©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
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