Despite the explosion of interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies, particularly focusing on what factors have been identified as antecedents of informal learning in organizations and how informal learning has been conceptualized and measured. It then suggests future avenues for theory building, research, and practice. The authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. Implications for human resource development research and practice are also discussed
