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The impact on employees’ job performance of exercising self-directed learning within personal development plan practice
Abstract
Today’s world of work is forcing companies to change their approach to learning. Their talent strategy needs to foster self-directed learning (SDL) as a process. SDL is an instructional process in which people take the primary responsibility in learning situations. To enhance job performance, their talent strategy must also include tools that support effective competence development, such as personal development plans (PDPs). In this study, we consider the effectiveness of talent strategy of this nature, by analysing longitudinal data on 3,661 employees working in 16 countries, extracted from an electronic talent management system. Two path analyses were conducted to study the relationships between SDL exercised within a PDP practice and job performance, and to test the research hypotheses. Results validate the hypotheses, confirming that SDL as a process within PDP practice positively impacts job performance. However, while the results confirm the importance of setting learning goals and including informal learning activities when exercising SDL process within the PDP practice, they do not confirm the need to integrate other components of SDL as a process. It can be concluded that learning strategy is key to job performance, and that informal learning is of particular importance. Value-added recommendations for practice are discussed.
... Measuring one's academic performance and motivation is a great help in identifying students' involvement through self-confidence in their performance itself [5]. Some other studies also clarify that having reading motivation has a significant effect in doing motivational tasks as a benefit in understanding the context as factors like learning to choose, importance, and deciding what to do where it shows significance in extrinsic motivation and task motivation [6]. ...
... It only shows that students' level of reading motivation will be higher when they are curious to read any text suitable for their needs. The high reading motivation level of students affects the development task motivation of students, especially in doing academic activities or tasks based on the context that serves as a factor in choosing, giving importance, and deciding on which studies have a high significance in a classroom setting [6]. ...
... It also includes trust and confidence in doing academic activities. Some studies also mentioned that being motivated in reading affects task motivation that can benefit based on contexts and factors like decision-making, choosing texts that have a significant effect on external motivation, and task motivation [6]. ...
Aims: To determine the best fit model of task motivation among grade 11-Technical Vocational Livelihood Senior high School students. Study Design: Quantitative non-experimental design. Place and Duration of Study: The study was conducted among grade 11- TVL students in all public schools in Region 10 during the school year 2021-2022. Methodology: The respondents were 420 senior high school students from public schools in Region 10, Northern Mindanao, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms. Results: The overall results showed that the respondents had a high level of reading motivation, classroom climate, self-directed learning readiness, and task motivation. It also showed a significant relationship between three variables: reading motivation, classroom climate, and self-directed learning readiness in task motivation in terms of student performance. Among the five models, model 5 best fits the study. Conclusion: The high level of reading motivation, classroom climate, self-directed learning readiness, and task motivation in students' performance suggests an eagerness to fulfill classroom tasks successfully. Researcher indicates that to develop students' curiosity, teachers will give texts to read that they may find appealing and exciting. Also, to lower anxiety in speaking inside and outside the classroom, teachers will give some speech activities like role-playing, speech choir debate, and many more for students to develop their ability in speaking. On the other hand, students' amotivation in classroom tasks will enhance students' interest in doing activities in school. More importantly, teachers should emphasize and reiterate to students the importance of task motivation in developing academic performance as also interconnected with self-determination theory.
... Self-directed learning (SDL) is about taking personal responsibility for one's own learning (Stockdale & Brockett, 2011). SDL is promoted by companies as a best practice for employees: not only to enable employees to make the most of the formal learning resources that are made available to them, but also to define a broader learning strategy that includes informal learning activities that have a positive impact on performance (Lejeune et al., 2018). ...
... SDL within PDP practices entails setting up a PDP and discussing the PDP with one's supervisor (Lejeune et al., 2018). When setting up a PDP, the employee takes the initiative to reflect on learning objectives, keeping in mind career aspirations and potential learning activities to be undertaken (SDL as a process). ...
... SDL plays a central role in PDP practices, and research has shown that PDP use fosters SDL (Daunert & Price, 2014;Lam, 2014). Previous research has validated the relevance of this relationship, including how PDP use positively impacts the undertaking of formal and informal learning activities and performance in the workplace (Lejeune et al., 2018). With this research, we want to extend the understanding of SDL by taking a holistic perspective on SDL, including SDL as a personal characteristic as well as a process (Raemdonck et al., 2017;Stockdale & Brockett, 2011). ...
This qualitative research explores how the broader social context supports employees' self‐directed learning (SDL) when using a personal development plan (PDP), focusing especially on the people manager's role. Based on deductive and inductive analysis of verbatim transcripts from 28 semi‐structured interviews with employees and people managers in a non‐profit organization, the study reaches three main findings. First, it confirms the key role that people managers play within PDP practices and their need to balance autonomy support, and structure, adapting their leadership style to employees. Second, it confirms the added value of PDPs for long‐term learning goals and for creating a “humanitarian corridor” for personal and professional development, where efficient formal learning is complemented by informal learning activities embedded and situated in the work itself. Finally, it articulates a new conceptualization of SDL within a broader social context. These findings are complemented by practical implications and directions for future research.
... Sando & Feng, 2018), business (e.g. Lejeune et al., 2018) etcetera. In this respect, the need, or motivation, for SDL was more often than not experientially driven. ...
... Furthermore, Lejeune et al. (2018) examined longitudinal data on 3,661 employees working in 16 countries who are using a talent management systemin which companies seek to create a supportive environment to support the continued development of talented employees. Lejeune and colleagues explained that companies are investing heavily in talent management strategies, including in electronic human resource systems that support talent management. ...
... Onah & Sinclair, 2017), learning plans with SDL benchmarks (Sawarynski et al., 2019), or computer assisted talent management systems for management of professional development (e.g. Lejeune et al., 2018). Again, a commonality of which was that learners were offered support by a relevant subject expert in their learning process. ...
Learning skills are fundamental 21st century skills that enable people to thrive in an increasingly uncertain future. Digitization and the current COVID-19 pandemic have been key drivers of uncertainty and changing conditions. In the face of change and uncertainty, self-directed learning is a fundamental competence. However, to date there is a dearth of understanding regarding how digital technologies are supporting or affecting self-directed learning in adulthood. In order to address this, the objective of the present study was to examine through a systematic literature review what is known to date regarding – how can digital technologies support self-directed learning in adult learning and education? The novel findings of the present study suggest digitization has transformed opportunities for self-directed learning in informal, non-formal, and in formal educational settings. However, a key finding of this present study was that the affordances of digital technologies might be described as a double edged sword: (1) digital technologies provide convenient accessibility to information, which acts as an enabler of self-directed learning; but (2) the increasing volume of available information demands additional learner skill in information literacy – part of being a competent self-directed learner – in order to navigate information in a meaningful way. These two concomitant phenomena might in part explain the widening digital divide that has been recorded in recent years.
... Learning will have a positive impact on learning performance, and relationship performance and innovation performance will be further improved with the improvement of learning performance. Therefore, the overall work performance of employees will have positive changes [12]. ...
... Artificial intelligence replaces middle and low-end skill positions [24], causing employment skill polarization and exacerbating the income gap [2], and employees will show different degrees of growth need strength [25]. Employees with high growth need strength actively find opportunities at work, relationship performance, learning performance, and innovation performance will improve with the increase of growth need strength [16], which has a positive effect on the overall work performance of employees [12]. According to self-determination theory, individual autonomous motivation guides employees to engage in the trend beneficial to their career development, and growth needs strength can cope with the job insecurity caused by the application of artificial intelligence [21]. ...
... In contrast to other-directed learning that is the focus of extraversion, self-directed learning-identified as the most appropriate form of learning for adults [133] and a form of learning from which potentially anyone can benefit [134]-is demonstrated when learners take responsibility for organizing and managing their own learning based on what they personally value [132]. They do this by identifying personal knowledge gaps [135]; critically considering information that they seek out on their own [136]; and diagnosing their requirements, identifying their goals, selecting strategies, and designing their evaluations for performances and outcomes [137]. Unlike other-directed learners, self-directed learners demonstrate intrinsic motivation, integrity, agency, diligence, perseverance, and grit toward their learning [138] while being continuously engaged in acquiring, applying, and creating knowledge and skills in the context of their unique needs [139]. ...
Extraversion, of the Big Five personality traits, has been identified as the most socially relevant of the traits with respect to positive COVID-19 coping—yet relevant research is found conflicting. Studies assessing this discrepancy have not situated the influence of extraversion within a geographical and historical context. Thus, a likely contributor has been missed. Furthermore, extraversion is based on other-directed learning with respect to COVID-19 coping, and this has not been considered regarding its contrast to self-directed learning. To provide context, an examination of high-ranking Google Scholar results on extraversion and COVID-19 coping from different countries during the pandemic’s various waves is undertaken, including the introduction of vaccines as a factor in decreasing COVID-19’s perceived threat. These are then examined for relationships regarding public opinion. Following, extraversion is compared with other-directed learning and differentiated from self-directed learning. An understanding is thus presented for assessing when extraversion will be an effective personality trait for positive COVID-19 coping and when it will not. Extraversion’s effect is found inherently inconsistent for identifying positive COVID-19 coping because of its dependence on other-directed learning. The conclusion: stability in positive COVID-19 coping is contingent on personal values that guide self-directed learning rather than extraversion’s other-directed learning.
... Meanwhile, students who have low math scores tend not to have the initiative to start learning and wait for the teacher's instructions to do something. The case is also uniquely similar in the workplace as found by Lejeune et al. (2021), where self-directed learning positively influences employees' job performance. In addition, a study conducted by Rahayu (2015) revealed that there was a relationship between the learning model and students' self-directed learning abilities on students' cognitive learning outcomes. ...
The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.
... Companies are forced to change their attitude toward the learning of employees and workforce retention strategy has to adopt self-directed learning (SDL) as a part of their process (Lejeune et al., 2021). Employees are expected to be personally responsible for managing their careers and economic security and look to the government and their companies as facilitators for developing requisite skills through provisions for guidance, resources and sponsorships (Friedman et al., 2005). ...
Purpose-As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace. Design/methodology/approach-A total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability. Findings-The results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation. Practical implications-The findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace. Originality/value-A new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.
... Whereas contextual performance reflects the positive behaviour that indirectly contributes to achieving organizational goals. This contextual performance can be measured in terms of competence development that will aid in improving employees' job performance (Lejeune, Beausaert, & Raemdonck, 2021). ...
Purpose
Drawing on the job demands-resources (JD-R) model, the authors examine how working in the hybrid workplace model (telework and flexible work) affects job performance via the intervening role of work engagement.
Design/methodology/approach
The authors adopted a quantitative approach and collected data from 277 employees working in universities in Nigeria. Partial least square structural equation modelling was used to analyse the data and test the hypotheses.
Findings
The findings reveal that flexible work, not telework, has a significant and positive effect on job performance. It also emerges that flexible work positively affects work engagement, and work engagement significantly mediates the relationship between flexible work and job performance. However, the findings do not support the effect of telework on work engagement and the mediating role of work engagement in the proposed relation between telework and job performance.
Originality/value
The paper provides fresh insights by linking the components of the hybrid workplace model with job performance and employee work engagement and extending the JD-R model to the hybrid workplace setting. The practitioners can benefit from the findings of this study by factoring in the importance of the hybrid workplace model in designing policies and procedures to promote job performance.
... In contrast to the other-directed learning that is the focus of extraversion, self-directed learning-identified as the most appropriate form of learning for adults [117] and a form of learning from which potentially anyone can benefit [118]-is demonstrated when learners take responsibility for organizing and managing their own learning based on what they personally value [116]. They do this through: identifying personal knowledge gaps [119]; critically considering information that they seek out on their own [120]; diagnosing their requirements, identifying their goals, selecting strategies, and designing their evaluations for performances and outcomes [ 121]. Unlike other-directed learners, self-directed learners demonstrate intrinsic motivation, integrity, agency, diligence, perseverance and grit towards their learning [122] while being continuously engaged in acquiring, applying and creating knowledge and skills in the context of their unique needs [123]. ...
Extraversion, a Big Five personality trait, has been identified as a significant factor in COVID-19 positive coping-yet, relevant research is conflicting. Studies have not situated the influence of extraversion within a geographical and historical context. Thus, a sound base is lacking for assessing when opposing results regarding extraversion and COVID-19 positive coping are likely to result. Furthermore, extraversion with respect to COVID-19 coping has not been considered concerning other-directed learning in contrast to self-directed learning. To establish a sufficiently sound base, an examination of the range of high-ranking Google Scholar results on extraversion and COVID-19 coping from different countries during the pandemic's various waves-pre and post vaccine introduction-is undertaken. The same are then considered for insights into public opinion. Following, extraversion is compared with other-directed learning and differentiated from self-directed learning. An understanding is thus presented for assessing when extraversion will necessarily be an effective personality trait for COVID-19 positive coping and when it will not. Extraver-sion's effect will be found inherently inconsistent for identifying COVID-19 positive coping as a result, because of its dependence on other-directed learning. The conclusion: COVID-19 positive coping stability is contingent on personal values that guide self-directed learning, rather than other-directed extraversion.
... A meta-analysis by Holland (2019) revealed that only a small portion of the literature is devoted to informal online learning that takes place in everyday life. Specifically, not many studies distinguish between informal learning for professional development purposes (Cerasoli et al., 2018;Jeong et al., 2018;Lejeune et al., 2021) and learning for personal development (Bagdonaite-Stelmokiene & Zydziunaite, 2020;Costa-Sánchez & Guerrero-Pico, 2020), nor do they distinguish between employed and unemployed participants. The aim of this study was to address the discrepancies implied by Holland (2019), which have become more relevant than ever due to the transition to online learning and the rising unemployment rate resulting from the crisis. ...
Institutions, organisations, and policymakers use open educational resources (OERs) to promote student equity and social inclusion. The global COVID-19 crisis highlighted the need for lifelong learning and underscored the importance of the higher education system in this endeavour. This study describes informal learning among adults through OERs, during the COVID-19 crisis, distinguishing between employed and unemployed individuals and between professional and personal development. A questionnaire distributed during the COVID-19 lockdown focused on three themes: (1) types of OERs used for learning during this period; (2) perceived OERs’ usefulness; and (3) changes in OER use due to the crisis. Our findings revealed group differences in types of OERs used and in changes brought about by COVID-19, as well as within-group differences based on personal characteristics. Only a few participants reported using massive open online courses (MOOCs). Moreover, videoconferencing usage increased despite low perceived usefulness ratings, pointing to a change in informal learning modes. This exploratory research provides insights into the preferences of individual groups. These insights may be used to reduce socioeconomic disparities, especially among those who have lost their jobs, and to develop effective models for open education. Implications for practice or policy: Enhancing the discussions about the future of open education by reflecting a wide picture of OERs use. Redesigning OERs for the labour market by distinguishing between employed and unemployed, and professional and personal development. OER preferences according to personal characteristics can be used to achieve better engagement with learning.
... When workers are more engaged in learning, they are more equipped to utilize the newly learned skills and knowledge, which in turn enhances their performance at work (Abid, 2016;Spreitzer & Sutcliffe, 2007). In accordance with this idea, research by Lejeune et al. (2021) has shown that when learners are actively engaged in their own learning process, they will show higher performance at work. ...
The teaching profession is characterized by high demands and teachers who thrive are better able to navigate their demanding context than teachers who survive. Based on theories on strengths use we propose that strengths interventions which help teachers to identify, use, and develop their strengths can enhance their thriving (vitality and learning) which enables them to perform better. In addition, based on the socioemotional selective theory we propose that strengths interventions are especially beneficial for older teachers because it fits their goals and skills. We conducted a quasi-experimental study, in which 152 teachers and their team leaders participated in a strengths intervention. Longitudinal survey data indicated that the strengths intervention contributed to older teachers’ (≥ 46 years old) vitality, which in turn, contributed to their performance. No significant effects were found for younger teachers. We discuss the implications of our study for older teachers.
... They argued that the informal learning that occurs with or instead of formal training may significantly influence training transfer, and called for research that examines the transfer of other types of learning (Baldwin et al., 2017;Bell et al., 2017;Sparr et al., 2017). Although a few papers have explored how organizational interventions increase the effectiveness of nonformal learning and self-development at the workplace (e.g., Lejeune et al., 2018), these formats are different from MOOC-based learning as they always include a degree of employer oversight-for example, through personal development plans managed by the corporation. MOOCs, on the other hand, are developed and administered by third parties and enable employees to acquire professional content without any employer awareness or support (Castaño-Muñoz et al., 2016;. ...
This paper explores how employer support for self-directed learning in courses that are created and controlled by third parties (specifically, massive open online courses—MOOCs) influences employed learners’ course performance, internal application of skills (their motivation to use the course content in their current job and organization, and their postcourse training transfer), and external application of skills (their motivation to use the courses to find a new job, and postcourse job search). While inducements (tuition reimbursement and time off from working hours) are negatively related to learners’ external application of skills, they do not increase training transfer at the current employer after the MOOC, possibly because they fail to strengthen learner effort during the course. Expectation-enhancing support for the MOOCs (including the courses in performance evaluations, and requesting that learners take courses) does increase the internal application of skills, but also their external application.
... The contribution of other factors based on the results of this study was 68.6%. The other external factors that might affect students' self-awareness include independent learning (Lejeune et al., 2018), social identity (Spears, 2017), cultural background and values (Rosen, McCall & Goodkind, 2017) and communal values (Bromfield & Capous-Desyllas, 2017). The internal factors in individuals include personal values (Bromfield & Capous-Desyllas, 2017), intrinsic motivation (Hassan & Al-Jubari, 2016), life satisfaction (Khaleghinezhad, et al., 2016), learning discipline (Gregory & Fergus, 2017), and consistency of preferences and behaviors (Weisskirch, 2018). ...
This study was aimed at investigating the effect of peer attachment, parental involvement, and perceived school climate on self-awareness in junior high school students in East Martapura, South Kalimantan Province, Indonesia. The quantitative research method through product moment correlation and multiple linear regression analysis was applied in this study. The sample of the research was the total population of a junior school in East Martapura with significant number of dropout cases. The subject of this study consisted of male and female students in the age of 11 to 17 years old with a family background of traders and farmers as well as a Malay-bajar Islamic culture. The results of the study showed that there was a significant correlation between peer attachment and parental involvement. In contrast, there was no correlation between both factors and perceived school climate. Furthermore, it was also found that there was a significant positive effect of peer attachment, parental involvement, and perceived school climate on students' self-awareness. The results of this study indicated that to foster students’ self-awareness, schools need to establish communication with parents, create a comfortable and effective school climate for teaching and learning processes, as well as facilitate the students to develop peer attachment through extracurricular activities. In addition, schools may also take actions to implement field-based learning and provide career counseling for students to broaden their insights of alternative self-development besides trading and farming.
... Students' personal development can best be realised during the learning process; it has two aspects: one refers to the responsibility to help students make the most of any opportunity to learn, in a formal or informal manner. The second refers to shaping the framework for self-directedness in learning, i.e., promoting a culture of responsibility for one's own performance and learning [69]. ...
The COVID-19 pandemic has caused disruption to activities in many fields, including education and lifestyle. Major changes have taken place in the education system, where specific activities migrated suddenly from onsite to online. As a result, this period has witnessed an increased interest in impact studies that analyse the perceptions of the actors involved in the educational process. Based on the survey data (N = 665), the perceptions of the students in Romanian universities with regard to the effects of online education during the pandemic on their wellbeing were analysed. The empirical apparatus—SEM analysis—reached the following conclusions: the students’ wellbeing was increased under the traditional education system; the economic crisis has caused concern, and a decrease in their wellbeing; their contamination fear is moderate to low, and does not influence their wellbeing; they have been discouraged in terms of their personal development during the pandemic, and their wellbeing has suffered as a result; the role of institutions is extremely important, given that the students’ ability to study online depends on the universities’ efficiency in implementing the online system.
... MOOCs are open, online, on-demand, mobile, self-paced, social and offer flexible delivery, making them a suitable tool for training in flexible work arrangements, including remote work [29,30]. The wide selection of available MOOCs creates an opportunity for designing personalized talent development plans and with the right guidance can foster self-directed learning, which as recent research indicates can in turn positively impact job performance [31]. Compared to other e-learning formats, the novelty and value-addition of MOOCs lie in massive participation, inducing social learning and interaction with distant and dispersed learners, and access to completely new knowledge pools. ...
Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning.
... These plans constitute the basis of long term development by setting professional goals, identifying needed skills and competences. Even if some uncertainties remain on the effectiveness of this tool (Beausaert et al., 2011), it has positive impacts on the worker's performance (Lejeune et al., 2018). By tracking the competence and the development of employees, the percentage of employee who received a regular performance and career development review (Indicator G4-LA11) can be a good indicator to translate the capacity of the firm to support skills enhancement and provide equal opportunity for all. ...
This report studies the social issue of ESG analysis and the multi-faceted approaches of measuring and assessing the social dimension. After reviewing the huge array of literature on social inequalities, our analysis focuses on the main "social pillars", which include economic, health, gender and education aspects as the predictors of structural inequality. Moreover, we compare the social risk with the environmental risk to emphasize their relative interconnectedness. An important challenge concerns the measurement puzzle of the social pillars, since there are many conceptual and empirical metrics to measure the social risk at country and corporate levels. Nevertheless, we observe an existing gap between the two fields of analysis, implying that some coherency differences may exist between macroeconomic and micro-economic approaches of social welfare analysis. Finally, the last section of this report is dedicated to the quantitative analysis of the impact of social inequalities on government bond yield spread. In particular , we test four social variables: (1) Gini index of income inequality, (2) universal health coverage, (3) women's economic participation and opportunity, and (4) access to primary education. Using a panel regression model, we found a statistically significant relationship between the Gini index and the cost of borrowing of OECD members between 2015 and 2018. The relationship is no more significant once sovereign credit ratings are included in the regression though, suggesting that credit rating agencies are indirectly integrating income inequalities in the computation of credit ratings. From this result, we split the analysis between the investment grade (IG) category and the high yield (HY) category. We finally confirm the relationship between the two variables for the IG sovereign bond category while we cannot conclude on the relationship regarding the HY category. Overall, the social variables related to the health, gender and education aspect of the S pillar are not integrated in sovereign ESG, either in the pricing of the sovereign bonds or in the monitoring of the sovereign risk.
This paper considers a hidden action agency model in which an agent can be incentivized to simultaneously work and exert effort to increase productivity. When such multitasking is optimal, it is implemented through a higher powered contract, unlike the standard multitasking case. We determine conditions under which the principal wants to incentivize concurrent working and productivity investment and conditions under which the agent would want to participate. We show that these conditions are not the same. Multitasking is compared to separated tasks. Our results can help explain the skills gap.
Purpose
Hospitality work setting is error-prone, rendering error handling critical for effective organizational operation and quality of service delivery. An organization’s attitude toward errors can be traced back to one fundamental question: should errors be tolerated/accepted or not? This study aims to examine the relationships between error tolerance and hospitality employees’ three critical work behaviors, namely, learning behavior, error reporting and service recovery performance. Psychological safety and self-efficacy are hypothesized to be the underlying attitudinal mechanisms that link error tolerance with these behavioral outcomes.
Design/methodology/approach
This study relied on a survey methodology, collecting data from 304 frontline restaurant employees in Turkey and their direct supervisors. SPSS 25.0 and Amos 25.0 were used for analysis.
Findings
The results revealed that error tolerance had direct positive relationships with employees’ psychological safety and self-efficacy, both of which had positive impacts on learning behavior and error reporting. In addition, learning behavior positively influenced employees’ service recovery performance, as rated by the employees’ supervisors.
Originality/value
This study identifies error tolerance as an organizational distal factor that influences employees’ learning behavior, error reporting and service recovery performance; and identifies self-efficacy and psychological safety as mediators of the relationship between error tolerance and behavioral outcomes. The findings help clarify the longstanding debate over the relationship between an organization’s attitude toward errors and its employees’ learning behavior. The findings also shed light on the advantages of tolerating error occurrence for organizations, which is especially important as most hospitality organizations pursue perfection with aversive attitudes toward errors.
This case study offers a new insight into application of multiple-criteria decision-making methods (MCDM) to social identity issues in the context of talent management. This study used MCDM to help a high-tech company to identify potential talents in its sale and marketing team (n=54). MCDM adjusted subjective information consisted of intangible organisational political issues into a transparent, objective benchmark. The transparency and consistency of this evaluation process reduced potential social identity disruption between individuals or groups. Furthermore, the involvement of multiple decision-makers (both managers and employees) in the talent identification procedure enhanced employees’ motivation for further development.
Lawyers mostly work individually and unobserved by supervisors, therefore, their employers want to make sure they gain sufficient competence to perform well. There is little previous research on the direct relationship between self-directed learning and individual work performance. Therefore, the goal of the paper is to analyze how self-directed learning influences individual work performance of lawyers in Lithuania.
Our study is based on a quantitative research method, a self-reported questionnaire including 267 lawyers. The self-directed learning readiness (Guglielmino, adapted by Hashim, 2007) and individual task performance (Koopmans et al., 2012) scales were chosen. The correlation and regression analysis is performed to answer the question of the research.
The survey revealed that self-directed learning dimensions explain up to 32.5 % of variance in individual work performance expressed by task performance. Determination, initiative, confidence and reflection in learning have statistically significant influence on individual work performan between self-directed learning and individual work performance of lawyers. Also, the topic is under-researched in the context of emerging economies.
The paper is original as few if any previous studies analyze the relationship between self-directed learning and individual work performance of lawyers. Also, the topic is under-researched in the context of emerging economies.
This book chapter investigates the concept of self-directedness in work-related learning processes and its relationship to other related constructs such as self-regulated learning, personal agency, proactive personality and personal initiative. It also describes the development of an instrument to measure self-directedness in work-related learning processes (SDL scale) for use with employees having different qualification levels. The SDL instrument is a 14-item scale which measures an individual’s characteristic adaption to steer and take responsibility in diagnosing learning needs and setting goals, choosing and implementing appropriate learning strategies and evaluating and adjusting the learning process. An exploratory study involving 940 low-qualified and high-qualified employees revealed a unidimensional structure. A second and third study was conducted in a sample of 408 low-qualified employees and in a sample of 787 low-qualified adult learners joining courses in adult education institutions and confirmed the one-factor structure. Discriminant, convergent and cross-cultural validity was also examined. In a fourth study, model fit was compared of the low-qualified and higher-qualified group separately and was found invariant across both samples. In each of the samples, both scales showed satisfactory internal consistency.
Background:
Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning.
Aim:
To assess the impact of a self-directed teaching methodology on the academic performance of medical students in cellular biology and biochemistry.
Materials and methods:
During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups.
Results:
The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students.
Conclusions:
This study confirms that academic performance improves with a self-directed teaching approach.
Background
Modernised medical curricula in Germany (so called “reformed study programs”) rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars.This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. Methods
In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. ResultsOf 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p < .001) in the post-test regarding their self-assessment, led by the e-learning group, whose self-assessment improved by 2.36. Conclusions
The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.
The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group design. Two major instructional treatments were traditional and interactive concept maps embedded in the online hypertext material. One hundred twenty-six undergraduate students from a public university in the U.S. participated in the study. Student participants were segregated into two levels of self-directed learning groups. Three criterion tests, including identification, terminology, and comprehension tests, were used to measure students learning performance. Results indicated that (a) the interactive concept map was superior to the traditional concept map in facilitating students knowledge acquisition, (b) students self-directed learning abilities did not influence their learning performance, and (c) the concept mapping strategy did not increase students self-directed learning abilities.
Objective:
This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation.
Methods:
Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records.
Results:
The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning.
Conclusions:
Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.
This paper discusses the findings of a research study concerning the use of e-portfolios to develop independent learning, from the perspectives of teachers and students in a Hong Kong university. While most of the findings confirm the value of e-portfolio practice reported in other contexts, they throw into relief a complicated interplay and conflict of factors that may thwart the good intentions of e-portfolio design and implementation. Insights derived from this research will illuminate the issues about eportfolio-mediated independent learning across a range of settings and learners.
Vocational educators urgently need to keep learning throughout their careers. However, traditional professional development (PD), such as courses and workshops, yields limited transfer to the workplace as it does not align with how professionals naturally learn at work. The study discussed here reports on professional learning of vocational educators within one institute for technical vocational education in Western Canada. Seven instructors and five program chairs from five different programs were interviewed regarding professional learning in their departments, the extent to which this learning was enhanced through the implementation of an ePortfolio approach, and factors that contributed to or inhibited this learning. Our analysis shows that the ePortfolio approach increased some professional learning activities including goalsetting, documenting growth, discussions with peers, and reflection. Cross-case analysis illustrates that professional learning is embedded in professional practices and cannot be understood by examining individual factors separately from departmental environments. Based on our study, we can draw three conclusions: i) the interaction between the cultures in the original trade/profession and the vocational educational department is unique to the vocational education context and should be further explored, ii) the role of program chairs in vocational education is of crucial importance to instructor professional learning, and iii) our findings indicate that instructor professional learning practices are not static and can and should be improved. Further studies into and experiments with comprehensive approaches to supporting professional learning of vocational educators are necessary and long overdue.
Executive Overview
Performance feedback is an important part of many organizational interventions. Managers typically assume that providing employees with feedback about their performance makes it more likely that performance on the job will be improved. Despite the prevalence of feedback mechanisms in management interventions, however, feedback is not always as effective as is typically assumed. In this article, we present specific conditions under which feedback might be less effective, or even harmful. We then discuss the implications of our results and model for designing of interventions aimed at improving performance, and focus more narrowly on 360-degree appraisal systems. After arguing that these systems typically have design characteristics that reduce effectiveness, we conclude with recommendations for improving their effectiveness. We also emphasize the need for systematic evaluations of feedback interventions.
The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast-moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.
Aims: We examined the relationship between self-directed learning readiness (SDLR) and nursing competency among undergraduate nursing students.
Background: There is little evidence-based data related to the relationship between self-directed learning (SDL) and nursing competency.
Methods: A descriptive correlational design was used. We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice. We investigated SDL according to the SDLR scale for nursing education (Chinese translation version), and used the Competency Inventory for Registered Nurses to evaluate nursing competency.
Results: The mean SDLR score of the students was 148.55 (standard deviation [SD] 18.46), indicating intermediate and higher SDLR. The mean score for nursing competency was 142.31 (SD30.39), indicating intermediate nursing competence. SDLR had a significant positive and strong relationship with nursing competency.
Conclusion: SDLR is a predictor of nursing competency.
Purpose
This paper aims to consider and appraise current developments and emerging perspectives on learning in the circumstances of work, to propose how some of the challenges for securing effective workplace learning may be redressed.
Design/methodology/approach
First, new challenges and perspectives on learning in the circumstances of work are summarised. Then, three key emerging concepts are reviewed. These are: changes in requirements of work; conceptual understandings about the processes of learning; and more elaborated views about the relations between the social and personal attributes. The procedural contributions of learning to improve learning for occupations, and employability and working life are also appraised.
Findings
The authors suggest that current conceptual and procedural understandings of learning in the workplace, informed by fields of cognitive science, and learning and development are limited because learning in the workplace is multimodal and complex, considering the socio‐cultural nature and boundaries that influence learning in multiple ways.
Research limitations/implications
The appraisal here draws knowledge from the education discipline, yet there is a need to reach out to other fields to extend understandings and develop appropriate responses to emerging perspectives and new challenges.
Practical implications
A broader understanding of the workplace learning environment will assist those responsible for organising learning in the workplace and worker‐ learners to facilitate and engage in learning for transformations in work practices and meet changing performance requirements.
Originality/value
The authors advocate an extension to different disciplines such as anthropology and neurological science to broaden understandings about the potential of the workplace as a learning environment for novice as well as experienced workers.
Portfolio assessment (PA) has been extensively adopted for writing development in the past three decades. Much research on PA primarily investigates students’ and teachers’ perceptions of its benefits, and how it influences students’ motivation and general writing abilities. Despite its purported effectiveness, not much has been done to understand the relationship between PA and self-regulated learning (SRL) especially in English as a Foreign Language (EFL) or English as a Second Language (ESL) writing research. This paper contends that PA can productively foster SRL in EFL writing classrooms, and, more specifically, it develops a conceptual model of SRL within the context of writing portfolios and iterative feedback processes. Supporting evidence emphasising how PA can facilitate SRL is discussed and evaluated. The paper ends with six recommendations and implications proposing how SRL can be promulgated in EFL portfolio-based contexts. Finally, possible future research is suggested.
The purpose of this study was to empirically investigate the validity and reliability of portfolio assessment in two U.S. dental schools using a unified framework for validity. In the process of validation, it is not the test that is validated but rather the claims (interpretations and uses) about test scores that are validated. Kane's argument-based validation framework provided the structure for reporting results where validity claims are followed by evidence to support the argument. This multivariate generalizability theory study found that the greatest source of variance was attributable to faculty raters, suggesting that portfolio assessment would benefit from two raters' evaluating each portfolio independently. The results are generally supportive of holistic scoring, but analytical scoring deserves further research. Correlational analyses between student portfolios and traditional measures of student competence and readiness for licensure resulted in significant correlations between portfolios and National Board Dental Examination Part I (r=0.323, p<0.01) and Part II scores (r=0.268, p<0.05) and small and non-significant correlations with grade point average and scores on the Western Regional Examining Board (WREB) exam. It is incumbent upon the users of portfolio assessment to determine if the claims and evidence arguments set forth in this study support the proposed claims for and decisions about portfolio assessment in their respective institutions.
A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control, motivation, performance, self-efficacy, and support. The use of an actual SDL project in an undergraduate sales management course and an MBA selling and sales management course is used to provide supporting evidence and practical advice for educators seeking to use SDL to promote lifelong learning skills in students.
Self-directed (SDL) and self-regulated learning (SRL) skills are important, increasingly in e-learning, but the terms are not clearly distinguished in literature having led to tangled understandings and complications measuring SDL and SRL. The aim of the study is to further explore the similarities and differences between the terms and their usage. Consequently, two research questions were posed: whether and how are SDL and SRL distinguished in empirical studies? What kind of research methods and instruments are used for studying SDL and SRL in e-learning context? To answer the questions the literature review of 30 empirical studies was conducted to compare them on SDL and SRL in the context of e-learning to find overlappings and differences between the concepts and research methods. The studies were compared on the basis of the use of terms, approaches, methods, instruments and analysis.
The purpose of this investigation was to examine the psychometric properties (interrater reliabilities within source and correlations between sources) of subordinate, supervisor, peer, and self-ratings of job performance. Different job types and dimension types were compared. Using meta-analytic methodology, we found that subordinates showed the lowest mean reliability (.30) and supervisors showed the highest (.50), with peers in between (.37). Mean correlations between sources were low for subordinate ratings (.22 with supervisor, .22 with peer, and .14 with self-ratings) and for self-ratings (.22 with supervisor and .19 with peer ratings). The mean supervisor-peer correlation was higher at .34. Both reliabilities and correlations between sources tended to be higher for nonmanagerial and lower complexity jobs. Comparisons of between-source correlations with within-source reliabilities indicated that, with some qualifications, the different sources had somewhat different perspectives on performance. Dimension reliabilities differed somewhat for interpersonal and cognitive dimensions.
Theoretically, individual work performance (IWP) can be divided into four dimensions: task performance, contextual performance, adaptive performance, and counterproductive work behavior. However, there is no consensus on the indicators used to measure these dimensions.
This study was designed to 1) identify indicators for each dimension, 2) select the most relevant indicators, and 3) determine the relative weight of each dimension in ratings of work performance.
IWP indicators were identified from multiple research disciplines, via literature, existing questionnaires, and expert interviews. Subsequently, experts selected the most relevant indicators per dimension and scored the relative weight of each dimension in ratings of IWP.
In total, 128 unique indicators were identified. Twenty-three of these indicators were selected by experts as most relevant for measuring IWP. Task performance determined 36% of the work performance rating, while the other three dimensions respectively determined 22%, 20% and 21% of the rating.
Notable consensus was found on relevant indicators of IWP, reducing the number from 128 to 23 relevant indicators. This provides an important step towards the development of a standardized, generic and short measurement instrument for assessing IWP.
This study contributes to our understanding of which factors predict raters' policies for combining performance components into an overall job performance rating. We used a work-roles framework to examine the effects of rater source and team-based culture. The sample consisted of 612 individuals in three job categories (3 17 nurses, 168 personnel recruiters and 127 sales representatives). Respondents rated employee performance profiles that were described on task, citizenship and counterproductive performance. Raters' weights differed by (a) organizational culture (low- vs. high-team-based); (b) rating source (supervisor vs. peer) and (c) job. In a team-based culture, more weight was given to citizenship performance and less to task performance. Peers attached more importance to citizenship performance and less to task performance. Implications of these findings for performance management are discussed.
Tested the prediction that feedback and goals would be interactively related to performance. This prediction complements the findings of Locke that knowledge alone is not a sufficient condition for effective performance. It was also hypothesized that feedback would facilitate the display of individual differences in goal setting and hence the goal setting–performance relationship. 38 undergraduates in a feedback group and 48 in a no-feedback group were evaluated on a number comparison task. Results support the hypotheses by indicating that (a) the individual differences in self-set goals were significantly higher in the feedback group than in the no-feedback group, and that (b) the relationship between goals and performance was significantly higher in the feedback condition than in the no-feedback condition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2-hour, self-directed small-group interactive clinical case-based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first-year medical students in the previous year for whom the self-directed, small-group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first-year medical students with self-directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first-year students in the first year (Y1) for whom the self-directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self-directed, clinical teaching strategy in a clinical neuroscience curriculum for first-year medical students. Anat Sci Educ. © 2017 American Association of Anatomists.
This chapter reviews the performance appraisal theory and research to examine the expectations that (a) performance ratings are accurate and (b) performance improves as a result of receiving feedback. It provides a critical analysis of the performance appraisal literature and identify successes and challenges in living up to these expectations. The chapter organizes the review in two major sections. The first major section discusses the predominant strategies and challenges to improve the quality of ratings. The second major section also reviews a research on performance feedback, focusing on the characteristics of feedback that are likely to lead to employee development. To address the influence of rater motivations, rater training could incorporate interventions designed to increase motivation to rate accurately and reduce competing motivations. Future research can work to develop and test the efficacy of rater training programs that address motivations in order to improve the quality of ratings.
Boredom is the most important factor in school dropout and underachievement in learning environments (Farrell, Peguero et al. 1988). This study explores how the self-directed learning environment mitigates the relationship between boredom and performance. For organizations, executives and upper level managers wishing to optimize learning environments and performance outcomes of training programs, reducing boredom or the impact of boredom on performance is a good place to begin. Therefore, the purpose of this paper is to determine whether the learning environment can reduce the negative impacts of boredom on performance.
Due to developments in the current dynamic business environment which is more global and competitive than ever, employees’ lifelong learning and the way organizations support their continuous development is pivotal. Many organizations introduce personal development plans (PDPs) to support employees’ learning, however, not always taking into account their personal characteristics. This study had a twofold purpose as it was designed to explore on the one hand the relationship between PDPs in the workplace with employee’s undertaking of learning activities and perceived performance, and on the other hand the possible moderating role of employee self-directedness on this relationship. For this study data collected by means of a questionnaire at two different organizations was used, one organization foregoing profit and one non-profit activities. The results indicated significant positive relations between the individual supporting factor ‘employee learning and reflection’ and the undertaking of learning activities and perceived performance and between employee self-directedness and the undertaking of learning activities and perceived performance. The same accounted for the moderating effect of employee self-directedness on the interaction between learning and reflection and perceived performance. Some findings were surprising, nevertheless resulted in valuable insights and implications for practice.
This chapter discusses the role of an e-portfolio in professional learning and development. We begin by providing a better understanding of the concept of a portfolio by discussing its meaning, purpose, and uses in different contexts as well as the role of technological innovations, which paves the way for new practices in developing portfolios. This is followed by a comprehensive discussion about the use of electronic portfolios in light of recent research in order to provide an overview of the advantages and disadvantages of using e-portfolios. Current research suggests that e-portfolios are practical tools for supporting self-directed and reflective learning. In addition, e-portfolios have the potential to support collaborative learning among learners who are interested in sharing their works and in gaining feedback. At the end of the chapter, we discuss an approach to designing professional learning and development plans, which serves as a guide for individuals who are interested in taking control of their own professional learning and development.
We extend multisource performance rating (MSPR) construct validity research by examining the pattern of relationships between factor analytically derived MSPR rating source and performance dimension factors and externally measured constructs (e.g., assessment center dimensions, personality constructs, and intelligence). The pattern of relationships among MSPR dimensions and external constructs provides modest construct validity evidence for the MSPR dimensions. In addition, MSPR source factors were differentially correlated with externally measured constructs, suggesting that MSPR source effects represent substantively meaningful source specific variance, as opposed to bias. These findings are discussed in the context of managerial skill diagnosis and the efficacy of collecting performance data from multiple sources.
Performance feedback is an important part of many organizational interventions. Managers typically assume that providing employees with feedback about their performance makes it more likely that performance on the job will be improved. Despite the prevalence of feedback mechanisms in management interventions, however, feedback is not always as effective as is typically assumed. In this article, we present specific conditions under which feedback might be less effective, or even harmful. We then discuss the implications of our results and model for designing of interventions aimed at improving performance, and focus more narrowly on 360-degree appraisal systems. After arguing that these systems typically have design characteristics that reduce effectiveness, we conclude with recommendations for improving their effectiveness. We also emphasize the need for systematic evaluations of feedback interventions.
Psychological theories, complete with tools and methods, for dealing with human resource issues. Interdisciplinary and research-based in approach, Applied Psychology in Human Resource Management integrates psychological theory with tools and methods for dealing with human resource problems in organizations and for making organizations more effective and more satisfying places to work. The seventh edition reflects the state of the art in personnel psychology and dramatic changes that have recently characterized the field, and outlines a forward-looking, progressive model toward which HR specialists should aim. - See more at: http://www.pearsonhighered.com/educator/product/Applied-Psychology-in-Human-Resource-Management/9780136090953.page#sthash.ib9JwzRf.dpuf
Les apprentissages que l’on qualifie d’informels tiennent de fait aujourd’hui une place preponderante dans la formation tout au long de la vie. Leur expansion et leur impact dans les champs de la vie professionnelle, de l’economie sociale et de la vie quotidienne ont donne lieu a un travail de theorisation qui merite d’etre recense pour en saisir la portee. La notion d’apprentissages informels est complexe, floue et instable. Aussi la diversite des terrains d’observation liee a l’heterogeneite des definitions constitue un frein a une categorisation arretee, ce qui implique de faire un etat des lieux a partir de la recension des ecrits produits et de retracer les etapes historiques cles du developpement de ces apprentissages informels. A la suite de cet etat des lieux et de l’identification des etapes historiques, la presente note de synthese cherche a eclairer les notions d’hybridation et de continuum entre formel, non formel et informel pour conferer un positionnement epistemologique aux apprentissages informels. Une tentative de classification de ceux-ci est proposee en fonction de leur champ d’operationnalisation et un inventaire des enjeux qui leur sont lies est suggere sous forme de cartographie avec identification des terrains privilegies sur lesquels se deploient aujourd’hui les apprentissages informels.
Self-directed learning (SDL) can be as effective as instructor-led training. It employs less instructional resources and is potentially a more efficient educational approach. Although SDL is encouraged among residents in our surgical training program via 24-hour access to surgical task trainers and online modules, residents report that they seldom practice. We hypothesized that a mentor-guided SDL approach would improve practice habits among our residents.
From 2011 to 2013, 12 postgraduate year (PGY)-2 general surgery residents participated in a 6-week minimally invasive surgery (MIS) rotation. At the start of the rotation, residents were asked to practice laparoscopic skills until they reached peak performance in at least 3 consecutive attempts at a task (individual proficiency).
Trainees met with the staff surgeon at weeks 3 and 6 to evaluate progress and review a graph of their individual learning curve. All trainees subsequently completed a survey addressing their practice habits and suggestions for improvement of the curriculum.
By the end of the rotation, 100% of participants improved in all practiced tasks (p < 0.05), and each reported that they practiced more in this rotation than during rotations without mentor-guided SDL. Additionally, 6 (50%) residents reported that their skill level had improved relative to their peers. Some residents (n = 3) felt that the curriculum could be improved by including task-specific goals and additional practice sessions with the staff surgeon.
Mentor-guided SDL stimulated surgical residents to practice with greater frequency. This repeated deliberate practice led to significantly improved MIS skills without significantly increasing the need for faculty-led instruction. Some residents preferred more discrete goal setting and increased mentor guidance.
Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
In knowledge-intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self-Regulated Learning at Work Questionnaire) designed to provide a measure of self-regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub-processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self-regulation of learning in the workplace.
The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)—forethought, performance, and self-reflection—and promote student learning. Participants in this study were 21 teachers from elementary schools (Grades 4–6) and their students (N = 319) from 9 urban and rural English school boards in Quebec and Alberta, Canada, who participated during the 2008–2009 school year. Students with low enthusiasm for the use of ePEARL were excluded from the main sample as they exhibited different patterns in learning gains and self-regulatory skills as compared with those with high and medium enthusiasm. Multivariate analyses of covariance showed that students motivated to use the software made significantly greater gains compared with controls in 3 of 4 writing and reading skills (p
Purpose
This study aims to examine the effects of using a personal development plan (PDP) on the undertaking of learning activities and the employee's job competencies.
Design/methodology/approach
Data from Dutch pharmacy assistants was collected ( n =2,271). Analyses of variance (ANOVAs) as well as regression analyses were conducted on this dataset.
Findings
The results indicate that PDP users undertook more learning activities in the past than non‐users, but using a PDP does not stimulate users to plan more learning activities in the future. Furthermore, PDP users do not score themselves significantly higher on job competencies than non‐PDP users.
Research limitations/implications
Future research should investigate the effectiveness of PDPs for the undertaking of learning activities and job competencies in a broader sample, involving multiple‐raters and focusing more closely on one essential feature of the PDP practice: the feedback given by a supervisor and/or colleague or coach when discussing the PDP.
Practical implications
The results stress the value of a PDP as a feedback tool. The tool could add significant value to the learning and development process of the pharmacy assistant, however, if it would be used as a feed‐forward instrument as well. In other words, the tool should more often be used to get an overview of desired future plans, plan future careers, and the undertaking of learning activities in order to reach these future goals.
Originality/value
In order to promote employees' learning and development, more and more companies are starting to implement PDPs. Empirical studies researching the effectiveness of PDPs in the workplace are scarce, however.
The Problem and the Solution. When organizations change, employees are challenged to learn continuously through both formal and informal means. Human resources developers need to know more about how to enhance such learning. Research suggests that work can be designed to make time and space for learning People learn more when they continually scan their environment, heighten their awareness around learning, pay attention to goals and turning points, and develop skills of reflection while taking action. Finally, people learn more easily in a culture of collaboration and trust
Portfolio use has become lauded as an alternative assessment tool. In this paper, the developmental use of portfolios is advocated, stressing a self‐regulative and reflective deployment of the portfolio. Two studies, portfolio construction and compilation by principals and managers, as different types of users, in the context of a training course to monitor changes in the conceptions and evaluation using of portfolios as a tool for providing functional feedback. Both studies showed a marked similarity in their findings, concluding that high quality portfolios can only be expected after sustained use. The portfolio use made an immediate impact on the participants’ views on assessment. However, it was difficult to promote reflection; the essential skills in this respect need to be developed further. It is concluded that, despite their time‐consuming nature, portfolios can be regarded as instruments that provide relevant feedback for learning.
The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning among college students based on an operationalization of the personal responsibility orientation (PRO) model of self-direction in learning. The resultant 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) was found to be a highly reliable instrument in the selected sample of graduate and undergraduate education students. Confirmatory factor analysis established that a four latent variable model fit the data. Scores from the PRO-SDLS were significantly related to criterion variables thought to demonstrate self-direction and to a known instrument of self-direction while accounting for additional variance. Recommendations for further research in the ongoing process of scale validation and implications for practice are provided.
Barrett's (2007) article on "adjudging model fit" raises some important issues concerning the use of global fit indices to justify weak structural equation models, and recommends prohibition of future use of such indices. In this commentary, I critique Barrett's presentation, and show that his recommendations are (a) unnecessarily regressive, and (b) likely to be ignored. Then I suggest a constructive afternative in line with the spirit of his concerns. (c) 2006 Elsevier Ltd. All rights reserved.
Purpose – This article aims to understand conditions under which personal development plans (PDPs) can effectively be implemented for professional learning. Both the organization's manner of supporting the PDP practice as well as the individual employee's motivation is taken into account.
Design/methodology/approach – A questionnaire was distributed among employees of a Dutch governmental office, measuring perceived effectiveness of the tool (undertaking learning activities and performance), perceptions of PDP practices in the organization, and individual motivation. Regression analysis revealed that learning and reflection practices in the organization are positively related to number of learning activities undertaken by employees and to perceived performance.
Findings – A significant moderating effect of motivation was found, supporting the idea that the tool's perceived effectiveness depends both on the organization's efforts as well as the individual's motivation.
Research limitations/implications – In this study, the authors were limited by a low response rate, a single setting, as well as a lack of causal evidence due to the cross-sectional set-up. They therefore encourage the validation of their hypotheses in different settings, and in an experimental/longitudinal manner.
Practical implications – Implications for practice include the importance for organizations to implement PDPs in an on-going cycle of learning, combined with opportunities for formal and informal learning, while supervisors carry great responsibility for providing feedback and encouragement based on the employee's motivation for learning.
Originality/value – This combination of company practices with individual supporting conditions such as employees' motivation to understand when PDPs work best is a novel approach to understanding PDP effectiveness and hopes to add to both theoretical and practical understanding.
Purpose
– The purpose of this Guest Editorial is to introduce the papers in this special issue and outline how they help us to better understand the theory and practice of informal learning.
Design/methodology/approach
– The Guest Editorial provides an overview of the topics discussed in the special issue, focusing on teachers and schools, social workers, and knowledge management in academic and business settings.
Findings
– In practice informal and formal learning are often inextricably intertwined.
Originality/value
– The papers in this issue contribute to the search for a unifying framework to support theory, research and practice.