Development of the Learner Self-Directedness in the Workplace Scale

Résumé 0

ORIENTATION: This study reports on the development of an instrument that one can use to measure learner self-directedness in work environments. RESEARCH PURPOSE:The purpose of this study was to develop a scale to measure learner self-directedness in the workplace. MOTIVATION FOR THE STUDY: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace. RESEARCH DESIGN, APPROACH AND METHOD: The researchers fitted the responses of 519 participants to 22 items to the Rasch rating scale model. MAIN FINDINGS: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS) measures a single one-dimensional construct (α = 0.93). PRACTICAL/MANAGERIAL IMPLICATIONS: The instrument can help employers to understand and support employees' self-directed learning efforts. CONTRIBUTION/VALUE-ADD: This research resulted in a brief instrument to measure learner self-directedness in the workplace. This instrument is unique in the South African context.