Leading the unseen: a systematic review of informal learning in knowledge work and workplace context

What the paper says

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.