Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Abstract

Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the workrelated learning behaviour of workers. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium). The students in the centre work for 3 days a week and attend school during the other two days. A questionnaire using scales adapted from validated instruments was used. Students were asked to complete the questionnaire with the job in mind they were doing at present. A total of 115 students from different sectors completed the questionnaire. It was assumed that high scores for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support would be associated with more workrelated learning behaviour. All scales had acceptable Cronbach alpha values. The results of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related learning behaviour to a significant extent.

The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

“…Some studies have suggested that positive job characteristics could improve employees' perceived usefulness of web-based continuing learning (e.g., Chiu, Tsai, & Fan Chiang, 2013). Nevertheless, some have argued that the role of job characteristics is vague, and others have found that job characteristics do not contribute effectively to workplace learning (e.g., Gijbels, Raemdonck, & Vervecken, 2010). Hence, job characteristics might not directly affect the effect of web-based continuing learning.…”

Factors promoting vocational students’ learning at work: study on student experiences

“…Among students, the social environment of the workplace does not seem to restrict their learning at work -but nor does it always seem to promote such learning . Surprisingly, in some studies the social support of the work community has actually been observed to have a negative effect on students' work-related learning (Gijbels, Raemdonck, and Vervecken 2010). The evidence so far seems to suggest that the limitations on students' learning lie within the students themselves; in particular, a lack of motivation has been seen as a major constraint on vocational students' learning in many countries (Mulder et al 2006).…”

Understanding Work-Related Learning: The Role of Job Characteristics and the Use of Different Sources of Learning

“…Finally, not only job characteristics but also student characteristics have been indicated to have explanatory value to explain differences in learning at the workplace (e.g. Gijbels et al 2010 ).…”

“…To measure the job characteristics, job demands and job control, we used existing and validated questionnaires that were used in the study by Gijbels et al ( 2010 ). Job control is measured as the amount of say an employee has in his job (decision authority).…”

“…In earlier studies, we used self-report of occurrence of work-related learning behaviours as an operationalisation of workplace learning, and we did not succeed in confi rming the learning hypotheses (e.g., Gijbels et al 2010Gijbels et al , 2012a. In the chapter by Gijbels et al ( 2012b ), we compared the results from a study on the workrelated learning of low-qualifi ed students in part-time vocational education with the results from a study on the work-related learning of highly qualifi ed ICT workers.…”