Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Abstract

Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of selfdirected learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about selfdirected learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.

Human resource development practices supporting creativity in Finnish growth organizations

“…Continuous learning, creativity and the support of managers and colleagues cannot be promoted by only taking courses and enrolling in formal training to respond to changing learning and creativity needs. Instead, based on our findings, we believe that learning is an intrinsic part of work (see Lemmetty & Collin, 2019), and support for creativity comes from sparring and coaching alongside everyday work. Thus, the HRD practices that best support creativity seem to emerge most strongly from transparent supervisory roles and structures.…”

“…Previous studies on creativity have noted that creativity relates to employees' previous competence and expertise (e.g. Amabile, 1996;Ford, 1996;Ness & Soreide, 2014;Runco, 2015;Simonton, 2012) as well as workplace learning (Lemmetty & Collin, 2019). Joo et al (2013) believe that all kinds of HRD, including learning and development, job design, leadership and development of organizational culture, are important for creativity.…”

“…Rapid changes in flexible environments require continuous learning and professional development in growth organizations (see, e.g. Collin et al, 2012;Lemmetty & Collin, 2019). In addition to enhancing learning, creativity has been described as one of the most important ways to maintain growth and development in organizations (e.g.…”

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

“…This is in line with mathematical practice that has linked the production of original solutions (or thought) to mathematical problems to creativity (Leikin and Pitta-Pantazi 2013;Leikin 2009;Sriraman, Yaftian and Lee 2011;Meissner 2015). In the workplace, creativity allows employees to be free and autonomous in their work (Lemmetty and Collin 2020).…”

Organizational Learning in the Academic Literature – Systematic Literature Review

“…Leadership plays an integral role in successfully integrating ICT-technologies; leadership is needed to promote positive policies and a sense of readiness, as opposed to being resistant to change (Cha, Hwang & Gregor, 2015). Learning is a necessary function for organisations (Lemmetty & Collin, 2019), and Turi et al (2019) note an increase in the use of mobile technologies in the education sector.…”