The relation between perceived autonomy support and (in)formal learning when using a PDP: the mediating role of self-direction in learning.
(2024) European Journal of Training and Development — Vol. 48, n° 10, p. 2046-9012 (2024)
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- Abstract
- Purpose – To keep up with their changing environment, organizations are investing in continuous skills development of their employees and therefore implement personal development plans (PDPs). However, to be effective, PDPs require employees to show self-direction in learning (SDL). Autonomy-supportive supervisors can foster employees’ SDL. Therefore, the purpose of this cross-sectional study is two-fold. First, this study explores the relationship between perceived autonomy support and learning at the workplace. Second, this study investigates the mediating role of SDL when using a PDP. Design/methodology/approach – Based on data from a convenience sample from employees in various industries (n = 193), structural equation modelling was used to investigate the relationships between the different variables. Findings – First, a positive relationship was found between perceived autonomy support and informal learning activities, but not with formal learning activities. Second, results indicated that SDL when using a PDP mediates the relation between perceived autonomy support and both formal and informal learning
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Citations
Lejeune, C., Beausaert, S., Van der Baan, N., & Raemdonck, I. (2024). The relation between perceived autonomy support and (in)formal learning when using a PDP: the mediating role of self-direction in learning. European Journal of Training and Development, 48(10), 2046-9012. https://doi.org/10.1108/EJTD-05-2024-0068 (Original work published 2024)