Representations that hinder the use of informal learning in work contexts

This paper is set within the theoretical framework of informal learning studies (Marsick & Watkins, 1990; 2023; Yang, Watkins & Marsick, 2004) and sociomateriality studies (Fenwick, 2008), in particular the focus falls on Cultural Historical Activity Theory (CHAT) (Engeström, 1987; Engeström Miettinen, Punamäki, 1999; Fenwick, 2003; 2008). Starting from the observation that workplaces represent informal learning spaces (Watkins & Marsick, 2023) and that learning is characterized as a social process, taking place in an expanded (material and immaterial) space, mediated by the perspectives of the actors within them and by (explicit and implicit) roles and norms (Fenwick, 2010), this research aims to outline what constraints hinder organizations from considering informal learning as a resource. Starting from multiple case studies (Creswell, 2012) involving three organizations, two located in Italy and one in Germany, the limitations and constraints that hinder the valorization of informal learning within organizations will be discussed. Some representations that do not allow informal learning to be considered a resource will be illustrated.