2. Introduction
Self-directed learning
Highly deliberate effort to learn
Typically found in adults
Workplace
Requires constant development
Encourage change within
employees
3. Self Directed Learning
“Becoming critically aware of what’s been
taken advantage of in one’s own learning”
(Merriam et al, 2007)
Starts with motivation
Learners take control
Very personalized and learner-dependent
(Lohman, 2000)
4. The Setting
Team Oriented
Individually demanding
Major Changes
More group work
More importance on individual contributions
Development helps employer and individuals
5. A winning combination
Self-directed learning often comes with
maturation
Learning out of necessity
Autonomy and Independence
But also, INTERDEPENDENCE
Workplace allows for input, teamwork,
and ability to make changes
Benefits employers and employees
6. Recommendations
Encourage communication
Facilitate learning groups
Empowering work environment
Structure that allows for feedback
Reward individual accomplishments
Recognize the need and take action!
7. References
Lohman, M.C. (Fall 2003). Environmental Inhibitors to informal learning
in the workplace:A Case Study of Public School Teachers.
Adult Education Quarterly.
London, M., & Smither, J. W. (1999). Empowered self-development and
continuous learning. [Article]. Human Resource Management,
38(1), 3.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in
adulthood: A comprehensive guide. San Francisco: Jossey-
Bass.
Editor's Notes
This presentation will touch on self-directed learning and its role in the ever-changing workplace.
Self-directed learning is a highly deliberate effort to learn. It is commonly a characteristic and learning practice found in adults who seek out learning experiences to gain applicable knowledge for whatever their situation may require. As a major learning theory/characteristic seen in adult learning, the workplace is a perfect place to encourage and develop self-directed learners.
Self-directed learning can be described as the process of “becoming critically aware of what’s been taken advantage of in one’s own learning” (Merriam et al, 2007). It almost always starts with a need or a motive and ends with individualized learning in a certain area. It encourages learners to take control of what, when, why, and how they’re learning in a self-initiated and natural way (Lohman, 2000). Self-directed learning is important since it can be personalized and change depending on the scenario or the need.
The workplace is becoming increasingly team-oriented and demanding (London, 1999). Many organizations are undergoing major changes to keep up with the current trends and trying to help their employees stay relevant for the future (London, 1999). Group work and communication are often big parts of these changes, which make each employee’s opinions important. Developing the individuals involved can help the workplace grow as a whole along with helping the employees themselves.
Many believe that adults become more self-directed as they mature (Merriam et al, 2007), so the workplace is a great location to put self-directed learning into practice. Self directed learning is common among adults because much of their learning occurs in an informal fashion. Many topics are learned out of necessity, but the learning is self-directed because little or no guidance is provided. Autonomy and independence are learned through self-directed practice while self-directed learning also acknowledges the importance of interdependence in learning – one of the key components of working within a team environment. The workplace often allows for input on processes, changes, and decisions from employees who are knowledgeable in different areas. It benefits employers to encourage self-directed learning so that employees are motivated to grow in their own knowledge and can apply that growth to the broader conversation.
Employers should encourage communication between students, facilitate learning groups, and reward individual gains. They should ensure that the demands on employees are not too high and allow for time for personal exploration, freedom, and development (Lohman, 2000; London, 1999). The work environment should be empowering, including encouragement, a structure that provides feedback, and recognition for the motivated individuals (London, 1999). Employers can create environments where self-directed learning thrives. They need to first understand the learning needs of their adult employees and second, take action to make the necessary changes.
