Self-regulated learning behaviour in the finance industry

Abstract

Purpose

This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development.

Design/methodology/approach

The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis.

Findings

Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning.

Research limitations/implications

This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts.

Practical implications

Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers.

Originality/value

Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.

Citation

Milligan, C., Fontana, R.P., Littlejohn, A. and Margaryan, A. (2015), "Self-regulated learning behaviour in the finance industry", Journal of Workplace Learning, Vol. 27 No. 5, pp. 387-402. https://doi.org/10.1108/JWL-02-2014-0011