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21 – 30 of over 6000Isabel Raemdonck, Rien van der Leeden, Martin Valcke, Mien Segers and Jo Thijssen
This study aims to examine which variables at the level of the individual employee and at the company level are predictors of self‐directed learning in low‐qualified employees.
Abstract
Purpose
This study aims to examine which variables at the level of the individual employee and at the company level are predictors of self‐directed learning in low‐qualified employees.
Methodology
Results were obtained from a sample of 408 low‐qualified employees from 35 different companies. The companies were selected from the energy sector, the chemical industry and the food industry. Multilevel analysis was applied to examine which variables are significant predictors of perceived self‐directed learning.
Findings
At the company level, the economic sector in which the employee is employed in particular played a striking role in the prediction of self‐directedness, as did presence of a participatory staff policy. At the level of the individual employee, a proactive personality (a disposition to take personal initiative in a broad range of activities and situations), striving for knowledge work, past learning initiative, task variety and the growth potential of the job were significant predictors of self‐directed learning.
Originality/value
Research on the predictors of self‐directed learning has primarily focused on correlational studies examining the relation between individual variables and level of self‐directedness. There is little research available that systematically traces the extent to which individual as well as company factors play a role in level of self‐directed learning. Nor is it clear which category of variables should be considered as the most critical. In addition, earlier research on this subject has mainly focused on a higher‐qualified group of workers (employees with at least a diploma of secondary education). Factors that are predictors of self‐directed learning and their relative weight might differ for certain groups of employees. This issue has hardly been addressed up to now.
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David Gijbels, Isabel Raemdonck, Dries Vervecken and Jonas Van Herck
A central issue in the field of workplace learning is how work‐related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to…
Abstract
Purpose
A central issue in the field of workplace learning is how work‐related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand‐control‐support the aim is to investigate the influence of job‐characteristics on the work‐related learning behaviour of the worker such as job demands, job control, social support at work on the one hand and self‐directed learning orientation on the other.
Design/methodology/approach
The study took place in the ICT‐department of a large company in Flanders. By means of an online questionnaire, all employees of the ICT‐department were asked to complete this questionnaire, which, apart from general information on the participants (age, gender, prior education, etc.), consisted of statements on five scales (job demands, job control, social support, self‐directed learning orientation, and work‐related learning behaviour) adapted from validated instruments. There was a total of 73 participants (response rate of 52 per cent, 73 per cent men, 27 per cent women, age varying from 20‐51 years old). In addition, all scales had Cronbach's alpha values above 0.79. Relations between the variables under study were tested using the Pearson correlation. The predictive value of the variables for the variance in work‐related learning was tested using the enter method of a multiple regression analysis.
Findings
The regression analyses show that job demands and job control were moderately positive and significantly linked with work‐related learning behaviour. Social support did not show a significant positive correlation with work‐related learning at all. Self‐directed learning orientation on the contrary had a strong and positive relation with work‐related learning. The results of the linear regression analyses indicated that only the self‐directed learning orientation scale significantly predicted the work‐related learning behaviour.
Originality/value
The study is one of the few investigations that takes into account both the role of personal and workplace‐related variables in order to better understand work‐related learning. The results stress that personal related variables such as self‐regulated learning orientation need to be taken into account in further research and in the daily practice of human resources development.
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Susan Hunter, Jill Manthorpe, Julie Ridley, Michelle Cornes and Ann Rosengard
This paper aims to explore the possible connections between self‐directed support and adult support and protection, both of which are important policy developments in Scotland.
Abstract
Purpose
This paper aims to explore the possible connections between self‐directed support and adult support and protection, both of which are important policy developments in Scotland.
Design/methodology/approach
The authors draw on findings from the national evaluation of the test sites or pilots of self‐directed support in Scotland and interviews at two time points with adult protection leads in the test sites. These interview data are set in the context of Scottish developments in adult support and protection.
Findings
Self‐directed support and adult protection had not been joined up initially. In the three Scottish test sites those responsible for adult safeguarding had not been engaged with the changes. They were unclear about the new systems and were concerned about the implications of reduced monitoring of risks. Shared training between those implementing self‐directed support and those carrying out adult protection work was viewed as a way of bridging these different areas of practice through enhancing mutual understanding and communication.
Originality/value
Policy and legislation have used the word support to provide reassurance of social protection for adults in need of care services. This paper provides new opportunities to consider the ways in which early enthusiasm for self‐directed support in Scotland may have neglected the support inherent to support and protection and the ways in which some adult support and protection stakeholders seemed to be acting as “bystanders” rather than influencing new systems of self‐directed support.
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In the recent government Comprehensive Spending Review there is a promise of a Green Paper on social care services for disabled and, especially, older people. The platform on…
Abstract
In the recent government Comprehensive Spending Review there is a promise of a Green Paper on social care services for disabled and, especially, older people. The platform on which any new proposals will be built is likely to be heavily influenced by the Government's personalisation agenda for public services. It is timely, therefore, to reflect not only on the strengths but also on the potential pitfalls of a major stream, self‐directed support, for the personalisation agenda in adult social care. Anticipating and guarding against unintended consequences of policy are as important as championing the positive opportunities promoted by the policy.
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David E. Okurame and Rhoda Fabunmi
The study aims to explore the role of mentoring and the moderating effects of gender on protean and boundaryless career orientations in the African albeit Nigerian cultural…
Abstract
Purpose
The study aims to explore the role of mentoring and the moderating effects of gender on protean and boundaryless career orientations in the African albeit Nigerian cultural context.
Design/methodology/approach
Data were collected from 250 Nigerian nurses through a questionnaire.
Findings
Mentoring support predicted protean career dimensions but was non-significant for boundaryless career dimensions. Gender directly accounted for a significant percentage of the variance in physical mobility in favor of women but did not predict self-directed, value-driven and psychological mobility career attitudes. Gender significantly moderated the relationship between mentoring and new career dimensions except physical mobility.
Research limitations/implications
The male sample was limited and data from a single professional group/organization in Nigeria may not typify organizations in general. This calls for caution in generalizing findings.
Practical implications
Proactive career management and value-driven attitudes can be fostered by ensuring quality mentor support. The peculiar direct and moderating effects of gender on protean and boundaryless careers deserve particular attention.
Originality/value
The absence of African perspectives on new career directions in most reference journals limits the global scope of comparative studies. The present study provides information on the under-researched role of mentoring and gender in modern career models from Africa, and makes useful theoretical contributions to new career perspectives, especially in the context of how relationships among study variables may differ across national cultural contexts.
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This paper aims to provide a review of the Signposts programme which facilitates individuals in developing self‐directed support, and seeks to share learning from development of…
Abstract
Purpose
This paper aims to provide a review of the Signposts programme which facilitates individuals in developing self‐directed support, and seeks to share learning from development of this programme across the mental health sector.
Design/methodology/approach
Information for the review has been collected through anecdotal reports from individuals in receipt of Signpost services – this has included individuals who have used mental health services, their carers and professionals. The paper frames its work within the national context of government policy and research.
Findings
The complexities of self assessment and self navigation within existing mental health systems are difficult for many individuals to overcome. Based on principles of control and choice, the Signpost system allows individuals to take control of their lives and purchase the care and support they need. It has been important to develop a bespoke quality framework to enable protection of the public purse as well as the individual; Signpost UK has achieved this with its Quality Brokerage Framework.
Originality/value
This paper describes a highly innovative framework delivery of mental health self‐directed support within the personalisation agenda. Through partnership working, the framework not only provides a bespoke provision for mental health clients, but also an adaptable programme across all client groups which enhances principles of choice and control.
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Sowath Rana, Alexandre Ardichvili and Daiane Polesello
The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning…
Abstract
Purpose
The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization.
Design/methodology/approach
Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as well as the body of research that examines the connections between the two constructs.
Findings
This paper identifies the following set of practices as integral to promoting SDL in a learning organization: building and communicating a shared vision to employees at all levels; fostering collaboration, interaction and teamwork; empowering employees through participatory work practices; encouraging and providing opportunities for continuous learning; and using relevant technologies in the workplace.
Originality/value
This paper addresses the paucity of research that investigates the connections between SDL and the learning organization and that specifically examines important practices vis-à-vis the two concepts.
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As life expectancy continues to rise and people's expectations of the services they receive also increases, it has become apparent that the current social care system needs a…
Abstract
As life expectancy continues to rise and people's expectations of the services they receive also increases, it has become apparent that the current social care system needs a dramatic overhaul. In 2003, In Control recognised this need for fundamental changes to the system and launched its first pilot of individual budgets and the concept of self‐directed support. In our first article, Louise Close explains how these early ideas have developed into a clear and common purpose for the future of social care in this country.
Zamzami Zainuddin and Corinne Jacqueline Perera
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach…
Abstract
Purpose
This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.
Design/methodology/approach
This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.
Findings
Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.
Originality/value
This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.
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Eileen A. Horn, Ryan Anderson and Kristine Pierick
This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered…
Abstract
Purpose
This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of the best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER.
Design/methodology/approach
This case study uses a reflective approach to describe what the organization did to facilitate OER use in University of Wisconsin Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature.
Findings
This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as primary learning resources.
Research limitations/implications
Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students.
Practical implications
Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs.
Originality/value
This case ties unique needs of self-directed, competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER? and how is quality measured?
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