PurposeThe purpose of this study is to develop the self-initiated work adjustment for learning (SIWAL) scale that measures the adjustments that employees make in their work to enhance learning, based on theories and research on workplace learning, work adjustment and work design.Design/methodology/approachThe SIWAL scale was validated in two independent studies. Study 1 (n = 208) focused on the internal consistency and factor structure of the SIWAL scale. Study 2 (n = 178) re-examined the factorial structure using confirmatory factor analysis and investigated scale validity.FindingsIn both studies, the SIWAL scale showed good psychometric characteristics, i.e. a clear two-factorial structure and internal reliable sub-scales. The findings also indicated convergent, divergent and concurrent validity.Research limitations/implicationsUsing the SIWAL scale, future research could focus on the individual, social and organizational predictors and outcomes of SIWAL, collect supervisor and peer ratings to further validate this self-report scale and investigate lower-educated workers.Practical implicationsOrganizations might try to enhance their employees' SIWAL through organizational policies, such as supportive leadership, and a learning climate.Originality/valueThis study provides a first step toward a better understanding of what workers do to enhance their workplace learning. The study findings indicate that employees address two adaptive behaviors: adjusting job responsibilities and adjusting social interactions.