| Sumario: | Background: Most workplace learning is informal. However, some employees struggle to execute informal learning strategies effectively because they lack the necessary knowledge or skills or use their knowledge and skills ineffectively or not at all. Objectives: We examined the effects of computer‐based micro‐learning interventions that provide strategy knowledge, prompts, or both, on strategy knowledge, strategy use, and goal achievement—to compensate for these deficits. Methods: A total of 122 employees were randomized into four interventions groups, that is, knowledge, prompts, both, and waiting control group, for a longitudinal micro‐learning training experiment. The participants received 10 micro‐learning nuggets over a month. Results and Conclusion: Compared with the control group, results of the interventions suggested that providing knowledge led to more declarative knowledge. Surprisingly, prompts resulted in more declarative knowledge. Combined interventions led to greater declarative knowledge, but no further synergetic effects could be observed. Over the training course, results showed positive, cubic effects on strategy use and for individual goal achievement for the prompts and combined intervention group. Qualitative data suggest a self‐assessment adjustment of strategy use. In future studies, interventions could be custom‐designed to compensate for the different deficits. Lay Description: Learning in the workplace occurs informal: Most workplace learning occurs informal.However, employees might use informal learning strategies deficiently.They might not know about strategies, do not use them, or use them inefficiently.Can training compensate for the deficits? Study finds encouraging training effects: Longitudinal workplace micro‐learning training, that provide knowledge, prompts, or both can foster informal learning.Effects were compared quantitatively over time to a control group and qualitative statements were analyzed.Metacognitive knowledge, strategy use, and goal achievement can be fostered.In a next step, training could be customized according to the individual deficit. Advise for practical implementation: Micro‐learning intervention can be easily embedded into organizational learning strategy.Implementation time should be long enough to avoid demotivation.Training could be integrated into a holistic organizational approach to foster employees' informal learning.
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