The purpose of this study is to substantiate the affecting factors of informal learning outcomes for professions in various dimensions of an individual and organization. In specific, the study analyzed the effects of learning motivation, job characteristics, and a supportive learning environment which have on task-related knowledge acquisition, adapting to organization and understanding contexts, relationship formation, and improving self-development-ability. The participants of the study were 261 professionals working at four major accounting firms in South Korea. Multiple regression models were applied step by step for analysis. In this study, the informal learning of professionals working at four major accounting firms is influenced by various factors of learning motivation, job characteristics, and a supportive learning environment. The detailed analysis results were as follows. Firstly, peer-support showed the most positive effect on task-related knowledge acquisition. Secondly, for adapting to organization and understanding contexts, task autonomy showed the greatest effect. Thirdly, peer-support was found to be the most important factor for relationship formation. Fourthly, for improving self-development ability, learning goal orientation showed to be the most important factor. The various factors facilitated the professional learning by empirical identification. The study presented practical implications for creating an effective informal learning support environment.

Abstract
 1. Introduction
 2. Literature Review
  2.1. Professional workplace learning
  2.2. Learning motivation and informal learning
  2.3. Job characteristics and informal learning
  2.4. Supportive learning environment andinformal learning
 3. Methodology
  3.1. Research Model
  3.2. Participants
  3.3. Measures
  3.4. Analytic strategy
 4. Results
  4.1. The effects of learning motivation, jobcharacteristics, supportive learning environmenton task-related knowledge acquisition
  4.2. The effects of learning motivation, jobcharacteristics, supportive learningenvironment on adapting organization andunderstanding context
  4.3. The effects of learning motivation, jobcharacteristics, supportive learningenvironment on relationship formation
  4.4. The effects of learning motivation, jobcharacteristics, supportive learning environmenton improving self-development ability
 5. Discussion and Conclusion
 References

• Youjung Song(Master and supervisor of Learning and Development center, Samjong KPMG)
• Wonsup Chang(Professor, Yonsei University)
• Jihyun Chang(Ph.D., Researcher of the Institute for Educational Research of Yonsei University) Corresponding Author