{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:osu1366270012"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:osu1366270012","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Antecedents of Informal Learning: A Study of Core Self-Evaluations and Work-Family Conflict and Their Effects on Informal Learning","abstract":"Informal learning is a voluntary, unplanned, yet conscious act of engaging in learning and development that may include methods such as searching the Internet or asking co-workers questions. Antecedents of informal learning have received some focus from researchers interested in discovering implications for theory and practice; however, no extensive studies looking at two variables relevant to current-issue HR management practices – Core Self-Evaluations (CSE), a construct of one’s self worth and perception of self-control, and time-based Work-Family Conflict (WFC), a type of inter-role conflict – have been examined in respect to their effect on informal learning. A survey was collected from 225 casual chain restaurant managers and analysis found significant direct effects of both Core Self-Evaluations and time-based Work Interference with Family (WIF) as well as the WIF’s moderation of CSE on informal learning. Theoretical and practical implications are covered, including recommendations for HR and general management practice as well as future research of this emerging area.","abstract_html":"Informal learning is a voluntary, unplanned, yet conscious act of engaging in learning and development that may include methods such as searching the Internet or asking co-workers questions. Antecedents of informal learning have received some focus from researchers interested in discovering implications for theory and practice; however, no extensive studies looking at two variables relevant to current-issue HR management practices – Core Self-Evaluations (CSE), a construct of one’s self worth and perception of self-control, and time-based Work-Family Conflict (WFC), a type of inter-role conflict – have been examined in respect to their effect on informal learning. A survey was collected from 225 casual chain restaurant managers and analysis found significant direct effects of both Core Self-Evaluations and time-based Work Interference with Family (WIF) as well as the WIF’s moderation of CSE on informal learning. Theoretical and practical implications are covered, including recommendations for HR and general management practice as well as future research of this emerging area.","abstract_has_math":false,"creators":["Scheurer, Andrew J."],"institution":"The Ohio State University","degree_name":"Master of Labor and Human Resources","degree_level":"masters","degree_discipline":"Labor and Human Resources","degree_department":null,"school":null,"contributors":["Noe, Raymond"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-08","date_published":"2013-08-08","updated_at":"2026-07-24T03:37:46Z","subjects":["Adult Education","Business Administration","Psychology","informal learning","organizational learning","learning and development","work-family conflict","work-life balance","core self-evaluations","self-esteem","self-efficacy","neuroticism","locus of control"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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