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We tend to learn in an informal way before we do it formally. We learn to walk or ride a bike when we were children before we went to formal school. In organization, learning is essential to improve the performance, and informal learning complements formal training. Having an informal discussion in an office lounge or chat in a workgroup messenger application are some informal learning activities. This paper seeks to explore and help leaders to gain insights into the effective informal learning in the workplace especially in knowledge-intensive settings. Critical success factors of effective informal learning have been defined: informal learner that do informal learning within their team, the role of team leader that facilitates learning and team climate that support informal learning processes. Literature study and qualitative case study was conducted in a mid-size consulting firm in Indonesia. Data collection was based on semi-structured interviews to 21 respondents. We found a research model that can be applied by leader for promoting an effective informal learning strategy and process. DOI: 10.5901/mjss.2015.v6n5p381

Several research papers focussing on the role of leadership in organizational learning have been published. In contrast, few papers been published on the role of leadership in informal team learning. This study examines the role of team leadership in informal learning, specifically in a multigenerational team. The way team leadership affects the team climate consequently influences informal team learning. Three latent variables were hypothesized to have a positive effect on informal team learning, which in turn was expected to improve the speed of task accomplishment. Data was collected from a qualitative study with 21 interviewees and a quantitative survey study with 184 respondents. Structural Equation Modelling was used to test the model. The results provided strong support for two out of three of the proposed latent variables. Team leadership influenced team climate significantly, but team leadership did not have a direct impact on effective informal team learning while the team climate did. The theoretical and managerial implications of these results are discussed. DOI: 10.5901/mjss.2015.v6n4p411