Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper explores how professionals in the finance sector (n-30) self-regulate their learning through day-to-day work. Analysis focuses on three sub-processes of self-regulated learning that have been identified as significant predictors of good self-regulated learning at work. A key characteristic of good self-regulation is viewing learning as a form of long-term, personalised self-improvement. This study provides a foundation for future policy and planning in organisations aiming to encourage self-regulated learning

Reformulating the Student Retention Model in the Italian Academic Context: The Role of Communities Learning

Moving from the student retention model developed by Tinto the present longitudinal study aimed at enlarging this paradigm and at investigating the model in the Italian academic context. 227 Freshmen University students participated to a longitudinal study that introduced a new variable in the model: the participation to noncurricular academic activities. Students attending psychology class were divided into two groups: an experimental and a control group, depending on the participation to a more traditional formal lesson or to a more active informal learning experience. Before and after the learning experience they were invited to fill in a semi-structured questionnaire encompassing the main variables investigated by Tinto and some others introduced by this study. Though a significant relationship between participation in community learning and academic and social integration and between participation in community learning and institutional and professional commitment were found, results showed significant differences with the original model. The main differences were discussed with reference to the different context in which Tinto’s theory was validated: Italian universities are indeed very different from the American ones, with the non-residential component on top of the list. Practical implications in terms of vocational guidance programmes were also discussed in the paper

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 self-regulate their learning. This paper describes the construction and validation of an instrument (the Self-Regulated Learning at Work Questionnaire: SRLWQ) designed to provide a measure of self-regulated learning behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of knowledge workers from the finance industry (n=170). Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub-processes of self-regulated learning. The instrument can be used to identify knowledge workers who demonstrate different levels of self-regulated learning 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

Samples of Leaving Examinations from descriptive geometry

<p>Short abstract for talk at EARLI PD SIG 14 Oslo, 27-29 August 2014</p

(Abstract) Self-regulated learning in the finance industry

<p>Abstract for a paper accepted for publication in Journal of Workplace Learning (7/10/14)</p

Abstract: Professional learning through everyday work: How finance professionals self-regulate their learning

<p>Abstract to a paper accepted for V&L (011215). This paper emerged from the work of the WLBK project with CISI</p

(Abstract) Self-regulated learning in the financial services industry

<p>Short abstract for talk at EARLI PD SIG 14 Oslo, 27-29 August 2014</p

(Abstract) Measuring self-regulated learning in the workplace.

<p>Abstract for a paper recently accepted for International Journal of Training and Development (to appear v19,1: 2015). Work from the WLBK project.</p

(Presentation) SRL in the financial services industry

<p>Talk presented at EARLI PD SIG 14 Conference, Oslo, 28 August 2014</p

(Instrument) Self-Regulated Learning at Work Questionnaire

<p>Survey instrument to test SRL behaviour of knowledge workers.</p