ABSTRACT
The structure of work tasks in general as well as characteristics that determine this structure, such as the complexity of a work task, are considered as important factors for informal learning at work. Nevertheless, research on the relation between characteristics of specific work tasks and informal learning activities that take place as a consequence of carrying out these work tasks is rare. In this chapter, a closer look is therefore taken at the engagement in informal learning activities that results from the accomplishment of work tasks at different levels of complexity. To address this issue, a cross-sectional study with 182 software developers was conducted. A self-report questionnaire was used to collect data on the engagement in informal learning activities at varying levels of task complexity, as well as information on background characteristics of participants. The Vignette Technique, which comprises the presentation of a stimulus and the corresponding reaction of the participant, was used to allow the context-bound assessment of informal learning activities as well as the systematic, controlled variation of task complexity. Results showed that a significantly higher engagement in social learning activities for the condition of accomplishing a complex work task. Among these social learning activities, analytical and reflective activities were considered most important. In order to foster informal learning in IT, particularly in relation to complex tasks, employees must therefore have access to collective work experiences of their whole team as a basis for reflection.
