Self-directed learning readiness and performance in the workplace

Abstract

Deep and rapid changes in a “high-tech” society exceed the ability of formal educational systems to respond to new learning needs. Therefore, the future of post secondary education will increasingly include emphases on self-directed learning skills and activities. Despite recognition of such a trend, knowledge of self-directed learning and self-directed learners is in its infancy.

This study of self-directed learning and performance was designed to determine the relationship of self-directed learning readiness and performance in an occupational setting. Business, government and industry are expected to depend heavily upon self-directed learning in the future. Because of the increasingly close relationship between education and these sectors of the economy, educators should have a keen interest in this kind of research.

The sample included 753 individuals selected from the population of a large American utility company: 421 were managers and 318 were non-managers; 14 subjects did not define their occupational status. Subjects provided information on their management level, sex, age, education, race, job performance rating, creativity required on their jobs, problem-solving ability needed in their jobs and degree of change in their work. Nine hypotheses were tested at the 0.05 level of significance.

Selected conclusions are as follows: (a) outstanding performers in jobs requiring a very high level of creativity had significantly higher SDLRS scores than others; (b) outstanding performers in jobs requiring a very high degree of problem-solving skill had significantly higher SDLRS scores than others; and (c) individuals who have completed higher levels of education tend to have higher SDLRS scores.