Importance Of Informal Learning

2.2 MODEL RELATED TO THE RESEARCH

The description Re-Conceptualized Informal and Incidental Learning Model is presented by Marsick and Watkins (2001) as below:

Person stimulating work situations generate informal learning and incidental learning, and it is involved eight step. First, the person is framing the context then he or she is responding to triggers to a potential learning experience as followed interpreting the experience. Next, the person is examining alternative solutions then choosing learning strategies as followed to producing alternative solutions. So, the person is assessing intended and unintended consequences, and the lastly evaluating lessons learned.

Figure 3. Re-Conceptualized Informal and Incidental Learning

Informal learning has the advantage with respect to job satisfaction toward workers who practices informal learning. “Personal growth and development are obviously major components of job satisfaction and the informal learning that underpins that satisfaction irrespective of the nature of the occupation” (Aspin, Chapman, Hatton, & Sawano, 2012, p. 87). Rowden and Conine (2005) highlighted the significance of informal learning to enhance job satisfaction while Alonderiene (2010) conclude that informal learning has an active link with worker’s job satisfaction. Rowden and Ahmed (2000) and Rowden (2002) which research in Malaysia and United Sound Amerika found that informal learning has a positive impact on worker’s job satisfaction. Suratman (2013) found that informal learning activities are more or less are enhancing job satisfaction. Informal learning is one of learning that aid team building and empowered the team member (Marsick et al., 2000). According to Yang and Lu (2001), informal learning is the essential determinant of individual performance. According to Hoekstra and Korthagen (2011), teacher those involved in informal learning are enhancing experience during the learning