| Canada | Quebec | |
|---|---|---|
| Source: Statistics Canada (2003), taken from Bélanger, Doray and Levesque (2007). Difference significant to 0.01 between the rate of informal job-related learning and each sector of activity. | ||
| Primary sector | 56 | 46 |
| Manufacturing | 60 | 57 |
| Public services and transport | 51 | 52 |
| Commerce | 60 | 60 |
| Finance, insurance, professional & technical services | 73 | 67 |
| Education, information and culture | 76 | 73 |
| Health | 68 | 66 |
| Personal and corporate services | 58 | 52 |
| Public administration | 73 | 73 |
The question is not simply whether informal learning takes place. It is clear that the various groups of personnel organize, develop and mobilize their skills through their involvement in the organization's activities, at their work post and within their work team. Rather, the question is whether the company recognizes this "tacit" reality and takes this into account in its overall ALT strategy. Almost everyone is involved in informal learning, 60% of people mention it overtly according to the statistics, but the issue here is the support given by the firm to informal and self-directed learning.
As observed in one sector, support for informal learning is very pronounced according to the level of the personnel. "Unlike other occupational groups, especially workers in production units, informal learning is the preferred method of continuing professional development for researchers" (Bélanger and Daniau, forthcoming, p. 8; transl.). For example, some firms, especially in the case of highly qualified staff, support self- directed learning by paying fees and subscriptions to professional associations and scientific bodies, making a large scientific library available to staff, Footnote 54 developing interactive individual education programs and providing electronic access to databanks. Participation in scientific conferences or seminars will be followed, when the participants return to work, by a report or presentation to colleagues to ensure that the latest knowledge is disseminated.
Bélanger et al. (2004) note, however, many unrecognized supports to or opportunities for informal learning: the creation of mechanisms for consultation and discussion with employees, ranging from the traditional suggestion box to weekly or monthly consultation sessions at different levels of the company, including participation by employees in committees or working groups on health and safety, customer service and introduction of new technology. During the hiring process, consideration is also given to the professional experience of the more specialized staff. In all firms that opt for some form of mentoring, there is also recognition, at least implicitly, of the accumulated learning of the employee-trainers who are selected specifically for their expertise and professional experience.
Return to note 54 For example, a library that is open 24 hours a day, served by five full-time librarians, containing 2,500 types of courseware on CD-ROM and audio-/video-recorded courses.