Learning strategies at work and professional development

Abstract

Purpose

This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies.

Design/methodology/approach

Variables were measured in a cross-sectional survey, with 962 individuals. Relationships were tested through linear regression analysis and structural equation modeling.

Findings

The criterion variable current professional development is positively associated to three learning strategies: intrinsic and extrinsic reflection, seeking help from others and trial and error. The relationship between this latter learning strategy and that criterion variable is moderated by work experience. Hours of training also predict that criterion variable. Seeking help from others and educational level predict perceived evolutionary development. Socio-cultural and technical-organizational work environment variables predict those five strategies.

Research limitations/implications

The cross-sectional research design yields potential for monomethod bias. Longitudinal, multilevel and multiple collection design studies should be conducted in the future.

Originality/value

A wide range of occupations and organizational contexts was investigated by using two different measures of professional development as criterion variables. A larger effect size was found for one of them, given just three learning strategies as antecedent variables. Training and formal education had smaller effects. The importance of taking into account different characteristics of workplace learning environments is highlighted.

Citation

Haemer, H.D., Borges-Andrade, J.E. and Cassiano, S.K. (2017), "Learning strategies at work and professional development", Journal of Workplace Learning, Vol. 29 No. 6, pp. 490-506. https://doi.org/10.1108/JWL-05-2016-0037