such as intrinsic motivation, self-efficacy, autonomy, effective leadership and a supportive organizational culture. Barriers include time constraints, lack of support and inadequate technological infrastructure. Leadership styles like transformational and enabling leadership influence positively to informal learning, with self-efficacy enhancing these effects. A conceptual framework developed through thematic synthesis illustrates how these factors interact and points to critical future research areas. Originality/value: This study extends existing research by synthesizing the connections between organizational and individual factors and leadership practices in informal learning. Unlike earlier studies that tend to segregate informal learning, this study integrates multiple levels of influence into a coherent framework. The findings offer theoretical insights and practical guidance for designing supportive learning environments in knowledge work environments. |
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| ISSN: | 0969-6474 1758-7905 |
| DOI: | 10.1108/TLO-05-2025-0119 |
