Self-Directedness in Work-Related Learning Processes. Theoretical Perspectives and Development of a Measurement Instrument

Raemdonck, Isabel; Thijssen, Jo; Greef, Maurice De

doi:10.1007/978-3-319-60943-0_20

Cited by 17 publications

(23 citation statements)

References 24 publications

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“…Consequently, WNBC is rooted in (a) personal initiative, which means that individuals take an active, self-starting approach to work and go beyond formal job requirements (Frese et al, 1997), and in (b) proactive personality, which is the relatively stable tendency to affect environmental change and is relatively unconstrained by situational factors (Bateman and Crant, 1993). Moreover, a proactive personality means taking initiative and action until a substantial change occurs (Raemdonck et al, 2017). Such traits are considered the underlying traits of job crafting (e.g., Bakker et al, 2012) and are assumed as such for WNBC.…”

Section: Representation Of Crafting Techniques In the Wnbc Scalementioning

confidence: 99%

Crafting work-nonwork balance involving life domain boundaries: Development and validation of a novel scale across five countries

Kerksieck

Brauchli²,

Bloom³

et al. 2022

Front. Psychol.

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Ongoing developments, such as digitalization, increased the interference of the work and nonwork life domains, urging many to continuously manage engagement in respective domains. The COVID-19 pandemic and subsequent home-office regulations further boosted the need for employees to find a good work-nonwork balance, thereby optimizing their health and well-being. Consequently, proactive individual-level crafting strategies for balancing work with other relevant life domains were becoming increasingly important. However, these strategies received insufficient attention in previous research despite their potential relevance for satisfying psychological needs, such as psychological detachment. We addressed this research gap by introducing a new scale measuring crafting for a work-nonwork balance and examining its relevance in job-and life satisfaction, work engagement, subjective vitality, family role and job performance, boundary management and self-rated work-nonwork balance. The Work-Nonwork Balance Crafting Scale was validated in five countries (Austria, Finland, Germany, Japan, and Switzerland), encompassing data from a heterogeneous sample of more than 4,200 employees. In study 1, exploratory factor analysis revealed a twofactorial scale structure. Confirmatory factor analysis, test for measurement invariance, and convergent validity were provided in study 2. Replication of confirmatory factor analysis, incremental and criterion validity of the Work-Nonwork Balance Crafting Scale for job and life satisfaction were assessed in study 3. Study 4 displayed criterion validity, test-retest reliability, testing measurement invariance, and applicability of the scale across work cultures. Finally, study 5 delivered evidence for the Work-Nonwork Balance Crafting Scale in predicting work-nonwork balance. The novel Work-Nonwork Balance Crafting Scale captured crafting for the challenging balance between work and nonwork and performed well across several different working cultures in increasingly digitalized societies. Both researchers and practitioners may use this tool to assess crafting efforts to balance both life TYPE

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Section: Representation Of Crafting Techniques In the Wnbc Scalementioning

confidence: 99%

Crafting work-nonwork balance involving life domain boundaries: Development and validation of a novel scale across five countries

Kerksieck

Brauchli²,

Bloom³

et al. 2022

Front. Psychol.

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“…Enabling self-direction is influenced by individual factors, desire and motive requirements, and individual skills and competences (Guglielmino 1977;Merriam 2001;Raemondoc et al 2017), but also by external factors, such as the environment, autonomy, and control (Bell 2017;Lemmetty 2020;Lemmetty and Collin 2019). Self-direction is both a value-generating factor that promotes creativity and learning, and a requirement and obligation for adults in society and working life.…”

Section: Self-direction and External Opportunitiesmentioning

confidence: 99%

Self-direction

Lemmetty¹,

Collin²

2020

The Palgrave Encyclopedia of the Possible

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Self-direction refers to an individual's responsibility and active role in relation to their own activities. It has largely been considered from the perspective of the individual, with selfdirection being seen as a characteristic of the person, a linear process, or a feature influenced by the factors surrounding the individual. It is understood as a positive activity that promotes creativity and learning. However, the possibilities for self-direction have been less explored. The theme of self-direction and its possibilities comprise a topical and important perspective in the research on self-direction.

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“…In recent research, self-regulated learning and self-directedness have been of growing interest in relation to learning at work (e.g. Bell 2017;Raemdonck et al 2017). These studies emphasise the employee's active role in goal-setting, the choice and application of learning strategies and the critical assessment of learning when participating in certain learning activities at work (e.g.…”

Section: Learning At Workmentioning

confidence: 99%

Emotions in Learning at Work: a Literature Review

Hökkä

Vähäsantanen

Paloniemi

2019

Vocations and Learning

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The research elaborating emotions in organizational settings has increased considerably in recent years. However, we lack a comprehensive understanding of the role of emotions in learning at work. This review aimed to elaborate how emotions and learning are understood in the field of workplace studies, and how emotions and learning at work are related. For the review, 31 scientific articles were selected and analysed. We found that emotions and learning were understood in a range of ways in the articles. Emotions were mainly defined as emotional experiences and responses, and learning at work mainly referred to learning through participatory practices. In addition, the review illustrates the relationship between emotions and learning at work. Most of the studies focused on the active role of emotions in supporting and/or hindering learning at work, but some indicated the contrary direction of influence, with emotions at work being influenced by learning. The review further illustrates trends and gaps in this research field, and suggests some theoretical underpinnings, with recommendations for future research.

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Self-Directedness in Work-Related Learning Processes. Theoretical Perspectives and Development of a Measurement Instrument

Cited by 17 publications

References 24 publications

Crafting work-nonwork balance involving life domain boundaries: Development and validation of a novel scale across five countries

Crafting work-nonwork balance involving life domain boundaries: Development and validation of a novel scale across five countries

Self-direction

Emotions in Learning at Work: a Literature Review

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