Development of the Learner Self-Directedness in the Workplace Scale

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 selfdirectedness 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 participantsto 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 selfdirectedness in the workplace. This instrument is unique in the South African context. How to cite this article: De Bruin, K., & De Bruin, G.P. (2011). Development of the Learner Self-Directedness in the Workplace Scale. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 37(1), Art. #926, 10 pages. doi:10.4102/sajip.v37i1.926