©John Read 2000 Working Paper 

DEVELOPING SELF DIRECTED LEARNING:

1. WHAT IS IT

2. WHAT DOES EXISTING RESEARCH SHOW ABOUT IT

3. HOW DOES IT FIT IN TO THE TRAINING & DEVELOPMENT CONTEXT

4. ADVANTAGES & DISADVANTAGES OVER OTHER FORMS OF

TRAINING/LEARNING

5. ORGANISATIONAL SUPPORT FOR SDL – SETTING UP SDL

• [Results in this area are strongly influenced by the research methodolgy, as you

would expect, you get what you measure. For example, to assess self-directed

learning in adults, Clardy defined self-directed learning project as seven or more

hours of highly deliberate effort to gain certain knowledge or skill or to change in

some way. Clardy investigated two themes: individual characteristics (using

motivation as the measure) and organisational context (supportive HR programs).

Assessing non-executive employees, he found three different conditions for self-

directed learning to arise: Induced vocationally oriented self directed learning

projects (VOSDLP). These were prompted by changes in technology or job demands

creating the need to learn. Often these led to short-term goal-oriented or on-the-job

self-directed learning. High extrinsic motivation existed due to sufficient mismatch

between the individual with either his work or work context (work procedures, work 

methods and the like). Voluntary VOSDLP prompted by the learners own assessment

of a skill gap or problem to be solved. They sought ways to learn more about the

problem and try to solve it thereby upgrading their work performance and widening

their job skills and knowledge. These voluntary VOSDLP resulted in longer term or

open-ended learning and were associated with high intrinsic motivation and strong

learning orientation. Synergistic VOSDLP – where work opportunities met someone

with a strong learning interest and orientation. This called for a match of interest

and motivation in the person with the needs of the work situation. Clardy found that

only two out of his sample of 56 did SDL because of performance appraisal. He

concluded that HR was ineffective in his sample, in influencing self-directed

learning. There are obvious constraints on generalising from this sample coupled

with the sole measure used of self – directed learning as vocationally oriented

learning projects. Other measures of self-directed learning may be required to fully

scope this phenomena and its value to the vocational situation. Examples such as life-

long learning or even life-skills learning both of which are long-term, open-ended

and continuous (or perhaps sporadic) learning contexts having an impact on work 

performance. Research is still needed to better isolate different forms of self directed

learning and the contexts elements that support or negate their success (Clardy

2000).]

• [Elliott (2000) found in a recent study of the British Police Force, that although the

organisational context called for self-directed learning projects, officers would not

start them due to their belief that the Chain of Command must approve their actions

before they could do so. (p.179). This contrasts with industrial and commercial

settings where the pressure to continuously learn is a positively reinforced

organisational demand (Willis 2000).]

6. SUMMARY – WAY FORWARD

Willis (2000), commenting on Clardy’s research, raises important questions about

advanced stages of organisational learning. Can self-directed learning be taught? The

earlier research on learning styles and motivation by Tough (1971), Curry (2000) and

 

©John Read 2000 Working Paper 

others suggest there may be some aspects that can be ‘taught’ or at least facilitated.

Importantly, she notes the trend may emerge that ‘intention to learn’ will become a

condition of employment in the future. High-tech industries or technical service

companies will no longer be the only companies valuing a learning-oriented workforce.

PURPOSE OF THIS PAPER:

1. TO REVIEW THE TOPIC OF SDL

2. TO EXPLORE ITS FIT INTO A COMPANIES TRAINING AND DEVELOPMENT

STRATEGIES

3. TO DEFINE HOW IT CAN BE CAPITALISED AS ANOTHER USEFUL TOOL IN A

COMPREHENSIVE T&D LPAN