Self-regulated learning behaviour in the finance industry

Abstract

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.

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

“…Interestingly, so far, the scarce empirical research has indicated self-directedness and SDL to be self-evident aspects (Moe et al 2008) of contemporary agile and low hierarcy companies (Holbeche 2015). However, despite the increasing importance of SDL in ICT work (Ha 2008;Milligan et al 2015;Germain and Grenier 2015), our findings indicate that learning should not become totally self-driven, as is the aim in some contemporary low-hierarchy, self-organising enterprises (cf. Lee and Edmondson 2017).…”

“…Although, there has been earlier research on learning practices at work, some researchers have argued that studies on the topic have been too theoretical and have lacked empirical evidence (Lee and Roth 2006). Some of the empirical studies have been conducted as ethnographic case studies (e.g., Valleala et al 2015) or primarily based on interviews and surveys (e.g., Milligan et al 2015;Vanthournout et al 2014). However, there is a need also for in-depth tools to understand learning and SDL as phenomena in the context of work and to determine the learning methods or resources employees use to achieve their learning goals (Pintrich 2004;Ha 2008;Loftus and Higgs 2010).…”

How health professionals regulate their learning in massive open online courses

“…The different sub-processes of self-regulated learning are of course highly inter-connected, with evidence from quantitative studies using self-report instruments to measure these sub-processes indicating that they are strongly correlated (Littlejohn et al, 2016b, Milligan et al, 2015) in different populations. Bringing together the four sub-process described here, some clear patterns of learning emerge that illustrate their inter-relationship.…”

Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning

“…Goal setting, Strategic planning, Self-efficacy, Task interest and value, Task strategy, Elaboration, Critical thinking, Self-evaluation, and Self-satisfaction. Linear regression analysis probed the relationship between self-regulated learning and workplace learning activity (n = 170: Milligan et al 2015). There was a positive relationship between self-regulated learning and workplace learning activity, with higher SRL (as perceived by the learners and measured by the SRLWQ) predicting greater uptake of professional learning opportunities outside education and training.…”