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New Paper available

The paper “On the Relation between Task-Variety, Social Informal Learning, and Employability” is now available as “Online First” here:


Fluctuating demands and fast-changing job-requirements require organizations to invest in employees so that they are able to take up new tasks. In this respect, fostering employees’ employability is high on the agenda of many organizations. As a prerequisite for creating employability, many scholars have focused on the role of social informal learning. In this study, we extend this perspective and examine the relationships between task variety, social informal learning, and employability. We hypothesized that task variety is a catalyst for social informal learning, which in turn enhances employees’ employability. We contribute empirical evidence for this mechanism. However, while task variety leads to social informal learning and, subsequently, the competences needed for employability, task variety also may have negative direct effects on employability. We discuss the implications of these findings for future research and practice.

Full text here.

Cite As

Froehlich, D. E., Segers, M. S. R., Beausaert, S. A. J., & Kremer, M. (2018). On the relation between task-variety, social informal learning, and employability. Vocations and Learning, 1–15.


Preview: Social Approaches to Work-related Informal Learning: Development and Validation of a Scale measuring Feedback-, Help-, and Information-Seeking

My paper “Social Approaches to Work-related Informal Learning: Development and Validation of a Scale measuring Feedback-, Help-, and Information-Seeking” has been accepted for publication in the International Journal of Training and Development.


Social approaches to work-related informal learning, such as proactive feedback-seeking, help-seeking, and information-seeking, are important determinants of development in the workplace. Unfortunately, previous research has failed to clearly conceptualize these forms of learning and does not provide a validated and generally applicable measurement instrument. We set out to develop and validate such a scale measuring social approaches to work-related informal learning (SWIRL-scale). We collected data in four organizations in Austria and the Netherlands, with a total sample size of 895 employees. These data were used to conduct exploratory and confirmatory factor analyses, which showed four distinct factors: feedback-seeking from the supervisor, feedback-seeking from colleagues, help-seeking, and information-seeking. In conclusion, the SWIRL-scale is valid in a range of contexts and thus is an appropriate tool for research as well as human resource development practice.

Keywords: feedback-seeking; help-seeking; information-seeking; informal learning; learning from others