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Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total of 837 workers, aged between 18 and 65, from different sectors and with different educational levels completed a paper questionnaire. Analysis revealed that job demands and self-directed learning orientation constitute significant and positive predictors of workplace learning behaviour. The study can help organizations to create job structures that promote workplace learning.

Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the workrelated learning behaviour of workers. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium). The students in the centre work for 3 days a week and attend school during the other two days. A questionnaire using scales adapted from validated instruments was used. Students were asked to complete the questionnaire with the job in mind they were doing at present. A total of 115 students from different sectors completed the questionnaire. It was assumed that high scores for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support would be associated with more workrelated learning behaviour. All scales had acceptable Cronbach alpha values. The results of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related learning behaviour to a significant extent.

Purpose -A central issue in the field of workplace learning is how work-related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand-control-support the aim is to investigate the influence of job-characteristics on the work-related learning behaviour of the worker such as job demands, job control, social support at work on the one hand and self-directed learning orientation on the other. Design/methodology/approach -The study took place in the ICT-department of a large company in Flanders. By means of an online questionnaire, all employees of the ICT-department were asked to complete this questionnaire, which, apart from general information on the participants (age, gender, prior education, etc.), consisted of statements on five scales ( job demands, job control, social support, self-directed learning orientation, and work-related learning behaviour) adapted from validated instruments. There was a total of 73 participants (response rate of 52 per cent, 73 per cent men, 27 per cent women, age varying from 20-51 years old). In addition, all scales had Cronbach's alpha values above 0.79. Relations between the variables under study were tested using the Pearson correlation. The predictive value of the variables for the variance in work-related learning was tested using the enter method of a multiple regression analysis. Findings -The regression analyses show that job demands and job control were moderately positive and significantly linked with work-related learning behaviour. Social support did not show a significant positive correlation with work-related learning at all. Self-directed learning orientation on the contrary had a strong and positive relation with work-related learning. The results of the linear regression analyses indicated that only the self-directed learning orientation scale significantly predicted the work-related learning behaviour. Originality/value -The study is one of the few investigations that takes into account both the role of personal and workplace-related variables in order to better understand work-related learning. The results stress that personal related variables such as self-regulated learning orientation need to be taken into account in further research and in the daily practice of human resources development.

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