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Susan Jacobs
Harnessing the Power of Informal Learningwith Ben Betts
Copyright© Copyright 2018 Adobe Systems Incorporated and The eLearning Guild. All rights reserved. Adobe, the Adobe logo, and Captivate are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries. The eLearning Guild and the eLearning Guild logo are either registered trademarks or trademarks of The eLearning Guild in the United States and/or other countries. All other trademarks are the property of their respective owners.
Contact InformationAdobe Systems Incorporated 345 Park Avenue San Jose, CA 95110
The eLearning Guild 120 Stony Point Road, Suite 125 Santa Rosa, CA 95401
AuthorsSusan Jacobs with Ben BettsNote: The contributors to this paper do not necessarily endorse Adobe’s products or the products of any other company.
ReviewerNipun Sharma, Adobe Systems
1Harnessing the Power of Informal Learning
Despite hours of instructor-led training and thousands of carefully crafted eLearning courses, a significant portion of workplace
learning today actually takes place informally. When employees require specific information in order to do their jobs, they
often turn to one another.
Here is an example of informal learning in action: A new hire wants to request a day off. He or she could scour the corporate LMS
for a course that explains the official procedure or email HR for instructions. Instead, the employee simply asks a colleague what to
do.
Workers view informal learning as an easy, natural, and effective way to get things done. They drive the experience, often with-
out organizational oversight.
Although informal learning may appear to threaten the livelihood of L&D practitioners, there are actually sound reasons for
them to incorporate this increasingly ubiquitous form of learning into their toolkits. Informal learning is an inexpensive way to
transfer knowledge and can be an important element of succession planning. It can empower and motivate employees, who
often take a lead role in creating content. And users eagerly embrace it, whether or not it is sanctioned by the company.
Clearly, informal learning is a reality of modern business. Effectively supporting it requires new skills and mindsets. L&D must
develop an approach that allows practitioners to institute, facilitate, measure, and ultimately sanction informal learning initia-
tives. It is time for L&D to shift its strategy in order to harness the power of informal learning.
INTRODUCTION
2Harnessing the Power of Informal Learning
How common is informal learning?“The Bureau of Labor Statistics has shown that 70 percent of what employees know about their jobs is learned informally on
the job,” writes eLearning content marketer Stephanie Ivec. Independent industry research corroborates this statement. In
a 2014 eLearning Guild research report, 402 respondents discussed the state of informal learning at their organizations. As
author Jane Hart concluded and the following chart illustrates, “70 – 95 percent of workplace learning is estimated to occur
without formal instruction.”
This is also consistent with research findings cited by Patti Shank in a 2012 Guild white paper about informal learning.
“Numerous studies by Bersin, Bloom, Cross, and Livingstone show that the vast majority of learning in the workplace happens
not in formal training environments but in informal settings,” Shank writes. “In fact, these studies show informal learning as a
proportion of all workplace learning at over 50 to 80 percent.”
3Harnessing the Power of Informal Learning
How informal learning differs from formal learningJay Cross, a pioneer in the study of informal learning, wrote the book Informal Learning: Rediscovering the Natural Pathways
That Inspire Innovation and Performance back in 2006. He defined informal learning as “the unofficial, unscheduled, impromptu
way most people learn to do their jobs.”
Today we know that informal learning occurs in a wide variety of ways, including reading, internet searches, mentoring, and
consultations with an expert as well as through casual conversations, observations, and social interactions with colleagues.
We also know that informal learning differs greatly from formal learning. It is active, experiential, ongoing, social, adaptive,
and dynamic. It usually takes place just-in-time, on demand, outside of the classroom, and is part of the natural workflow. It is
individualized, self-paced, unstructured, and spontaneous.
The following table illustrates some other key ways informal learning differs from formal learning.
Formal Learning Informal Learning
Prescribed learning framework Casual, unofficial
Organized and intentional Unscheduled and impromptu
Usually takes place in a classroom Usually takes place away from a classroom
Often features a designated teacher or trainer Participants learn from one another
Credential or credit is often rewarded upon completion Does not typically lead to certification
External specification of outcome No particular outcome expected
Worker does not generally control the learning process, location, purpose, or content
Learner determines some or all of the process, location, purpose, and content
Requires conscious effort on the part of the learner Learner may not even be aware that instruction has occurred
4Harnessing the Power of Informal Learning
Assigning formal structure to informal learningAlthough assigning formal structure to learning is a natural inclination for L&D professionals, many warn against it when it
comes to informal learning. In a Learning Solutions article, Ivec writes, “Trying to turn informal learning into formal learning
diminishes the unique benefits of each of these learning methods. Yes, you want to find a way to encourage the sharing of
information among employees and the transfer of knowledge. And of course, you want to track that somehow. But if you go
too far, you’ll find that you’ve simply created another avenue for formal learning.”
This does not mean organizations should scrap formal learning in favor of a more informal approach. “Organizations would
miss out on many opportunities for learning deployment and performance support without the careful planning and
instructional design that goes into formal learning,” Ivec cautions. “However, we need to supplement formal learning with
informal learning to encourage as much knowledge acquisition as possible. By encouraging informal learning, you are also
supporting tacit knowledge transfer, motivated learners, and on-the-job satisfaction.”
You might liken informal learning to “dark matter,” which scientists believe accounts for up to 80 percent of the mass of the
universe. While it can’t be seen or measured, it is the background or canvas upon which everything else we know rests. Infor-
mal learning can be difficult to pin down, but it is there, and it is the canvas onto which L&D professionals will occasionally try
to paint something more structured and formal. Some believe that the goal for learning professionals should not be to struc-
turalize informal learning, but instead to understand how formal and informal learning intersect and complement each other.
When considering the journey learners must undertake in order to embed new knowledge into their everyday practice, most
L&D professionals would acknowledge that the moment of learning is unlikely to come while sitting in a classroom or staring
at a screen. Formal learning might trigger the start of a new connection in the brain, but it takes time for that to become habit.
This is where informal learning comes into play as a useful supplementary tool. By demonstrating how formal classroom
lessons can be applied and reinforced informally back in the workplace, L&D professionals can effectively bridge the two
worlds.
Where informal learning works bestInformal learning is not an ideal approach for every situation. Employees who are required to perform dangerous work need
formal training. Additionally, workers who must pass standardized exams or gain a competency certification may find it
difficult to master all the knowledge they need solely via informal learning.
On the other hand, an informal learning agenda is a sound choice when work is complex and steps must be continuously
reinforced. Ebbinghaus’s Forgetting Curve shows that learners must contextualize information in order to remember it.
Informal discussion and interaction with colleagues will increase a learner’s retention of complex work procedures. In such
cases, L&D should leverage the power of informal learning.
Informal learning can also be a valuable tool for imparting tacit knowledge during workplace transitions, such as when a
veteran employee retires. “Tacit knowledge comprises the information, knowledge, insights, and experiences an employee
has gained over the years and holds in his or her head,” Ivec writes. “For a sales representative, this might be an insight into a
particular client’s personality that no one else knows. Informal learning tools can capture some of this knowledge and make it
available to aid the entire organization.”
5Harnessing the Power of Informal Learning
L&D challenges when incorporating informal learningFor L&D, perhaps the biggest challenge in embracing informal learning is accountability. Informal learning shifts the
responsibility of development to the shoulders of the learners themselves. While some employees may leap at the chance to
take charge of their own development, others won’t. The L&D department will need to hold individuals accountable for their
own development.
There is also the issue of accountability to the C-suite. Upper management may be accustomed to measuring the success of
L&D initiatives in terms of grades and completion rates. Executives may be skeptical about the parameters for measuring the
impact of informal learning. L&D must be able to successfully overcome these objections in order to justify informal learning
initiatives.
Here are some other issues L&D should consider when incorporating informal learning:
• The role of L&D will change. There may be less emphasis on developing or designing training materials, and more
focus on guidance. L&D professionals will assume the role of coaches: signposting where people can get help,
showcasing what others did to progress down particular paths, providing tools to help people recognize moments of
learning, and guiding individuals to align their ambitions and goals to everyday actions.
• The L&D function may lose prestige when workers migrate to learning opportunities outside the formal learning
framework. To mitigate this, help make it easy for employees to access learning assets from a plethora of inside and
outside sources.
• Resist the urge to moderate or control content. Allow informal learning to unfurl with minimal intervention. When
companies police social learning, employees hesitate to engage with it. Relinquish control and trust employees to
monitor it themselves.
• Consider the impact of informal learning when designing formal learning. Employees may be picking up
information through their own channels that will render irrelevant some of what the L&D team is creating. Be
vigilant, however, about having formal training in place when employees are required to perform tasks in defined
ways. In the case of compliance, you don’t want employees getting incorrect information from the internet.
• Foster engagement. Engagement is at the very core of informal learning. To minimize the chance of discussion
forums with no comments or blog posts without likes, make sure the social elements of informal learning initiatives
captivate users. Informal learning requires participation. It is not a spectator sport.
• Beware of potential liability. Casual conversation about customers or sensitive workplace issues could lead to
unwanted legal problems. Minimize risk by emphasizing the need for responsible communication at all times.
• Don’t fret over expenditures. Informal learning is cost effective. Many of the tools that help people connect and
share ideas are free, or may be included in existing systems such as your LMS.
6Harnessing the Power of Informal Learning
Measuring the effectiveness of informal trainingIn the aforementioned 2014 eLearning Guild research report written by Jane Hart, respondents were asked how informal
learning was evaluated at their organizations. As the following chart indicates, most did not have formal measurement systems
in place.
Organizations clearly have difficulty evaluating informal learning. Informal learning experiences are tough to quantify, since
traditional metrics such as course completions don’t apply. Self or peer evaluation is commonly used to measure the impact
of informal learning; however, experts believe that the best way to understand the effectiveness of informal learning is
to examine standard business KPIs. Is the business growing? Is productivity rising? Is retention high? Is absenteeism low?
Combing through this type of data will provide a reasonable glimpse into the effectiveness of informal learning. The prevailing
thought is: The better employees are at learning and adapting, the better the business will perform.
Still, it is difficult to demonstrate a direct correlation between informal learning and success. In the near future, technology
may make it easier for L&D professionals to more accurately evaluate the impact of informal learning. New machine learning
techniques can measure behavioral changes taking place within the organization by monitoring the tone, grammar, and
structure of what is being said in social learning forums. This may signal a brave new world for the measurement of informal
learning.
7Harnessing the Power of Informal Learning
16 best practices for incorporating informal learning 1. Create a workplace environment that is conducive to informal learning. Nurture learner relationships and encourage
interactions between staff and supervisors, and experts and novices. Celebrate and recognize subject matter experts,
who may (or may not) come from within the organization.
2. Support peer-driven social networks and professional learning communities, aka communities of practice.
Incorporate social and collaborative tools that drive informal learning, such as blogs, wikis, discussion boards, and
forums.
3. Instead of competition, accept informal learning as a complement to more formal approaches. Cross-pollinate the
two whenever possible. For example: After a formal learning course, request that participants share their insights by
blogging about it on the company’s social learning network or discussing what they learned in a forum.
4. Designate a central hub to capture knowledge shared informally. Your LMS is an option, as the more sophisticated
systems support informal learning with wikis, discussion forums, social platforms, and easy ways for employees
to share content. The LMS also gives companies the ability to monitor and track what is shared informally. Other
options include communication tools provided by companies such as Microsoft and Google.
5. Fostering a culture of user-generated content may be a challenge for organizations heavily invested in top-down
command and control. Such firms may deploy the capacity for user-generated content, but traditionally receive very
few crowdsourced contributions because it takes time for employees to feel empowered enough to throw off their
shackles and trust that management is ready for their ideas. Helping learners feel safe about sharing will open the
floodgates to contribution.
6. Moderate with care. Instead of criticizing bad content, highlight and reinforce examples of good shared content. Over
time, employees will learn to recognize (and submit) quality content.
7. Assign a digital curator to aggregate and share access to content through the lens of organizational strategy. Have
this individual aggregate material from both inside and outside the organization.
8. Encourage employees to rate the content by “liking,” commenting on, or sharing it. This will push the best resources
to the forefront.
9. Use gamification mechanisms to incentivize participation. Award points or badges to users who share or rate
content, ask or answer questions, or receive a lot of “likes” on their posts.
10. Mobile devices are invaluable for informal learning. Encourage far-flung work colleagues to communicate with one
another via text, Skype, Yammer, or another mobile application. Using their phones or tablets, workers can post
pictures of problems they encounter and get immediate advice or solutions from colleagues.
11. Leverage video. Most learners have a webcam on their computer or a camera on their phone. Encourage them to
make short video blogs that explain concepts or share tips. Remember that production values do not need to be high.
12. A live chat function with a directory of employee “experts” willing to share their knowledge or expertise will help
learners get immediate answers to pressing concerns.
8Harnessing the Power of Informal Learning
13. Stage a series of “Ask the Expert” days, where a notable industry personality is digitally available to chat online and
answer questions.
14. Facilitate face-to-face “lunch-’n’-learns” on general topics, such as how to use the employee portal or new updates
to work-related software. Make these informal group meetings voluntary and open to all.
15. When establishing discussion forums, create focused groups that pinpoint specific concerns. This facilitates more
focused conversations and allows learners to network with others who share the same interests. For example:
Instead of a generic “Sales” group, launch forums based on targeted topics such as “Effective Territory Management”
or “Crafting Winning Sales Proposals.”
16. The last thing L&D wants is to embrace an informal learning strategy and have the C-suite conclude that the L&D
function is superfluous. Become proficient in data analysis. Empirical evidence derived from data will help L&D
reiterate its value to the firm.
CONCLUSIONInformal learning is infiltrating organizations in every vertical. Rather than fight or fear this phenomenon, L&D practitioners are
advised to embrace it. The explosion of informal learning will not only alter the way information is accessed in the workplace;
it is also projected to affect the traditional role of L&D.
While L&D professionals may still design or develop training materials, industry experts believe they will morph to become
expert curators and coaches capable of delivering just-in-time organizational resources and knowledge to a self-directed
and empowered workforce. This transition will require forward-thinking organizations to develop strategic plans so they can
successfully harness the power of informal learning.
Adobe’s LMS solution, Captivate Prime, enables organizations to harness the power of informal learning.
Click here to learn more about what Adobe Captivate Prime can do for your business.
Adobe’s LMS Solution: Captivate Prime
9Harnessing the Power of Informal Learning
ABOUT THE AUTHORS
Susan Jacobs is a senior editor with The eLearning Guild. She has a deep-rooted interest in
and passion for education and technology. Prior to this position, she was a senior content
producer at Bright Business Media, a leader in the meeting and events industry. Susan is a
graduate of Northwestern University’s Medill School of Journalism.
SUSAN JACOBS
Ben Betts is CEO of HT2 Labs, an R&D company for learning and performance technology
whose products are designed to make online learning more personal, social, and measurable.
A thought leader in learning technology, Ben earned his MBA from the University of
Liverpool (UK) and his engineering doctorate from the University of Warwick (UK). His
doctorate broke new ground studying the impact of gamification on adult social learning. He
is an author who has published peer-reviewed academic papers and presented at TEDx.
BEN BETTS