In knowledge-intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self-Regulated Learning at Work Questionnaire) designed to provide a measure of self-regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub-processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self-regulation of learning in the workplace.

Purpose As work practices in knowledge intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development. This study seeks to explore the role of self-regulatory behaviours in predicting workplace learning. Design/methodology/approach The study was conducted with knowledge workers from the finance industry. 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning, and learning undertaken). The relationship between the variables was tested through linear regression analysis. Findings Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies, and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning. Research limitations/implications This quantitative study identifies a relationship between specific self-regulated learning behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow up studies could explore whether the findings are generalizable to other contexts. Practical implications Developing a deeper understanding of how individuals manage their day to day learning can help shape the learning and development support provided to individual knowledge workers. Originality/value Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper explores how professionals in the finance sector (n-30) selfregulate their learning through day-to-day work. Analysis focuses on three subprocesses of self-regulated learning that have been identified as significant predictors of good self-regulated learning at work. A key characteristic of good self-regulation is viewing learning as a form of long-term, personalised self-improvement. This studyprovides a foundation for future policy and planning in organisations aiming to encourage self-regulated learning.

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