Development and Validation of an Instrument to Measure Work-Related Learning

Abstract

This paper describes the development and validation of an instrument for measuring work-related learning, which can be applied in different occupational contexts. Based on a comprehensive literature review and group discussions among the authors, the instrument was carefully constructed and examined among a heterogeneous sample of Flemish employees (N = 3232). The dataset was randomly divided into two subsets. An exploratory factor analysis was conducted on the first dataset (n = 1616) to provide insight into the underlying structure of the instrument. The second subset of the data (n = 1616) was used to validate the retrieved structure by means of a confirmatory factor analysis and to investigate the internal consistencies, convergent and discriminant validity, and the measurement invariance across different groups. After six months, the instrument was retested among the same respondents to examine longitudinal measurement invariance and predictive validity. The results showed that three factors could be distinguished and confirmed, namely informal learning activities using personal sources, informal learning activities using environmental sources, and formal learning activities. The results regarding the reliability and validity of the instrument were satisfactory.

Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

“…Although not the focus of the current study, prior research indicated that some contextual factors are of importance for work‐related learning, for example work domains or sector (Kyndt & Baert, ). While this study did not take these factors into account, the used instrument measuring work‐related learning was validated in a heterogeneous sample and measurement invariance was demonstrated across sectors (Grosemans et al ., ). Besides including additional personal factors, future research could take contextual aspects of the first job into account when investigating work‐related learning of early‐career employees.…”

“…All items were measured on a 7‐point Likert scale ranging from 1 (‘Completely disagree') to 7 (‘Completely agree'). Finally, participation in work‐related learning activities was measured at the fourth wave of data collection (when graduates were employed) by the 13‐item scale of Grosemans, Smet, Houben, De Cuyper, and Kyndt () measuring participation in formal learning activities (e.g., trainings, seminars; four items), informal learning activities using personal sources (e.g., reflecting on tasks, discussing with colleagues; six items), and informal learning activities using environmental sources (e.g., watching visual materials, searching for information; three items). The items measured frequency of participation in different learning activities on a 7‐point Likert scale ranging from 1 (‘Never') to 7 (‘On a daily basis').…”

Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers

“…Building on the conceptual basis of the octagon model, Decius et al (2019) provided a measure for the operationalization of IWL. We decided to use this measure because it was developed for the target group of blue-collar workers and has a theoretical foundation with the octagon model, unlike other measures being developed in rather exploratory processes (e.g., Choi and Jacobs 2011;Froehlich et al 2017;Grosemans et al 2020;Noe et al 2013;Wolfson et al 2018).…”

Learning to Be Employable or Being Employable to Learn: The Reciprocal Relation Between Perceived Employability and Work-Related Learning

“…Work-related learning. Work-related learning was assessed using the instrument of Grosemans, Smet, Houben, De Cuyper and Kyndt (2019), which includes an extended set of activities individuals undertake with regard to their career. The instrument consists of three scales of work-related learning displaying good internal consistency reliability as measured by Cronbach's a statistics: (1) formal work-related learning (.82 < a < .85 across the three waves), (2) informal work-related learning from personal sources (.89 < a < .90 across the three waves), and (3) informal work-related learning from environmental sources (.79 < a < .83 across the three waves).…”