We investigated informal workplace learning (IWL) within an under-researched target group: blue-collar workers. IWL is particularly important for these workers because of learning barriers to participation in formal training. Based on meta-analytical conceptualizations and findings, we developed a conceptual framework of antecedents, processes, and learning outcomes of IWL among blue-collar workers (APO framework), following an input-process-output perspective. The results of our structural equation model analysis with N = 702 blue-collar workers from small and medium-sized businesses provided support for seven of eight hypotheses: Personal antecedents, namely curiosity, learning goal orientation, and self-directed learning orientation were positively related to IWL; organizational antecedents, namely social support—containing supervisor support, coworker support, and error-related learning climate—and, surprisingly, time pressure were positively related to IWL; IWL was positively related to three learning outcomes, namely job involvement, newly acquired competency, and organizational citizenship behavior. The findings establish a basis for future longitudinal studies and theory building in workplace learning research, and they provide managers in organizations with guidance to promote IWL.

我们调查了一个未充分研究的目标群体：蓝领工人中的非正式工作场所学习（IWL）。IWL对于这些工人特别重要，因为在参加正式培训方面存在学习障碍。基于元分析概念化和研究结果，我们开发的概念框架一个ntecedents，p rocesses和学习ö蓝领工人（APO框架）之间的IWL utcomes，以下的输入-处理-输出透视。我们对 来自中小型企业的N = 702名蓝领工人进行的结构方程模型分析的结果为以下八种假设中的七种提供了支持：个人前身，即好奇心，学习目标取向和自我导向的学习取向与IWL呈正相关。组织来路，即社会支持含主管支持，同事的支持，以及错误相关的学习环境-和，奇怪的是，时间上的压力呈正相关IWL; IWL与三个学习结果呈正相关，即工作投入，新获得的能力和组织公民行为。这些发现为将来在工作场所学习研究中进行纵向研究和理论构建奠定了基础，并为组织中的管理人员提供了促进IWL的指导。