Running Head: REVIEW OF SELF-DIRECTED LEARNING 1

A Review of Self-directed Learning With Workplace Applications

Cammie Coffey

HRDV 3309

Topic: Self-Directed Learning

Date:10/09/2016

REVIEW OF SELF-DIRECTED LEARNING 2

Review of Self-directed Learning With Workplace Applications

“Is a process in which individuals take the initiative, with or without the help of others, in

diagnosing their learning needs, formulating goals, identifying human and material

resources for learning, choosing and implementing appropriate learning strategies, and

evaluating learning outcomes." (Knowles, 1975, p.18)“

It is not surprising that adult education and human resource development value self-

directed learning (SDL) methods. People naturally want to learn, and SDL is one of Knowles'

assumptions on "androgagy" (Merriam, Caffarella, & Baumgartner's, 2007, p. 84).This study will

review sources that discuss topics on SDL goals and processes, self-directed leadership

development (SDLD), enhanced memory, organizational support, and SDL and its affect on

teamwork. This study will also discuss applications for SDL in the workplace.

Summary of Source 1

Merriam, Caffarella, & Baumgartner's (2007) book "Learning in Adulthood" discusses

SDL goals and processes. The three goals described include: (1) preparing the learner to be more

"self-directed in their learning," "(2) to foster transformational learning as central to self-directed

learning, and (3) to promote emancipatory learning and social action as an integral part of self

directed learning" (Merriam, Caffarella, & Baumgartner's, 2007, p. 107). This means that

cognitive development and emotional maturity are required before some individuals are ready for

SDL, the learner will have to change their basic assumptions and worldview, and they will

become a lifelong learner. The summarized process includes taking responsibility and initiative

REVIEW OF SELF-DIRECTED LEARNING 3

in deciding what to learn, deciding how to learn, and deciding how to evaluate the learning

experience. (Merriam, Caffarella, & Baumgartner's,2007)

Summary of Source 2

Nesbit's (2012 ) article described and explored the self-directed leadership development

(SDLD) framework, in which "self-directed learning is a conscious and intentional process of

learning by leaders" (Nesbit, 2012, p.205). The article describes the challenge of creating

learning experiences for leadership, when the problems are ever changing and evolving with

their environment. The SDLD framework challenges them to become more flexible, "increase

their behavioral repertoire," and to take control over what they learn in an experience (Nesbit,

2012, p.205).

Nesbit (2012) discussed the challenges of SDLD. The first is that leaders are more

focused on operational performance than learning. The second challenge is the cognitive effort

needed for SDL. The third challenge is the lack of guidance in the HRD field. The solution is to

focus on three "metaskills—skills that allow for the development of other skills" (Nesbit, 2012,

p.209). Nesbit (2012) describes these metaskills as (1) "Self-Reflective Practice" (p.209), (2) "

Managing Emotional Reactions to Feedback" (p.212), and (3) " Self-Regulation" (p.214).

Practical implications for human resource development (HRD) include encouraging self

development, self regulation, and encourage reflection.

Summary of Source 3

Markant, DuBrow, Davachi, & Gureckis, (2014) focused on self-directed study and its

effects on episodic memory. They discussed the results of previous testing done by Voss,

Gonsalves, et al. because SDL is often related to better long-term memory retention. Markant, et

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al. (2014) reproduced the same type of experiments, where "the goal was to memorize the

identities and spatial locations of 25 objects that were hidden in a 5×5 grid" (p.1215). The

current study duplicated the results that self-directed study improves "recognition memory and

spatial memory," but this study also questioned whether or not timing and the amount of control

the individual was given in the test would affect this phenomena (Markant, et al., 2014, p. 1217).

Experiments not only demonstrated an advantage for SDL, it also showed that timing did not

affect the ability to memorize. Giving the individual more control over decisions and the

selection process did improve recognition and spatial recall.

Summary of Source 4

This next study by Boyer, Artis, Fleming, & Solomon, (2014) examined sales people and

the importance of perceived organizational support when it comes to SDL. Not only does it help

the sales people reach goals by creating a better learning environment, but it also makes the

company a more appealing to work with by other organizations in the industry. A company that

encourages learning appears to have more knowledgeable employees. This study discussed

induced and synergistic SDL projects, where the induced ones are mandatory participation and

the synergistic are voluntary. In this study, surveys were conducted and "structural equation

modeling (SEM)" was used for the analysis process (Boyer, et al., 2014, p. 70). The findings

showed that a perceived organizational support enhances the individuals effort, makes them

proactive in problem solving, and makes them more willing to participate in both induced and

synergistic SDL projects.

REVIEW OF SELF-DIRECTED LEARNING 5

Summary of Source 5

Smyth & Perkins' (2011) research focused on whether or not SDLs could perform and

work as part of a team as successfully as students who were taught in the traditional way. In this

study, individuals learned Cardiopulmonary resuscitation (CPR) on their own and then

progressed to working as part of a two person team. The trial had "three possible courses: (1)

HeartCode BLS System, (2) BLS anytime, or (3) traditional instructor-led training" (Smyth &

Perkins, 2011, p.242). The first had 1 hour online cognitive training. The HeartCode BLS

System had 1 hour of cognitive training online and 40 minutes of hands on practice with voice

activated manikins. The BLS anytime also utilized the same online training, but the hands on

training was with a DVD and blow up manikins. The traditional method had a teacher, lasted 4-

5 hours and had groups of 6 students. All the students were tested to see how well they could

switch from single to dual operator, and the tests showed that the traditional students did not do

as well. There were a lot of variables that could have affected these outcomes, like differences in

curricula. But the test did show that SDL is a cheaper and less time consuming option, and it

does not prevent learners from working well as part of a team.

How Self-Directed Learning Can Be Used/Applied in the Workplace

There are many ways SDL can be useful to a workplace, but it is important to consider

the environment and support system for maximum benefits. The environment must encourage

learning on all levels, from executives to employees. The support enhances the willingness and

successfulness of the individual and it creates a company image that includes adaptability and

willingness to change. So the first step in using SDL in the workplace is creating a "learning

organization" (Merriam, et al., ,2007, p. 42).

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The second step would be to prepare the individuals to become autonomous learners, who

initiate and control the learning process. Workplaces may need to provide coaching to help some

individuals with cognitive development, or to benefit people with different learning styles or

learning barriers. Coaching may also be necessary if the SDL project has a degree of difficulty or

multiple steps that can appear confusing or daunting. A word of caution would be that too much

coaching and assistance may reduce the retention levels benefits of SDL (Markant, et al., 2014).

Eventually the employees will become "lifelong learners" and require less assistance (Merriam,

et al., 2007, p.47).

The last step would be deciding which types of SDL practices to use. Since learning

should be transferred throughout the organization, there are many ways for HRD to provide these

types of opportunities. First, new employees could take online SDL workshops that provide

transformational learning opportunities that encourage attitude changes, team mentality, and to

teach "what actions are appropriate in particular situations to implement change" (Merriam, et

al., 2007, p.135). A blog type SDL experience may be good for leadership development.

Blogging or interacting with other managers can allow leaders to share their experiences with

other leaders, compare outcomes and figure out solutions, plan for emergencies, and provide a

support system for HRD (Nesbit, 2012 ). The last suggestion would be for the company to offer

online SDL solutions on topics like new languages, customer service improvements, safety and

sanitation improvements, new products of equipment usage, and self improvement. It is

recommended that the company encourages learning, but allow the individual to make choices

on when, where and how they improve themselves. This will enable willingness better overall

performance.

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References

Boyer, S. L., Artis, A. B., Fleming, D. E., & Solomon, P. J. (2014). The Impact of Perceived

Organizational Support on Self-Directed Learning in Sales Training. Journal Of

Marketing Channels, 21(2), 65-76.

Knowles M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. New York,

NY: Associated Press;18.

Markant, D., DuBrow, S., Davachi, L., & Gureckis, T. M. (2014). Deconstructing the effect of

self-directed study on episodic memory. Memory & cognition, 42(8), 1211-1224.

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in Adulthood: A

Comprehensive Guide (3rd Ed). San Francisco, CA. John Wiley & Sons, Inc.

Nesbit, P. L. (2012). The Role of Self-Reflection, Emotional Management of Feedback, and

Self-Regulation Processes in Self-Directed Leadership Development. Human Resource

Development Review, 11(2), 203-226.

Smyth, M., & Perkins, G. D. (2011). Self-directed learning: Does it affect team

performance?. Resuscitation, 82(3), 241-242.

Straka, G. A. (2000). Conditions promoting self-directed learning at the workplace. Human

Resource Development International, 3(2), 241-251.