Self-directedness in learning and career processes. A study in lower-qualified employees in Flanders.

This article outlines the background for the increased attention for self-directedness in learning and career processes and describes its foundations. On basis of a literature review a conceptual model for selfdirectedness in learning and career processes is presented and four new directions for future research are proposed. First, instruments for self-directedness in learning and career processes should be developed which are suitable for low-qualified employees as well. Second, in the workplace context both individual and organizational characteristics should be examined as predictors of self-directedness in learning and career processes. Third, the relation between self-directedness in learning processes and self-directedness in career processes can be better understood. Fourth, empirical research is needed to examine the relation between self-directedness in learning and/or career processes and future employability. These new directions were put forward as objectives guiding us throughout this dissertation.

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