Combining formal, non-formal and informal learning for workforce skill development

Non-formal workshops or classes

Non-formal learning is also highly structured with specific aims and objectives. Completion of non-formal learning programs may initiate individuals into the next stage of a desired life path. In industry, non-formal learning (often delivered away from the actual job or in industry training rooms or spaces) may be used to induct new employees into the culture of the company, develop the technical and inter-personal skills of experienced workers, and hone the skills of managers and supervisors.

For all workers, non-formal training (that is, in-house training or its equivalent) is the most common form of training after informal on-the-job training (Richardson 2004). This is also supported by Mawer & Jackson (2005) who found that the majority of small-to-medium sized companies in their study were involved in substantial amounts of unaccredited, structured and semi-structured workshops and seminars. Semi-structured training was often provided by product suppliers and equipment manufacturers conducted at the work site. This type of training was found to be especially valued, particularly for all workers below AQF III level, and for long-term casual staff. It was valued because it was immediately relevant and could be put into practice.

Typically workers will move off the job to attend workshops or classes either delivered externally by commercial training companies or internally by in-house trainers or external consultants. The aim of such sessions is to develop some knowledge or skill that is generally required for the performance of their job or for further development of attributes required for better interpersonal interaction (such as team work, management and supervisory training, conflict negotiation and resolution). Although workers may be involved in formal courses, their participation in non-formal learning occupies them most (figure 1).

F
igure 1 Participation in formal learning and non-formal learning, 2001 and 2005

Source: Australian Bureau of Statistics (2005) Survey of Education and Training, cat.no.6278.0.

Informal learning

By contrast informal learning is not formally structured and generally, on its own, does not lead to a formal qualification. It is generally acquired through speaking with, listening to, or observing more knowledgeable or skilled individuals (including artists, musicians, actors) either at work or in the community. Special arrangements for informal learning can also be driven by organisations. Job-redesign and job rotation, coaching and mentoring, quality circles, and learning partnerships all enable individuals to engage in informal learning. Informal learning also refers to learning acquired independently through reading books, newspapers and journals, online articles or entries, trial and error strategies, and extended practice.

A renewed interest in informal workplace learning has been fuelled by a variety of changes in the way organisations have restructured and adapted to ‘shifting environments and … advances in … technology and global communication’ (Marsick 2006, p.51).

Although the aim of informal learning at the time it is being acquired is not to gain formal qualifications, it may be used to acquire full, or components of, formal qualifications in secondary, VET and higher education sectors. There are some cases, generally in the VET sector, where informal learning acquired throughout work and life in general has been recognised through formal recognition of prior learning (RPL) assessments to gain whole qualifications.

Of the three forms of learning it is informal learning which is the most prevalent⁹, especially for workers (Candy 2002, cited in Streumer & Kho 2006). This is because in one way or another almost all workers (including apprentices and trainees, as well as managers and supervisors) are involved in some type of informal training and learning.

Participation in employer-sponsored informal, non-formal and formal learning

On-the-job learning is the main form of learning that applies to both males and females, and workers of all age groups and education and language backgrounds in Australian companies (Richardson 2004). This is supported by a survey reported in the AiGroup ‘World Class Skills’ report (The Allen Consulting Group 2006) which notes that the most prevalent types of learning opportunities provided for workers in Australian companies are informal learning experiences, followed by non-formal short courses and in-house training (figure 2).

Figure 2 Learning experiences for workers in Australian companies, 2005

Source: Noonan (2007), Skilling the existing workforce: Background research report, p.13.

Mawer & Jackson (2005) found that employees in small-sized firms needed to develop the skills, attributes and flexibility to cover for each other when required. This ability was perceived to be best developed through observation, information sharing, questioning, and supervised practice on the job, using the company’s own plant and equipment, or through job rotation.

Nevertheless, access to on-the-job training is not uniformly available to all groups of workers. Richardson & Liu (2008) remind us that access to on-the-job training across industries is restricted for different groups of workers, namely casual workers.¹⁰ Noting that employment growth for 20 to 30-year-olds was mainly in casual work for men, and that earning rewards for formal and informal learning was strongest for men in these age groups, Richardson & Liu warn us about the risk of removing informal pathways to skill development especially for those who are marginalised by low skills and education. Nevertheless, Mawer & Jackson (2005) cite a limited number of cases where casual employees (generally employed on a long-term basis) had the same access to informal and product-related training as other permanent employees, especially if these came at no cost to employers. Employers generally did not spend money on formal structured training for casual staff. More details on how the provision of employer-sponsored training differs for different groups is provided by Richardson (2004) and elaborated on in appendix A.