Self‐regulated learning in the workplace: strategies and factors in the attainment of learning goals

The research reported here is an exploratory qualitative study aimed at identifying professionals' self‐regulatory strategies underpinning the planning and attainment of learning goals in the workplace and showing how a number of organizational factors affect these strategies. The rationale for the study is that existing research tells us little about how professionals regulate their learning, largely because much of the literature on the self‐regulation of learning has been conducted with pupils and students in schools and universities rather than with professionals. Data were obtained through 29 semi‐structured interviews with professional employees in a company in the energy sector – including engineers, scientists and managers of various kinds – in 12 countries. Findings suggest that self‐regulatory learning practices in, from and for work are iterative and fluid rather than delineated into discrete stages as suggested by phase models of self‐regulation. There was little deliberate, systematic self‐reflection on learning in the workplaces studied. Learning goals were driven by short‐term work tasks and individuals' longer term development needs. Professionals draw extensively upon supervisors, mentors and colleagues when planning and attaining their learning goals. Formation of learning goals was constrained by individuals' perceptions of their career development potential and of how their progression potential is viewed by the organization in which they work.     

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.     

Nature as a commercial setting: the case of nature-based tourism providers in Sweden

This study analyses variations in the operational setting in the context of nature-based tourism (NBT) and draws much needed attention to the supply side of this sector by segmenting the NBT service providers based on their setting preferences. This paper focuses on the setting of NBT as an important alternative avenue for understanding the operational context of NBT supply. This approach is subsequently empirically explored through a national survey among the NBT service providers in Sweden. The data analysis demonstrates that the companies can be rather clearly clustered based on the variations in the perceived importance and impact of NBT setting components. This study therefore helps in understanding the role of a commercial setting in explaining NBT supply, which has a potential to not only contribute to developing the research of this sector further but also help in avoiding possible conflicts with other natural resource users and improve its overall management.