Learning self‐direction in a social and experiential context

Abstract

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

Reviewing Diversity Training: Where We Have Been and Where We Should Go

“…This is not surprising in light of learning research arguing that multi-instructional training (based on multiple training methods) should be more beneficial (Merriam & Caffarella, 1999;Mezirow, 1985;Oddi, 1983;Piaget, 1966;Vann, 1996;Waddill & Marquardt, 2003). As an example, Juarez et al's (2006) study reported a training program that included panel presentations, home visits, book and video discussions, relationship-centered interview training, simulated patient sessions based on case analysis, and other methods.…”

Self-directed learning readiness as an antecedent of organizational commitment: a Korean study

“…Garrison (1997) addressed collaborative confirmation of personal meaning with others. Vann (1996) contended that self-direction in learning can be influenced by a process of human interaction, including the family, community, and workplace. This exploration ignites the expansion of the nature and realm of SDL to include interdependence, collaboration, and political aspect beyond just the autonomous and independent nature of SDL.…”

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

“…As leaders, managers, and human resource professionals attempt to build learning infrastructures that leverage formal and informal learning, learners are being increasingly challenged to become continuous lifelong learners and assume more responsibility for their own learning and development so that they can remain employable and marketable (Carré, 2000;Dunlap & Grabinger, 2003;Durr, Guglielmino, & Guglielmino, 1996;London & Smither, 1999;Maurer, 2002;Stansfield, 1997;Vann, 1996). Concurrent with these chalThe author's intent is not to present a comprehensive review of literature on the topic of self-directed learning (SDL) but rather to offer an overview of key concepts and stimulate research interest on SDL within the context of HRD.The author would like to thank the issue editor,editors, and reviewers for their insightful and helpful comments on earlier versions of this article.This article was subjected to a two-tier blind review process that did not involve the author, who is currently a member of the ADHR Editorial Board.…”