Journal of Occupational and Organizational Psychology (2016), 89, 92–110 © 2015 The British Psychological Society www.wileyonlinelibrary.com The relationships of work–family conflict and core self-evaluations with informal learning in a managerial context Michael J. Tews 1 *, Raymond A. Noe 2 , Andrew J. Scheurer 2 and John W. Michel 3 1 School of Hospitality Management, Pennsylvania State University, University Park, Pennsylvania, USA 2 Department of Management and Human Resources, Fisher College of Business, The Ohio State University, Columbus, Ohio, USA 3 Sellinger School of Business & Management, Loyola University Maryland, Baltimore, Maryland, USA Existing research on informal learning has been largely descriptive, anecdotal, and relatively limited regarding its antecedents. This study represents a step forward towards addressing this gap in the training and development literature by examining the relationships of work–family conflict and core self-evaluations with informal learning among managers. The sample included 225 managers companywide from a casual-theme restaurant chain in the United States. The results demonstrated that time-based work interference with family conflict (WIF) had a negative relationship with informal learning, but core self-evaluations had a positive relationship. Further, core self-evaluations moderated the WIF–informal learning relationship. Counter to the hypothesized relationship, managers higher in core self-evaluations engaged in less informal learning as work–family conflict increased. This study broadens the nomological network of informal learning and highlights that organizations need to limit time demands at work that cause work–family conflict to facilitate managers’ informal learning. Practitioner points  Limit work–family conflict so managers have the time to invest in informal learning in addition to their family and own recovery.  Provide managers with skills in time management and goal setting and provide support necessary to encourage informal learning. Promoting informal learning among employees is an issue important to researchers and HR professionals alike (Bear et al., 2008; Tannenbaum, Beard, McNall, & Salas, 2010). Watkins and Marsick (1990) characterize informal learning as learning that typically occurs outside of the classroom, is not highly structured, and is primarily controlled by the learner. Some examples of informal learning include employees reflecting on how to *Correspondence should be addressed to Michael J. Tews, School of Hospitality Management, Pennsylvania State University, 121 Mateer Building, University Park, PA 16802, USA (email: mjt17@psu.edu). DOI:10.1111/joop.12109 92