Promoting self-directed learning in a learning organization: tools and practices

Abstract

Purpose The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization. Design/methodology/approach Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as well as the body of research that examines the connections between the two constructs. Findings This paper identifies the following set of practices as integral to promoting SDL in a learning organization: building and communicating a shared vision to employees at all levels; fostering collaboration, interaction and teamwork; empowering employees through participatory work practices; encouraging and providing opportunities for continuous learning; and using relevant technologies in the workplace. Originality/value This paper addresses the paucity of research that investigates the connections between SDL and the learning organization and that specifically examines important practices vis-à-vis the two concepts.

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

“…Although SDL has long been studied in adult education and andragogy, the need to examine and study the multidimensional nature of SDL in the context of workplace learning has been highlighted (cf. Gu 2016;Ellinger 2004;Rana et al 2016).…”

How does self‐direction within learning operate to affect idea generation in small‐medium enterprise contexts?

“…In particular, studies point toward individuals displaying a higher state of “readiness” for SDL demonstrating improved job performance (Park & Kwon, ). Separately, Rana, Ardichvili, and Polesello's () review notes various benefits accruing from SDL, which are as diverse as cost effectiveness, the relevance and meaningfulness of learning, and the contributions that SDL make to organizational knowledge bases, similar to the findings reached by Guglielmino and Guglielmino (). Despite the noted benefits, SDL requires that employees are motivated learners (Joo, Park, & Oh, ), are able to interact with others (Cho, ), and willing to take initiative in scoping out, engaging in, and evaluating learning; assumptions that may not hold true for all types of employees.…”

“…Despite coverage of a range of issues including leaders and leadership styles (Confessore & Kops, 1998;Smith et al, 2007), employee characteristics and competences (Ellinger, 2004;Guglielmino et al, 1987;Park & Kwon, 2004;Raemdonck et al, 2012;Tseng, 2013), together with employee participation, empowerment, and involvement as drivers of SDL (Karakas & Manisaligil, 2012;Rana et al, 2016;Smith et al, 2007), existing studies are arguably somewhat idealistic. Studies assume significant organizational resource investment in learning activity (Park & Kwon, 2004;Rana et al, 2016), and presume comfort with risk-taking (Confessore & Kops, 1998;Park & Kwon, 2004). We know much less from existing studies about the operation of SDL in resource-constrained contexts such as those that SMEs typically operate within (Hessels & Parker, 2013;Woschke et al, 2017).…”

A munkapszichológia jövője

“…A 21. században egyre jobban terjed az önirányított tanulás (self-directed learning): azokban a vállalatokban, ahol a dolgozók világosan látják a (lelkesítő) vállalati célt (víziót), ahol együttműködő légkör van, ahol a csapatmunka természetes, a vezetők felhatalmazzák (empower) munkatársaikat azokra a döntésekre, amelyekkel kapcsolatban kellő információkkal rendelkeznek, ahol a dolgozók számára biztosítják a tanulási lehetőséget -ott a dolgozók élnek is ezzel a lehetőséggel (Rana, 2016).…”