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Purpose: This paper aims to find a measurement model with better evidence of validity, with data extracted from the Program for the International Assessment of Adult Competencies (PIAAC). To test a parsimonious model in which dispositional and workplace context characteristics are predictors of informal learning behaviors (ILBs). Design/methodology/approach: The authors performed exploratory and confirmatory factor analyses to improve the fit of the PIAAC data measurement model. Multiple linear regression was used to examine the prediction of ILBs by one dispositional variable (Readiness to Learn) and two workplace context variables (Autonomy and Interaction in the Workplace). Findings: A measurement model emerged with 18 items divided into four factors. The three antecedent variables predicted ILBs. Interaction in the workplace resulted in higher scores, and workplace autonomy resulted in lower scores. Research limitations/implications: The small number of items for ILBs prevented a more detailed exploration of predictors of different types of these behaviors. ILBs can be stimulated by policies that promote readiness to learn and that encourage the design of environments that require worker interactions and autonomy. Originality/value: Few studies on ILBs in the workplace have investigated the prediction of dispositional and contextual antecedents based on a theoretical model. The findings herein were obtained using a diverse sample of countries, occupations and generations, allowing better generalization. The importance of interpersonal relationships in the workplace for predicting ILBs was emphasized.

Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962 individuals. Relationships were tested through linear regression analysis and structural equation modeling. Findings: The criterion variable current professional development is positively associated to three learning strategies: intrinsic and extrinsic reflection, seeking help from others and trial and error. The relationship between this latter learning strategy and that criterion variable is moderated by work experience. Hours of training also predict that criterion variable. Seeking help from others and educational level predict perceived evolutionary development. Socio-cultural and technical-organizational work environment variables predict those five strategies. Research limitations/implications: The cross-sectional research design yields potential for monomethod bias. Longitudinal, multilevel and multiple collection design studies should be conducted in the future. Originality/value: A wide range of occupations and organizational contexts was investigated by using two different measures of professional development as criterion variables. A larger effect size was found for one of them, given just three learning strategies as antecedent variables. Training and formal education had smaller effects. The importance of taking into account different characteristics of workplace learning environments is highlighted.

Purpose: The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach: A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work requirements. Level of mastery of role-relevant knowledge, skills and attitudes (KSAs) was measured on three occasions (once before and twice after occurrence of work practice), with 126 participants. Associations have been tested between this learning and level of education, previous experience, use of learning strategies at work, population size of municipalities and participatory public planning. Findings: Findings suggest that the municipal officers showed learning of KSAs but no change in their attitude toward public administration. This learning has been positively associated to size of the municipalities, previous professional experience and learning strategies, especially regarding the cognitive strategy "intrinsic and extrinsic reflection". A possible positive effect of the use of participatory planning on this learning could have been detected if measures were taken after 11 months. Research limitations/implications: The generalization of findings is limited, as data are restricted to the southern and southeastern regions of Brazil, in municipalities in which mayors belong to a given political party. Practical implications: The study brought useful information that may contribute to provide some clues, to municipal officers and their parties, on how to accelerate the required learning that should take place right after election. Social implications: The practical implications may be cautiously used in organizations in general. Originality/value The feasibility of a longitudinal design to measure work-related learning was shown. Options for more comprehensive studies that may better define the phenomenon of workplace learning and identify its relationships with other variables have been demonstrated.

Research in training, development and education (TD&E) in organizations has produced important results in the last two decades. Evaluation of TD&E has been a special focus of this research, which has resulted in the production of relevant predictive models. The present study has the aim of testing a model of effectiveness of training on work, with the trainee's motivation and satisfaction with training as the antecedent variables and the type of training as a moderator variable. Data collection with 600 participants in a Brazilian bank was conducted with measurement scales before training, at its end and three months later. The data were analyzed through structural equation modeling. The results indicate that the motivation of the trainee and satisfaction with training are predictors of its effectiveness on work and that the type of training affects this predictive relationship. The key feature of the type of training was the cognitive complexity of expected competencies.

O foco dos pesquisadores no campo do Treinamento e Desenvolvimento (T&D) tem sido a mudança de comportamento no trabalho. O objetivo do presente estudo é comparar dois modelos de predição desta mudança, denominada, aqui, impacto do treinamento no trabalho. Participaram da pesquisa 426 ex-treinandos de quatro organizações. Foram utilizadas escalas validadas para a mensuração das variáveis de estudo e os dados obtidos foram submetidos a análises multivariadas. Os principais resultados apontaram uma diferença de predição entre impacto de treinamento em profundidade e impacto em largura. Além disso, uma variável situacional distal indicou uma relação preditiva com estes dois impactos, mediada por uma variável situacional proximal. Com base nesses resultados, argumenta-se que impactos em amplitude e em profundidade possuem preditores distintos, sendo facetas diferentes da mudança de comportamento no trabalho resultante de T&D.

This document discusses the importance of training and professional practice in the field of work and organizational psychology, specifically in Brazil. It emphasizes the need for professionals to have a systematic body of scientific knowledge and adhere to a code of ethics. The document also highlights the competencies required for professional training, such as analyzing client needs and conducting interventions. Challenges in professional training include integrating scientific knowledge with practical workplace problems. The document emphasizes the importance of qualified professional practice and the role of a journal in promoting scientific and technical information in the field. [Extracted from the article]