A comparison of self‐directed learning readiness in U.S. and Hong Kong samples and the implications for job performance

Guglielmino, Paul J.; Roberts, Donald

doi:10.1002/hrdq.3920030307

Cited by 21 publications

(18 citation statements)

References 7 publications

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“…This body of research explored the prevalence and process of SDL among adults (Merriam, 2001). Other areas of research include SDL models (Garrison, 1997;Grow, 1991), means of assessing SDL (Bonham, 1991;Field, 1989;Fisher, King & Tague, 2001;Fisher & King, 2010;Guglielmino, 1997;Guglielmino & Roberts, 1992;Hoban, Lawson, Mazmanian, Best, & Seibei, 2005;Oddi, 1986;1990), the goals of SDL (Brookfield, 1984;, 1993, 2005Collins, 1995;Merriam, 2001;Mezirow, 1985) as well as the personal characteristics of self-directed learners (Merriam et al, 2007).…”

Section: Self-directed Learningmentioning

confidence: 99%

Journal clubs: A two-site case study of nurses' continuing professional development

Nesbitt¹

2013

Nurse Education Today

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Section: Self-directed Learningmentioning

confidence: 99%

Journal clubs: A two-site case study of nurses' continuing professional development

Nesbitt¹

2013

Nurse Education Today

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“…A cross-cultural comparison of workers' scores on the Self-Directed Leaming Readiness %ale (SDLRS) by Guglielmino and Roberts (1992) supports the position that self-direction is related to occupational and macrosocietal socialization. SDLRS scores from telecommunications workers in Hong Kong and the United States were compared.…”

Section: Social Factors Related To Self-directionmentioning

confidence: 83%

Learning self‐direction in a social and experiential context

Vann

1996

Human Resource Dev Quarterly

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This article reviews eclectic research on how adults learn self-direction in a social and experiential context. The literature review synthesizes research from various social sciences with adult education. A cognitive-behaviorist model of learning, delineated in the article, suggests ways to help learners develop this orientation.By the year 2000, three-fourths of those entering the work force will have limited verbal and computational skills (Dole, 1989). The proportion of undereducated adults in the workplace could be even higher if certain misguided welfare reform policies are developed and implemented. Community adult educators and those working in human resource development (HRD) will increasingly have to wrestle with the question of how to meet society's need for an educated and self-directing employee pool (Kozol, 1985;Rosenberg, 1992). For the undereducated, who are also likely to be poor, the future will be bleak unless they can develop a self-directing orientation through careerenhancing socialization (Gilbert and Kahl, 1993;Kohn, 1969 Kohn, /1993. In light of contemplated welfare reform policies and the planned enactment of training and education programs for this population of adults, it is reasonable to speculate on the effectiveness of current professional adult education and HRD programs. PurposeThe purpose of this article is to review an eclectic body of research on the relationship between socialization, conditioning, and self-direction. The review identifies weaknesses in adult education researchers' explanations on how selfdirection is learned; moreover, a theoretical model is developed that shows how social and task experiences, especially those that take place in the workplace, serve as catalysts in a conditioning process that facilitates the development of a self-directing orientation. Using the principles established in that

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“…Organisations are likely to benefit from employees who are self-directed learners (Confessore & Kops, 1998;Guglielmino, 2008). These employees have to keep up to date with developments in their respective fields of work, take responsibility for their own career and professional development and be open to changes in the work environment (GugUelmino & Roberts, 1992).…”

Section: Relevance Of Self-directed Learning In the Workplacementioning

confidence: 99%

“…2006). It is important for employers to devise stiategies and methodologies that could contribute to the ongoing knowledge and skills development of their employees (Aruknani & Nag-Aruknani, 2004;Guglielmino, 2008).…”

Section: Relevance Of Self-directed Learning In the Workplacementioning

confidence: 99%

“…Furthermore, the rapidly changing world of work -internationally as well as in South Africa -and employees' continuous adjustment to these changes makes an investigation into the applicability of selfdirected learning in the workplace necessary (Baruch, 2006;Guglielmino, 2008;Sullivan & Arthur, 2006). The progress of research into self-directed learning in the workplace is partly because of the availability of a high quality instrument to measure learner self-directedness.…”

Section: Introductionmentioning

confidence: 98%

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Development of the Learner Self-Directedness in the Workplace Scale

Bruin

2011

SA j ind psychol

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Orientation: This study reports on the development of an instrument that one can use to measure learner self-directedness in work environments.Research purpose: The purpose of this study was to develop a scale to measure learner selfdirectedness in the workplace.Motivation for the study: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace.Research design, approach and method: The researchers fitted the responses of 519 participantsto 22 items to the Rasch rating scale model.Main findings: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS) measures a single one-dimensional construct (α = 0.93).Practical/managerial implications: The instrument can help employers to understand and support employees’ self-directed learning efforts.Contribution/value-add: This research resulted in a brief instrument to measure learner selfdirectedness in the workplace. This instrument is unique in the South African context.How to cite this article: De Bruin, K., & De Bruin, G.P. (2011). Development of the Learner Self-Directedness in the Workplace Scale. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 37(1), Art. #926, 10 pages. doi:10.4102/sajip.v37i1.926

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A comparison of self‐directed learning readiness in U.S. and Hong Kong samples and the implications for job performance

Cited by 21 publications

References 7 publications

Journal clubs: A two-site case study of nurses' continuing professional development

Journal clubs: A two-site case study of nurses' continuing professional development

Learning self‐direction in a social and experiential context

Development of the Learner Self-Directedness in the Workplace Scale

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