informal learning

in this research, an attempt has been made to present a comprehensive model to identify the key elements of success in the implementation of micro-learning in the organization's environment. In terms of the purpose of this research, it is a developmental research, and in terms of the method of gathering findings, it was conducted with a qualitative approach and using the synthesis research method based on the six-stage model of Roberts (2006). The statistical population of the research includes all valid scientific articles related to the subject in the period (2000-2023) that are indexed in specialized and scientific databases inside and outside the country. In order to sample from among the searched sources, after several stages of screening with the indicators of title, abstract, research content and quality and critical assessment skills (CASP), 19 sources were selected purposefully. Validation of the research findings was evaluated through the four criteria of Lincoln and Guba (1985), researcher self-review, agreement between two coders. Based on the findings of the research, 187 basic themes as indicators and 8 main themes (e-learning, informal learning, learning environment, self-directed learning, interactive learning, micro content, mobile learning and micro evaluation) as key elements. Success in the implementation of micro learning in the organization's environment was identified. According to the findings of the research, it is suggested that the trustees of the education unit pay attention to the main themes in order to plan and hold training courses.

The purpose of this study is to investigate the effect of organizational climate on informal learning of teachers in Fereydunshahr city through the mediation of psychological capital. The present research is applied in terms of purpose and is one of the descriptive-survey researches. The statistical population of the present study consists of 686 teachers in Fereydunshahr city. For example, using Krejcie and Morgan table, the sample number was estimated to be 244 people. The research instrument consists of three standard questionnaires of informal learning of Hong et al. (2020) which has 18 questions, the atmosphere bar questionnaire of Johnson et al. (2007) which has 21 questions and the psychological capital questionnaire of Lutans et al. (2007) which has 24 questions. In the present study, two methods of face and content validity have been used and Cronbach's alpha of 0.88 has been used to evaluate the reliability. The collected data were analyzed based on structural equation path analysis with Smsrt PLS software and Sobel test. The results showed that the organizational climate had a positive and significant effect on informal learning in the workplace with the mediating role of psychological capital.

What is certain about formal and informal learning is a remarkable difference in the contribution of these two types of learning. So that different researches show that, the greatest share of teachers' learning is achieved through informal learning methods. Therefore, the purpose of this research is to identify the informal learning methods of Secondary school teachers.For this purpose, using event-driven approach to narration and interviews of experience in dozens of qualified teachers has been identified in relation to their informal learning methods.After three-step coding, a total of seven categories and 15 learning methods were identified for Secondary school teachers.In order to prioritize the informal learning methods of Secondary school teachers, 356 questionnaires have been distributed and collected.Friedman test results show learning methods for engaging with experienced and empowered teachers, learning through interaction and talking with specialist friends outside the school and the region, learning through problem solving in academic circles, learning Through conducting a personalized research on the problem in the class, four priority learning methods are among Secondary school teachers.

The comprehensive development of education in any country depends on professional teachers; One of the most effective ways to educate teachers is to use informal learning. The main purpose of this research is to identify and prioritize informal teaching methods for high school teachers. The present study is objective in terms of purpose, exploratory in terms of subject matter, applied-developmental in nature, and descriptive-analytical study. In this study, a combined approach was used. In the qualitative part, using exploratory method, in addition to open and central coding, the methods and informal learning method were identified and in the quantitative part, using the survey method, the current situation of informal teaching methods of teachers was identified. In this research, in order to gather information in the qualitative part of the semi-constructed interview tool with purposeful sampling (snowball) and the retest method and internal agreement, a topic was performed to calculate the reliability of the interviews and in a small part to ensure the reliability of the questionnaire The Cronbach's alpha coefficient was 0.90. 349 teachers were estimated as a sample size by stochastic, random, multi-step method and using statistical determinants of the size of the population of statistical population (3724 people). Based on the research findings, 16 methods of acquiring competencies were identified, which were divided into 5 categories: discussion with others (including components of inferring from others' statements, learning through discussions and dialogue, informal verbal messages), interaction with peers (including project components). - Activity with others - Sharing experiences - Thought storm), Behavior (including components of imitation of others - Inference from the behavior of others - Admirable non-verbal behavior - Compulsory non-verbal behavior), Cyberspace (including Internet search components - Presence in networks Social) and experience (including components of trial and error during teaching - attending scientific out-of-school circles - classroom feedback feedback).

According to the results of many researches, informal learning is the most important of instruments of the development and it plays an effective and important role in competencies development. The aim of this research is to identify the effective factors on the use of informal learning, informal learning methods and outcomes of informal learning by human resources managers and research is done by using an exploratory mixed method and an in- depth and objective interview. Statistical population of this research is human resource managers in large organizations in IRAN. The model has been tested quantitatively and by using of the LISREL software. The results of this research showed that individual and behavioral features and managerial - organizational factors were identified as effective factors for informal learning and informal learning have outcomes for person and unit of human resource and organization. Keywords: Informal learning, human resources manager, exploratory mixed method

The present research aims to study workplace learning in the Petrochemical Industries National Company. The research is of qualitative nature and uses grounded theory approach, introduced by Charmaz. Data collection methods included interviews, analysis of documents, observation and focus groups. The statistical population of the research consisted of 350 employees, 16 of whom were selected through purposeful sampling method. Grounded theory approach (open coding, focused coding and theoretical coding) and Maxqda software10 were applied to analyze data. As a result, 6 general categories, 17 secondary categories and 42 sub-categories were discovered. The final results show that constructivism learning, connectivism learning, social learning, formal training, learning from information sources and self-directed learning are some of the learning methods used by employees of Petrochemical Industries National Company.

This article examined and also ranked effective factors on informal learning of employees in National Iran Petrochemical Company using AHP. Research method is evaluation. Using a simple random sampling method, we select a sample of 181 employees out of 336 employees in National Iran Petrochemical Company using Morgan table. Out of 181 questionnaires 143 ones returned. In order to gather data two separated questionnaires for measuring important factors of informal learning with 30 questions and pair comparison with 7 factors were used. Results of T tests showed that cultural, norms social values, industry type, motivation and personal factors are in good positions. This is while leadership style and organizational components are not in a good status. Finally using Analytic Hierarchy Process, our results show that leadership, cultural, organizational, personal, motivation and values, social norms and industry type respectively are the most important factors in the informal learning.

HR experts and managers as performers and planners have an important role in business processes. Learning is tool in order to develop HR experts and managers competencies and on the other hand is a facilitator for adapting with rapid changes in business environment. Concerning to importance of learning for improving HR department's performance and rising HR professional competencies is one question: which sources and methods are used by HR experts and HR managers for learning? In this research that is based on narrative approach, we document experiences and stories of 7 HR experts and 9 HR managers in Iranian automobile industry. Then we coded their narrations to identify their learning resources and methods. Findings show that they use four resources for learning: "learning via doing job duties resource", "learning via education and publication resource", "learning via social and human interactions resource" and "learning via organizational polices and challenges resource". Identifying learning methods, we find that "learning through doing job" and "learning through special feedback" were predominant in HR experts and HR manager's narrations.

Based on the research findings, managers use of informal learning practices in order to develop competencies and improve their performance. However, these concerns have not been studied so far in the Iranian business environment. The aim of this study is to identify informal learning methods of human resource managers. After a three-stage coding have been identified seven categories and twenty-one learning methods of HR managers in large organizations. To prioritizing Learning methods of human resource managers, 301 questionnaires were distributed and collected. The results of Friedman test show that the method of learning through interaction with consultants, experts, and human resource managers, learning through dialogue with the experienced teacher and learning by reading books, articles and scientific resources and learning from Working failures have higher priority among HR managers.

Trying to identify, attract, motivate, develop and retain talent, human resource managers play a key role in business performance. Theirspecial and technical capabilities help them learn the skills and capabilities of human resource managers. This skill is the cornerstone of the capabilities of human resource managers. According to research findings, managers develop their competencies more from informal learning methods. This research is intended to design a model for informal learning for promoting human resource managers. Using narrative approach and in-depth purposive interviews,the researchers collected the experiences of 10 top human resource managers which were related tothe design and implementation of human resource systems and documentedand coded them for narrative analysis. The results indicated that they used 21 methods for improving their competencies. Personal-behavioral and organizational-managerial characteristics also played effective roles in informal learning. The human resource managers involved in this research stated that their informal learning has had positive individual and organizationalimplications for the human resource compartments.

The purpose of this research is to investigate the relationship between informal learning، job satisfaction، burn out and mental health among workers of Esfahan Steel Company. The research approach is typically descriptive and causal - solidarity and for data analysis and syntheses، descriptive statistics solution have been used including mean value، standard deviation and frequency percentages and the inferential statistics solutions included multiple correlation coefficient، Pearson correlation، multivariate analysis of variance and path analysis. In this study، the correlation between informal learning and job satisfaction and the correlation between burn out and job satisfaction level have been found significant at P 0. 01. The correlation coefficient between burn out and mental health as well as mental health and job satisfaction have not been found as significant. Findings imply that burnout and informal learning can predict job satisfaction. Norelation ship has been observed between informal learning and burn out and between informal learning and mental health، while the relationships between informal learning and job satisfaction and between burn out and job satisfaction have been confirmed. The conceptual model of research has been evaluated using path analysis and Confirmatory Factor Analysis. Findings denote the direct effect of informal learning on job satisfaction and indirect effect of burn out on job satisfaction. Referring to the Structural Equation Modeling، among three main paths، the effect of informal learning and burn out on job satisfaction has been observed and it has been found that mental health has no effect on job satisfaction. Major limitation of this research is related to generalization of findings to other steel manufacturing companies، industries and public organizations.

Review of the literature shows that major parts of learning happen informally but actually a lot of investments are made for the purpose of formal learning. As an applied in purpose and descriptive-field study in method, this study was an attempt to investigate these two issues comparatively. For this purpose, 195 students sampled based on simple-random method from among the students population of Imam Ali University answered Shelli and Song (2008) Questionnaire customized a bit to meet the purpose. The data analyzed through Friedman's rank test and Wilcoxon's matched-pair test revealed that informal learning correlates more than the formal one does with students learning process. Meanwhile, socio-human source of interaction has the highest effects on student's learning.

Entrepreneurial learning is a continuous process of acquiring knowledge and skills in order to start and manage businesses. Based on formality or the extent to which there are predetermined guidelines، learning is categorized into formal and informal learning. According to the literature، only 20-30 percent of what people learn is through formal and structured processes and the rest is through informal processes of learning. Since entrepreneurial learning plays an important role in the success of entrepreneurs، it is so important to explore factors which influence the informal learning of entrepreneurs. In this research، 12 habitual entrepreneurs that work in ICT industry were interviewed. The tree stage analysis indicates that three factors: entrepreneurial characteristics، business futures، and business environment، influence the informal learning of entrepreneurs.