Abstract
The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning (SRL) is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics (autonomy, task identity, and feedback) on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined.
Highlights
Digitalization leads to more changes that are rapid in the workplace (Bell and Kozlowski, 2008)
Self-Regulated Learning Strategies in the Workplace Setting In order to assess the above mentioned self-regulated learning (SRL) strategies in relatively informal learning scenarios in the workplace, we developed a self-report scale based on current SRL models (Panadero, 2017), Pintrich’s learning strategy taxonomy (1999), and an established scale (MSLQ; Pintrich et al, 1991)
Relation Between Self-Regulated Learning Strategies and Motivational Beliefs in Informal Workplace Learning As a step, we investigated the relation of SRL strategies with motivational beliefs to analyze the second set of hypotheses
Summary
Digitalization leads to more changes that are rapid in the workplace (Bell and Kozlowski, 2008). The question arises as to whether these models can be transferred to workplace learning, which comprises some rather formal learning opportunities but mainly rather informal learning situations? In formal learning, learning situations are characterized by a high degree of structure, external validation, a classroom setting and trainer control (Segers et al, 2018). Whereas in educational settings the emphasis is more on formal learning opportunities, workplace learning is characterized by an emphasis on informal learning (Cunningham and Hillier, 2013; Noe et al, 2013; Tynjälä, 2013). Some studies have investigated SRL across different educational contexts (e.g., Palalas and Wark, 2020), they did not investigate in depth, if in mainly informal workplace learning SRL aspects are used likewise as described in formal learning environments. One can ask in view of the differences: Can the SRL models be transferred from formal learning environments to the informal work setting despite the differences? Do all facets play a role, and what relational patterns can be found?
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