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Self-regulated learning behaviour in the finance industry

Self-regulated learning behaviour in the finance industry 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Self-regulated learning behaviour in the finance industry

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References (39)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1366-5626
DOI
10.1108/JWL-02-2014-0011
Publisher site
See Article on Publisher Site

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.

Journal

Journal of Workplace Learning – Emerald Publishing

Published: Jul 13, 2015

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