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We investigated informal workplace learning (IWL) within an under-researched target group: blue-collar workers. IWL is particularly important for these workers because of learning barriers to participation in formal training. Based on meta-analytical conceptualizations and findings, we developed a conceptual framework of antecedents, processes, and learning outcomes of IWL among blue-collar workers (APO framework), following an input-process-output perspective. The results of our structural equation model analysis with N = 702 blue-collar workers from small and medium-sized businesses provided support for seven of eight hypotheses: Personal antecedents, namely 'curiosity', 'learning goal orientation', and 'self-directed learning orientation' were positively related to IWL; organizational antecedents, namely 'social support'- containing 'supervisor support', 'co-worker support', and 'error-related learning climate' - and, surprisingly, 'time pressure' were positively related to IWL; IWL was positively related to three learning outcomes, namely 'job involvement', 'newly acquired competency', and 'organizational citizenship behavior'. The findings establish a basis for future longitudinal studies and theory building in workplace learning research, and they provide managers in organizations with guidance to promote IWL.

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