| CATEGORY | CLASS | INFORMAL LEARNING OUTCOME |
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| 1. Changes in Knowledge, Skills, or Attitudes | 1A. Job-specific KSA: Job-Specific Knowledge | – Improvement of work-related knowledge (Doyle et al., 2012) – Job-specific knowledge (van der Klink et al., 2012) – Subject knowledge (Burns & Schaefer, 2003; Henze et al., 2009; Scribner, 1999) – Knowledge of technical nursing (Berings et al., 2007; Berings et al., 2008) – Knowledge of football techniques (Werner & Dickson, 2018) – Knowledge of general behaviour (Werner & Dickson, 2018) – Tactics/strategy on the field through peer learning (Werner & Dickson, 2018) – How to deal with media and fans and pressure (Werner & Dickson, 2018) – How to deal with pressure (Werner & Dickson, 2018)
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| 1A. Job-specific KSA: Job-Specific Skills | – Pedagogical skills (Scribner, 1999) – Handle discipline (Burns, 2008; Burns et al., 2005; Lecat et al., 2019) – Classroom management strategies (Burns, 2008; Burns & Schaefer, 2003; Burns et al., 2005; Henze et al., 2009; Kang & Cheng, 2014; Lecat et al., 2019; Scribner, 1999) Optimized teaching methods (Henze et al., 2009; Kang & Cheng, 2014; Lecat et al., 2019) The ability to use multimedia learning tools in presenting a lesson (Burns, 2008; Burns et al., 2005) The ability to control and maintain equipment, tools, and supplies in a vocational laboratory (Burns, 2008; Burns et al., 2005) Preparation and planning (Burns & Schaefer, 2003) The ability to maintain records and paperwork (Burns, 2008; Burns et al., 2005)
– Technical-practical skills – Nursing skills (Berings et al., 2007; Berings et al., 2008) – Managerial skills (Brandão et al., 2012; Enos et al., 2003) – Job-specific skills (van der Klink et al., 2012) – Improvement of work-related skills (Doyle et al., 2012)
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| 1A. Job-specific KSA: Job-Specific Attitudes | |
| 1A. Job-specific KSA: General Professional Competence and Proficiency | |
| 1B. Generic KSA | – General skills (Berings et al., 2007, Berings et al., 2008) – Daring to communicate (Berings et al., 2007, Berings et al., 2008) – Task-management skills (Berings et al., 2007, Berings et al., 2008) – Coordinating tasks (Berings et al., 2007, Berings et al., 2008) – Physical coping (Berings et al., 2007, Berings et al., 2008) – Appearance (Berings et al., 2007, Berings et al., 2008) – Proactive attitude (Berings et al., 2007, Berings et al., 2008) – Leadership skills (Crouse et al., 2011; Werner & Dickson, 2018) – Can-do attitude (Werner & Dickson, 2018) – Generic knowledge, skills, and attitudes (van der Klink et al., 2012) – Very generic knowledge, skills, and attitudes (van der Klink et al., 2012)
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| 2. Individuals’ and Organizations’ Professional Achievement | 2A. Performance | – Improved professional practice (Crouse et al., 2011) – Improved organizational performance (Panagiotakopoulus, 2011) – Organizational readiness (Patterson et al., 2017) – Competitive advantage (Crouse et al., 2011) – Job performance (Choi et al., 2020; Doyle et al., 2012; Park & Choi, 2016; Patterson et al., 2017; Wolfson et al., 2018; Wolfson et al., 2019; Yun et al., 2019)
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| 2B. Changes in Behaviour | |
| 2C. Understanding and Navigating in the Organization |
Training viewed more positively in company (Tannenbaum, 1997) |
2D. Socio-Emotional
Outcomes | – Respect for others (Werner & Dickson, 2018) – Improvement of understanding of others (Doyle et al., 2012) – Socio-emotional contact with patients and family (Berings et al., 2007, Berings et al., 2008) – Socio-emotional contact with colleagues (Berings et al., 2007, Berings et al., 2008) – Personal/psychological coping (Berings et al., 2007, Berings et al., 2008) – Improved self-confidence/efficacy (Crouse et al., 2011; Doyle et al., 2012; Henze et al., 2009; Patterson et al., 2017; Yoon et al., 2019) – Increased passion about issues and needed changes (Crouse et al., 2011) – Makes work interesting (Doyle et al., 2012) – Emotional well-being (Burns & Schaefer, 2003) – Job satisfaction (Alonderienė, 2010) – Satisfaction with development (Tannenbaum, 1997)
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| 3. Sustaining one’s Future Development | 3A. Lifelong Learning Outcomes | – Learning and collecting information (Berings et al., 2007, Berings et al., 2008) – Desire to learn (Crouse et al., 2011) – Not getting stagnant (Crouse et al., 2011) – Being up to date (Crouse et al., 2011) – Helping to be a better learner (Doyle et al., 2012) – Improvement of attitude about learning (Doyle et al., 2012) – Self-knowledge (Berings et al., 2007, Berings et al., 2008) – Understanding more about self (Crouse et al., 2011) – Give “a more complete and balanced perspective on things” (Crouse et al., 2011) – Improvement of understanding of myself (Doyle et al., 2012) – Develop different sensibilities (Burns & Schaefer, 2003)
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| 3B. Career Outcomes | – Career development (Crouse et al., 2011; Doyle et al., 2012; Werner & Dickson, 2018) – Competence-based employability Anticipation and optimization (Froehlich et al., 2014; Froehlich et al., 2015; Froehlich et al., 2019; Gerken et al., 2016; Lecat et al., 2018) Personal flexibility (Froehlich et al., 2014; Froehlich et al., 2015; Froehlich et al., 2019; Gerken et al., 2016; Lecat et al., 2018) Corporate sense (Froehlich et al., 2015; Froehlich et al., 2019; Gerken et al., 2016; Lecat et al., 2018) Balance (Froehlich et al., 2015; Froehlich et al., 2019; Gerken et al., 2016; Lecat et al., 2018)
– Employability (Panagiotakopoulus, 2011) – Internal marketability (Kortsch et al., 2019)
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