Informal learning has been recognized as an important aspect of individual functioning at work. As such, it is theoretically also closely connected to well-being at work: They are both outcomes in Job Demands-Control theory, are both considered indicators of sustainable careers, and combined they are the core components of thriving at work. However, while research has considered the co-occurrence of learning and well-being (as joint indicators of a higher-level phenomenon or as separate outcomes of the interplay of demands and resources), the dynamic interrelatedness of learning and well-being in themselves remained underexamined.
We expect informal learning and well-being to be related through a reinforcing feedback loop. Learning is expected to increase individuals' resources in terms of work-related knowledge, skills, and attitudes. Based on Conservation of Resources theory, the acquisition or development of these competences leads to an increase in occupational well-being. This increase in well-being brings about resources too, providing room for employees to further invest in other resources, by means of informal learning. This study examines this idea of a reinforcing feedback loop by investigating the reciprocal relationship between informal learning and well-being. Furthermore, we explore the role of workload as a factor creating balance in the - theoretically otherwise infinite - reinforcing feedback loop: While engaging in informal learning can be beneficial, it also takes time and energy away from other work tasks, potentially resulting in increased workload which in its turn reduces employee well-being.
To achieve our aims, we set up a four-wave longitudinal study. We invited (full-time working) employees in Flanders (Belgium) to fill out a questionnaire on a weekly basis Data are analyzed using latent change score modeling, allowing us to investigate the reciprocal relationships between informal learning and well-being.