1 Relations Between Characteristics of Workplace Practices and Types of Informal Work-Related Learning: A Survey Study Among Dutch Police

Some organizations seek to promote informal work-related learning to stimulate organizational performance. This study focuses on six types of work-related learning in relation to personal, relational, and work characteristics of the workplace practice. A survey was conducted to identify types and levels of work-related learning for executive Dutch police officers in terms of intentionality, developmental relatedness, and interaction partner’s professional practice and hierarchical position. Analysis of the data found that police officers frequently learn from their peers and together. They learn from new and less-experienced colleagues infrequently. Of the nine characteristics of workplace practices researched in this study, some seemed to individually facilitate work-related learning; in particular, the individual’s value of work-related learning, possibilities for collegial feedback, and relatively high level of work pressure seemed to stimulate informal work-related learning. Implications of the findings for HRD research and practice are discussed. Work-related learning plays a major role in initial and ongoing competence development. It implies human change or growth that occurs primarily in activities and contexts of work (Fenwick, 2001). It is integrated in work activities, tacit, predominantly unstructured, experiential, and social (Eraut, 2000; Marsick & Watkins, 1990, 2003). The debate about work-related learning has grown as organizational leaders increase their focus on learning in organizations as a way of improving organizational performance (Rainbird, Fuller, & Munro, 2004). Organizational leaders recognize that to compete effectively they must take action in the workplace practice that helps them learn from their experience, influence the learning of others, and create a learning environment. The field of human resource development has a relatively rich history of examining formal work-related learning programs, such as mentoring, learning projects, and coaching (Ellström, 2001; McLean, 2005). However, our understanding of informal work-related learning is far less. We know little about how workplace practices meet the characteristics of a powerful learning environment. In other words, the interplay betwee