Self‐directed learning readiness and occupational categories

Abstract

This study examines the relationship between readiness for self-directed learning as measured by the Self-Directed Learning Readiness Scale (SDLRS) and occupational categories at a large manufacturingfirm. The sample consisted of 607 respondents who included managers and nonmanagers. Nine occupational categories were examined. ANOVA tests resulted in statistically signijicant d$erences among the mean SDLRS scores below the .001 level. The highest mean scores were in the sales area. Managers scored significantly higher than nonmanagers at the .005 level.

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

“…The connection between SDL and the learning organization concept (Cho, 2002;Confessore & Kops, 1998), readiness for SDL and occupational categories (Durr et al, 1996), and the types and occurrence of job-related SDL (Clardy, 2000) has also been examined.…”

“…As leaders, managers, and human resource professionals attempt to build learning infrastructures that leverage formal and informal learning, learners are being increasingly challenged to become continuous lifelong learners and assume more responsibility for their own learning and development so that they can remain employable and marketable (Carré, 2000;Dunlap & Grabinger, 2003;Durr, Guglielmino, & Guglielmino, 1996;London & Smither, 1999;Maurer, 2002;Stansfield, 1997;Vann, 1996). Concurrent with these chalThe author's intent is not to present a comprehensive review of literature on the topic of self-directed learning (SDL) but rather to offer an overview of key concepts and stimulate research interest on SDL within the context of HRD.The author would like to thank the issue editor,editors, and reviewers for their insightful and helpful comments on earlier versions of this article.This article was subjected to a two-tier blind review process that did not involve the author, who is currently a member of the ADHR Editorial Board.…”

An investigation of the construct validity of the personality trait of self-directed learning

“…While there has been a fair amount of empirical investigation of self-directed learning, the research that bears on self-directed learning as a personality trait has been somewhat piecemeal and fragmented. To illustrate, self-directed learning readiness (which includes initiative in learning, acceptance of responsibility for one's own learning, and seeing one's self as an effective independent learner) has been found to be positively related to creative achievements (Torrance & Mourad, 1978); self-concept and years of education (Sabbaghian, 1980); student participation in learning projects (Hassan, 1982); internal locus of control (Skaggs, 1981;Gardner & Helmes, 1999); life satisfaction of elderly individuals (Gardner & Helmes, 1999) and older adults (Curry, 1983); lower levels of dogmatism (Long & Agyekum, 1983); end of year grades of nursing students (Crook, 1985) occupational categories (Durr, Guglielmino, & Guglielmino, 1996); affective organizational commitment (Cho & Kwon, 2005); and intrinsic learning motivation (Reynolds, 1986). Also, a few studies have examined the validity of Oddi's (1984Oddi's ( , 1985Oddi's ( , 1986 Continuing Learning Inventory (CLI)-which includes proactive drive to learn without obvious external reinforcement and commitment to learning for its own sake-with non-definitive results.…”

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

“…Drawing from Candy (), they too suggest that SDL concerns management of the learning process passing from the organization to the individual, but this comes with a caveat from Cho and Kwon () who argue that social, cultural, and/or political concerns will impact the control that any individual may exercise over their learning. Indeed, part of the popularity of SDL may lie in its congruence with employee empowerment and involvement (Durr et al, ). A broad consensus nonetheless forms around the notion that SDL is primarily based on the devolution of responsibility for learning, with organizations enabling employees to be key decision‐makers within the learning process.…”

“…Within the HRD field, we know that there are trends toward the increased use of self-guided learning (Kraiger, 2014), and indeed that the strong internal focus within many SMEs supports self-direction in these contexts (Kidwell et al, 2018;Rosenbusch & Cseh, 2012). Drawing from developments such as the demand for continuous learning and customized, "just in time" formats (Durr, Guglielmino, & Guglielmino, 1996), Karakas and Manisaligil (2012) argue that success within HRD is increasingly related to the extent to which organizations enable employees to be effective self-directed learners. Given that HRD within SME settings is typically reactive (Saunders et al, 2014), and targeted at the resolution of immediate problems (Hoque & Bacon, 2006), it is interesting to consider how self-directed learning might operate in these settings.…”