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

Ellinger, Andrea D.

doi:10.1177/1523422304263327

Cited by 159 publications

(171 citation statements)

References 44 publications

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“…Our findings are in line with the notions expressed by Ellinger (2004) who states that the idea of the learner as a self-directed learner who oversees different options and carefully plans and monitors his own learning trajectory and career is perhaps more an ideology than an empirical proven fact (Van der Klink et al, 2007).…”

Section: Conclusion and Discussionsupporting

confidence: 77%

“…Based on interviews with 78 learners, Spear and Mocker (1984) demonstrated that conscious and deliberate planning of learning activities is even quite rare. As Ellinger (2004) concluded in her review, learners more often respond to circumstances and events rather than planning carefully in advance their courses of actions. Many informal learning experiences occur as a side-effect of some other activity and it even occurs although employees are not always conscious of it and they do not intentionally seek for learning experiences.…”

Section: Factors Influencing Informal Learningmentioning

confidence: 99%

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All by myself. Research into employees' informal learning experiences

Klink

Boon

Schlusmans

2012

IJHRDM

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Informal learning is seen as an important phenomenon in the contemporary era of lifelong learning. This study examined informal learning activities and its outcomes as well as the factors that influenced, either positively or negatively, informal learning. In total 24 employees of the Dutch Open University were interviewed about their main informal learning experiences over the last two years. Findings revealed that the majority of the informal learning outcomes are skill-based, generic and applicable in a larger cluster of jobs than participants' present jobs. Participants favoured learning activities that allow high levels of internal locus of control. The main stimulus for informal learning lies in the changing demands of their daily job. Other organisational, job and employee characteristics, such as age, job tenure, attitude of supervisor and colleagues, hardly influenced participants' informal learning. The article concludes with some critical remarks on the value of informal learning from the perspective of lifelong learning.Keywords: Informal learning; transfer of learning; lifelong learning; factors affecting informal learning.Reference to this paper should be made as follows: Van der Klink, M., Boon, J. and Schlusmans, K. (2012)

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Section: Conclusion and Discussionsupporting

confidence: 77%

Section: Factors Influencing Informal Learningmentioning

confidence: 99%

All by myself. Research into employees' informal learning experiences

Klink

Boon

Schlusmans

2012

IJHRDM

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Section: Emotional Intelligence Measuresmentioning

confidence: 99%

“…This means that it may be difficult to use self-directed and computer-mediated learning modules with the MSCEIT. Thus, HRD practitioners who emphasize self-directed learning (SDL), which calls on employees to assume greater responsibility for their own learning and development, may find that use of the MSCEIT may not yield large positive effects (Ellinger, 2004).Although using the MSCEIT has several drawbacks, it readily lends itself to a comprehensive yet manageable set of developmental activities and also offers advantages for HRD research. The focus is on specific abilities as HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq opposed to constellations of personality or behavioral competencies (as in the ECI-2, EQ-i, and EIQ) that are, by definition, less amenable to change through HRD applications.…”

mentioning

confidence: 99%

Choosing among tests of emotional intelligence: What is the evidence?

McEnrue

Groves

2006

Human Resource Development Quarterly

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This article provides a comprehensive review of research regarding five types of validity for each of four major tests used to measure emotional intelligence (EI). It culls and synthesizes information scattered among a host of articles in academic journals, technical reports, chapters, and books, as well as unpublished papers and manuscripts. It enables human resource development professionals and researchers to determine the absolute and incremental value they are likely to derive by using any one of the tests to assess and develop emotional intelligence among managers and employees.Emotional intelligence (EI) is growing into a multimillion dollar training industry (Kunnanatt, 2004;Adkins, 2004). Because the major vendors of training use various means of measuring it, human resource development (HRD) professionals are forced to consider which index to choose for developmental purposes-that is, which index offers added value above and beyond existing tests (personality and intelligence), is conceptually sound, and is likely to have more face validity than another from the vantage point of managers and employees. Moreover, development professionals must consider which index has more predictive power than the others in explaining work-related phenomena and can be used to measure EI among individuals with markedly different demographic attributes operating in different contexts (for example, Thai versus Mexican American managers in retail sales versus health care executives). In sum, the task facing HRD professionals and researchers is to determine which test has more construct (convergent and divergent), content, face, predictive, and external validity than others.HRD professionals stand much to gain from efforts to identify an effective EI index for a wide range of developmental applications in the workplace. example, EI indexes have been used for training and development programming, organizational development initiatives, and career development planning. Assessments of EI dimensions have facilitated training and development modules for customer service skills, conflict management strategies, and stress management programs (Rozell, Pettijohn, & Parker, 2004;Cherniss, 2000). Similarly, HRD professionals have used EI measures as components in individual development plans (Cummings & Worley, 2005;Kunnanatt, 2004), organizationwide competency models (Gowing, O'Leary, Brienza, Cavallo, & Crain, 2005), and executive coaching interventions (Peterson, 1996). At the group and organization level of application, EI indexes have critical implications for team building and enhancing team effectiveness (Druskat & Wolff, 2001) and for assessing capacity for organizational change and performance in various structural arrangements (Sy & Cote, 2004). However, the effective application of any EI index to organizational applications requires a thorough assessment of the measure' s psychometric qualities and appropriate fit for the particular intervention. Unfortunately, no comprehensive assessment of the major EI measures and their...

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“…In self-development, the employee is ultimately responsible for determining the levels of these attributes, as he/she selects the self-development activity in which to participate (Confessore, 1992;Ellinger, 2004). There is no guarantee that the employee will make appropriate choices with respect to participation in self-development activities that contain optimal levels of the instructional design attributes.…”

Section: Recommendations For Army Leadersmentioning

confidence: 99%