Measuring self‐regulated learning in the workplace

In knowledge‐intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self‐Regulated Learning at Work Questionnaire) designed to provide a measure of self‐regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub‐processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self‐regulation of learning in the workplace.     

Self‐regulated learning and training effectiveness

In recent years, training has shifted towards a more learner‐centred perspective. At the same time, rapidly changing workplaces emphasize the importance of self‐regulatory processes in the workplace. In the light of these trends, this research investigates the role of self‐regulated learning in training effectiveness. A theoretical model in which self‐regulated learning plays a central role in training evaluation was developed and validated using the structural equation method with a sample of 137 individuals. The results indicate that self‐regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings indicate that the concept of self‐regulated learning plays a key role in the relationship between training context variables and organizational outcomes and offer new insights into the way organizations can improve training effectiveness.     

The influence of job characteristics and self‐directed learning orientation on workplace learning

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self‐directed learning orientation on workplace learning. A total of 837 workers, aged between 18 and 65, from different sectors and with different educational levels completed a paper questionnaire. Analysis revealed that job demands and self‐directed learning orientation constitute significant and positive predictors of workplace learning behaviour. The study can help organizations to create job structures that promote workplace learning.     

Mall Haul Videos: Self‐Presentational Motives and the Role of Self‐Monitoring

Mall haul videos or vlogs are short videos in which young women not only present their fashion and beauty purchases but express their evaluations and opinions as well. The attitudes expressed could help the vlogger reap social rewards from a reference group or demonstrate the consistency between privately held attitudes and publicly expressed ones. In four studies, using the self‐monitoring construct to identify which function an attitude may serve for an individual, the self‐monitoring propensity of mall haul vloggers and the social‐adjustive and value‐expressive functions that posting and watching such vlogs fulfill for the individual was explored. In the first study, those who post and do not post mall haul vlogs were surveyed and results suggested that more high self‐monitors than low self‐monitors posted mall haul vlogs. In Study 2, a content analysis was conducted and revealed that low self‐monitors in comparison to high self‐monitors mentioned more brand names in their mall haul vlog. In Study 3, the valence of the product evaluations conveyed in mall haul vlogs by high and low self‐monitors was analyzed. High self‐monitors generated more positive messages than low self‐monitors. Finally in Study 4, the links between self‐monitoring on individuals’ willingness to watch rather than post mall haul vlogs were examined. High self‐monitors were more likely to watch a mall haul vlog when the retailer mentioned was perceived to possess high status (compared to medium or low status); while low self‐monitors were more likely to watch a mall haul vlog when the retailer mentioned was perceived to possess low status (compared to medium or high status). Across all four studies, results indicated that mall haul vlogs were fulfilling a social‐adjustive function for high self‐monitors whereas they were fulfilling a value‐expressive function for low self‐monitors. Implications for marketing are discussed.     

Evaluating Advice: Self‐Presentational Biases between High and Low Self‐Monitors

Previous research has demonstrated that high and low self‐monitors sought advice from others who shared their underlying motivational dispositions. Here, three studies extend the prior research by exploring how consumers’ underlying motives direct the type of advice offered and how it is evaluated. In Study 1, high and low self‐monitors were asked to evaluate the advice they gave others. As predicted, high self‐monitors rated their advice more favorably than did low self‐monitors. The underlying motivation that caused high self‐monitors to evaluate their advice more positively was investigated in Study 2. Results indicated that high self‐monitors rated their advice higher because it appeared to be meeting a social‐adjustive function (i.e., self‐presentational needs). In Study 3, high and low self‐monitors created an advertisement that featured their advice on dating for a fictitious online matchmaking service. As expected, advertisements created by high self‐monitors contained advice that addressed social‐adjustive needs while those created by low self‐monitors contained advice that addressed value‐expressive needs. The results of these studies suggest that underlying motivations of the individual play an active role in how advice is crafted and evaluated.     

Self‐directed learning readiness as an antecedent of organizational commitment: a Korean study

This study was to test whether employees possessing a higher level of self‐directed learning (SDL) readiness have significantly stronger organizational commitment in Korean business settings. Job position and length of service in the workplace, which were previously found as related variables to influence organizational commitment, were included to see how strongly they are associated with organizational commitment. This study found that SDL readiness was a meaningful variable in terms of predicting both affective and continuance commitment. While SDL readiness is negatively related to continuance commitment, it is positively associated with affective commitment. The findings of this study supported the theoretical assumption drawn in a review of the literature.     

Formal and informal learning in the workplace: a research review

The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast‐moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.     

Contingent Self‐Esteem,Self‐Presentational Concerns,and Compulsive Buying

The present study investigates the influence of contingent self‐esteem (CSE) on compulsive buying tendencies. It is argued that this influence is mediated by the self‐presentational concerns of fear of negative evaluation (FNE) and the importance of social identity (SI). These core propositions are tested using a multimethod approach that includes a survey of 402 US adults and two experiments with 160 and 243 subjects, respectively. Survey results find that CSE's impact on compulsive buying is fully mediated by FNE and SI. The two experiments deepen understanding of this effect. Only under high levels of anxiety do those high in CSE exhibit compulsive buying. High CSE leads to higher FNE and SI regardless of anxiety levels, but only at high anxiety levels do FNE and SI lead to compulsive buying. The study's results increase understanding of the role and process by which CSE impacts compulsive buying in adults of all ages.     

Promoting employee’s self‐change skills: The role of job characteristics,goal clarity and learning goals

Personal growth initiative (PGI), i.e., self‐change skills, is necessary for employees to adapt to changing environments, but research examining the antecedents of PGI in an organizational context is limited. The present research investigated the antecedents of PGI in the workplace. Using a two‐wave questionnaire survey, data were collected from 204 employees, including nurses, medical technicians and administrative staff, at six healthcare organizations in Japan. The results of hierarchical regression analyses showed that goal clarity and learning goal orientation were positively related to PGI, whereas autonomy, skill variety and job complexity were not significantly related to PGI. The results also showed that goal clarity positively moderated the effect of skill variety on PGI, yet, negatively moderated the effect of job complexity on PGI. This study contributes to the existing literature by demonstrating how personal and situational factors influence employees’ self‐change skills in the workplace.     

Subsidiary goals,learning orientations,and ownership strategies of multinational enterprises: evidence from foreign direct investments in Korea

This paper investigates the links among subsidiary goals, learning orientations, and ownership strategies of multinational enterprises (MNEs). The authors hypothesize that an MNE's ownership strategy is determined by subsidiary goals and learning orientations. Furthermore, interactions between learning orientations and subsidiary goals are predicted to influence the ownership strategy. Based on 723 foreign subsidiaries of MNEs operating in Korea, our findings suggest that when MNE foreign subsidiaries influence ownership choice, market-seeking goals and resource-seeking goals have a stronger fit with the exploitation orientation than with the exploration orientation. In contrast, the category of knowledge-seeking goals has a stronger fit with exploration than with exploitation.     

Self‐similarity in long‐horizon returns

Asset returns incorporate new information via the effects of independent and possibly identically distributed random shocks. They may also incorporate long memory effects related to the concept of self‐similarity. The two approaches are here combined. In addition, methods are proposed for estimating the contribution of each component and evidence supporting the presence of both components in both the physical and risk‐neutral distributions is presented. Furthermore, it is shown that long‐horizon returns may be nonnormal when there is a self‐similar component. The presence of a self‐similar component also questions positive equity biases over the longer term.     

Make it Your Own: How Process Valence and Self‐Construal Affect Evaluation of Self‐Made Products

Self‐production, participation of consumers in the production process of products for their own consumption, leads to consumers’ enhanced evaluations of the self‐made products. Three experimental studies investigate how and why self‐production affects consumers’ product evaluations and reveal that not all production experiences create additional value for all consumers. In particular, Studies 1 and 2, using hypothetical stories and real experiences, show that only positive (vs. negative) production experiences enhance evaluations of self‐made products over products made by others. Positive (but not negative) experiences decrease the psychological distance between the self and the product and strengthen identification with it. Study 3 manipulates self‐construal (independent vs. interdependent) to investigate its role on evaluation of self‐made products and products made with close others as a group (i.e., group‐made). Consumers with independent self‐construal evaluate self‐made (vs. other‐made) products more favorably only if the process is positive. However, consumers with interdependent self‐construal evaluate self‐made products more favorably even if the process is negative. Additionally, consumers with interdependent (vs. independent) self‐construal exhibit more favorable evaluation of group‐made products. Finally, even if consumers know how another person feels while making a product, other people's process emotions do not affect consumers’ product judgments as strongly as their own experienced process emotions.     

HRD and the challenges of assessing learning in the workplace

Increasingly the different ways in which learning can be conceptualised alongside debates within the field of human resource development (HRD) regarding its nature and purpose, potentially lead to confusion regarding how learning is to be assessed in the workplace. This article identifies some of the complexities associated with assessing learning in today's workplace and presents empirical findings suggesting that different aspects of an organisation's training and development system are likely to differentially determine the extent to which either formal or informal learning is assessed. Explanations as to why this may be the case are put forward.     

Financial Literacy and Self‐Employment

In this paper, we study the relationship between financial literacy and self‐employment. We use established financial literacy questions to measure literacy levels. The analysis shows a highly significant and positive correlation between the index and self‐employment. We address the direction of causality by applying instrumental variable techniques based on information about maternal education. We also exploit information on financial support and family background to account for concerns about the exclusion restriction. The results provide support for a positive effect of financial literacy on the probability of being self‐employed. As financial literacy is acquirable, the findings suggest that entrepreneurial activities might be increased by enhancing financial literacy.     

Lessons from Japan: American and Japanese strategies and goals in the 1990s

This article recounts various Japanese business approaches touted in the 1980s as “Lessons from Japan” for U.S. managers. The logical expectation, given the sheer bulk of the literature, was that U.S. managers would become more “Japanese” in their business strategies and goals while the Japanese would have become more entrenched in their approaches. Questionnaire responses from 95 Japanese and 70 American firms suggest, however, that U.S. managers tend to make few shifts from the strategies and goals they emphasized in the 1980s. Meanwhile Japanese managers report that they expect to move toward more “American” business practices. © 1993 John Wiley & Sons, Inc.     

Brand‐Situation Congruity: The Roles of Self‐Construal and Brand Commitment

The present research examines the moderating roles of self‐construal and brand commitment in brand‐situation congruity effects in persuasion. Self‐construal refers to how individuals perceive themselves in the context of relationships with others (Singelis, 1994). Individuals with independent self‐construal, who emphasize autonomy and assertiveness, value consistency regardless of social contexts, whereas people with interdependent self‐construal value their relationships with others and adapt with flexibility to social situations. Commitment is a psychological state that globally represents the experience of dependence on a relationship and denotes a long‐term orientation, including a feeling of attachment to a relational partner and a desire to maintain a relationship (Rusbult, 1983). In the same vein, brand commitment refers to emotional or psychological attachment to and dependence on a brand (Beatty & Kahle, 1988x). Experiment 1 demonstrated that brand‐situation congruity, for which brand preference increases when the brand personality is congruent (vs. incongruent) with social situational cues, was stronger for interdependent (vs. independent) self‐construal individuals. Experiment 2 provided further support for the moderating role of self‐construal, when primed, in situation congruity effects as well as evidence for another moderator, brand commitment. That is, the moderating effect of self‐construal on brand‐situation congruity was stronger when consumers held weak (vs. strong) commitment to the target brand.     

Ad–self‐congruency effects: Self‐enhancing cognitive and affective mechanisms

This article explores how the drive for self‐enhancement influences responses to ads depicting images that are self‐congruent along the dimensions of femininity and individualism/collectivism. Participants' schematics on the portrayed dimension were found to exhibit higher levels of cognitive self‐referencing and positive affect when the ad image was congruent with their ideal self‐schemata than when it was not. Greater self‐referencing and positive affect were found, in turn, to promote more favorable ad attitudes, thereby resulting in more positive brand attitudes. © 2005 Wiley Periodicals, Inc.     

Self‐regulation of unwanted consumption

The issue of consumption control is viewed from the perspective of self‐regulation in which successful attempts at controlling problem behaviors depend upon achieving motivational readiness. It is proposed that consumption control can be understood as a series of stage‐related processes that follow from theoretical accounts of self‐regulation contained in the transtheoretical model of change, and the model of action phases. In order to observe ongoing consumption‐control processes, a diary study, in which participants described their actions, thoughts, and feelings in attempting a personal consumption‐control project, was conducted. Diary entries were interpreted in light of theoretical stage‐related processes. © 2001 John Wiley & Sons, Inc.     

The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors

Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes resulting from informal learning is scarce. Therefore, the main purpose of this study is to explore how learning conditions in the workplace are related to these informal learning outcomes of police inspectors in particular. A mixed method study, including a survey among 390 police inspectors and interviews with nine police inspectors, was set up to explore this relation. Overall, the results of the survey study suggest that the learning conditions ‘information’, ‘feedback’, ‘reflection’ and ‘coaching’ are good predictors for the acquisition of ‘generic learning outcomes’ and ‘organizational level learning outcomes’. The learning condition ‘coaching’ is also strongly associated with ‘job‐specific learning outcomes’. These results are in accordance with the perception of the interviewed police inspectors.