Purpose
Workplace learning happens in two forms: formal versus informal learning. Formally, faculty development at work usually occurs with structured programs. Informally, faculty may spontaneously adjust behaviors to master job performance. The purpose of this project was to explore how faculty adjusted to new teaching and leadership roles through informal learning at our newly created medical school.

Methods
After institutional review board approval, our core teaching faculty (n = 46, 28 course directors and 21 clerkship directors) were invited to complete a one-time anonymous survey. The survey contained: The Self-Initiated Work Adjustment for Learning (SIWAL) with 7 self-reported items on a 5-point Likert scale (1 = never to 5 = very often) listing 3 items on adjusting job responsibilities, and 4 items on adjusting social interactions. Participants were also asked about professional characteristics and subjective feedback about perceptions of job adjustments made.

Results
With a 39% (n = 18) response rate, 12 were calculated for descriptive statistics. Majority of faculty stated "regularly" or "often" making adjustments in job responsibilities and "occasionally" or "regularly" adjusting social interactions. Most faculty practiced clinically and taught over 10 years (38.9% and 55.6%, respectively). Subjective feedback provided insight about faculty perception of job adjustment to new medical school roles.

Conclusion
As hypothesized, our core faculty reported adjustments in job behaviors and social interactions to perform altered teaching and leadership roles, and these adjustments were slightly more frequent in job responsibilities than social interactions. Outcomes suggest that despite being experienced, clinicians and teaching faculty may adjust behaviors at work to learn new job roles. Takeaways: Future studies using the SIWAL are worthwhile to gather data from faculty at other institutions exploring job adjustments made through informal learning.