Purpose: The purpose of this study is to define characteristics and processes that enhance informal learning in a public sector workplace. Design/methodology/approach: Based on interviews and questionnaires, the authors solicited examples of informal learning practices that 40 supervisors experienced during their careers. The examples were content analyzed to define seven broad themes underlying informal learning. Findings: The findings illustrate seven broad themes describing learning activities and processes. The first three themes describe the types of informal learning activities that supervisors found valuable: relationships; learning opportunities enlarging or redesigning their jobs; and enrichment opportunities that provided higher levels of managerial learning. Four themes describe processes for facilitating informal learning: planning processes; active learning and modelling; relationship dynamics; and tying learning to applications. Originality/value: The value of this study is in presenting a possible framework defining informal learning that describes both activities (the what) and the underlying processes (the how) by which they are delivered. Beyond this, it suggests that there is a close connection between the activities and the processes underlying them. (Contains 2 tables.)