Informal Learning at workplace in the Middle East: Exploring the role of informal learning levels on Team Performance in Qatar

Abstract

In organisations, informal learning is recognised as one of the major contributors towards learning and development for employees. Over the years, researchers and practitioners continually attempt to understand the relationship between informal learning and team performance, yet this relationship is highlighted to be complex to assert. This study aims to explore the role of different informal learning levels (self-reflection (individual), managerial coaching (dyadic), and knowledge exchange (team)) on team performance in Qatar. Data collection was conducted using quantitative method through deploying the use of questionnaire survey with 47 teams within a selected company in Qatar. The findings showed that understanding the relationship between informal learning and team performance is complex, but using activities at different levels provided a holistic, yet more assertive approach to further understand that relationship. The study found that the team knowledge sharing have the highest values among the informal learning activities while managerial coaching were less practiced. On the one hand, the results derived from the regression tests showed that there is no strong association between informal learning and team performance which indicates that complex relationship between those two variables and how informal learning activities are motivated/demotivated in organisations. The study concluded by proposing an abstract conceptualisation to understand the relationship between informal learning and team performance.