Self-Directed Learning

This morning I read the Research Report written by Catharine Lombardozzi – Self Directed Learning: Essentials Strategy For a rapidly Changing World. She also discusses this as part of #GuildReads, an initiative from #The Learning Guild, where she has a conversation with @Jane Bozarth.

#GuildReads: Research on Self-Directed Learning with Catherine Lomardozzi

Catharine begins by giving a clear definition of what Self-Directed Learning (SDL) is and uses Malcolm Knowles' definition in the report. She then goes on to bust some myths that are associated with SDL.

• SDL is something that one does alone.
• Certain subject matters cannot be addressed by SDL.
• SDL is engaged whenever people opt-in to programs or when they proceed to learn at their own pace.

When talking about the Process involving SDL, this is the how she outlines it:

1. An Individual identifies a learning need,
2. Plans out a strategy to obtain the knowledge or skill,
3. Engages with people or material that might help with the learning, and
4. Finally, self asses their progress towards gaining that knowledge or skill.

Individual readiness for SDL

SDL is made possible by an individual who has the following capabilities & qualities: -

• Self-assessment – the ability to discern ones’ s own strengths &to identify learning needs.
• Resourcefulness – the ability to locate people and the resources needed
• Planning Skills – ability to sketch and implement a well-thought-out strategy for learning over time
• Learning Skills – ability to understand one’s own thinking & learning process (metacognitive process).
• Self-Efficacy - Belief in one’s own ability to learn and grow
• Motivation to learn – willingness & drive to pursue learning goals even in the face of challenges

Environmental Conditions that Support SDL

For SDL to thrive whether at an Organizational level or within an Individual, these are some of the supports that are required: -

• Deep Interpersonal connections – a psychologically safe place with people who support learning
• Accessibility of high-quality curated resource – a key word here is curated; curation of resources saves both time & effort
• Allocated time for learning – lack of time is cited as one of the biggest impediments to learning
• Management engagement – while SDL is controlled by the individual, manager support is needed to define goals, allocate time for learning etc.

Evaluating the success of Self-Directed Learning efforts

 Although evaluating the success of SDL is up to the individual, very often organizations need to check on how this is contributing to the Organizational capability. Catharine subtly cautions against looking for completion of learning activity but to monitor skill advancement & performance improvement. She cites a calibration process that is advocated by Emma Weber ‘where the learners themselves identify where they stand on a continuum of the skill they wish to develop (1-10 scale) and where they want to be as a result of their self-directed learning efforts’. Managers can then monitor their progress at regular intervals & note how this gap is being closed.

Developing self-directed learning capabilities

According to Catharine, SDL can be nurtured & developed. She quotes Gerald Grow when she identifies 4 types of learners: -

• Dependent,
• Interested,
• Involved,
• Self-directed

She goes on to say that scholars in SDL suggest that the ability to manage one’s own learning is developed by specific techniques in formal learning settings. Some of them are: -

• Learner defined syllabi
• Collaborative projects
• Reflection activities
• Problem-based learning
• Connected learning & social learning
• Application projects

Catharine concludes by mentioning that we no longer need a formal structure to enable learning as resources can be found almost anywhere today. She also indicates that SDL would not thrive just because it is possible. Individuals would need to develop these skills & organizations would need to encourage & provide the support structure that is required for this develop so that together they can cultivate a learning culture.