PREDICTORS OF SELF-DIRECTED LEARNING READINESS

Age Gender, And Level of Education as Predictors of Self-Directed Learning Readiness in an Individualistic, And a Collectivistic Social Context

Barry University

Table of Contents

CHAPTER I3

THE PROBLEMError! Bookmark not defined.

Introduction3

Purpose of the Study3

Theoretical Framework3

Jarvis' Model of Experiential Learning3

Research Design3

Research Questions3

Research Hypotheses3

Significance of the Study3

Definition of Terms3

Delimitations3

Limitations3

Organization of the Dissertation3

List of Figures

Figure 1 Development of the need to learn (Jarvis 2006)

Figure 2 Influence of culture, space and time on development of learning

Abstract

The development of the learning organization has been a major part of the response of U.S. companies to rapid change, unprecedented advancement in technology, and fierce competition, as a consequence of globalization (Guglielmino & Guglielmino 2006). A critical facet of developing the learning organization is self-directed learning (Cho, 2002; Guglielmino & Guglielmino, 2006; Guglielmino & Guglielmino, 2008; Mitlacher, 2008). As Guglielmino and Gugulielmino (2006) stated: “The key element in an effective learning organization is the acceptance of responsibility by each individual for recognizing and addressing his or her own learning needs and then sharing that learning with appropriate others in the organization”.

CHAPTER I

Introduction

“Learning, even self-directed learning, rarely occurs in splendid isolation from the world in which the learner lives; ... it is intimately related to that world and affected by it" (Jarvis 1987, p. 11).

The development of the learning organization has been a major part of the response of U.S. companies to rapid change, unprecedented advancement in technology, and fierce competition, as a consequence of globalization (Guglielmino & Guglielmino 2006). A critical facet of developing the learning organization is self-directed learning (Cho, 2002; Guglielmino & Guglielmino, 2006; Guglielmino & Guglielmino, 2008; Mitlacher, 2008). As Guglielmino and Gugulielmino (2006) stated: “The key element in an effective learning organization is the acceptance of responsibility by each individual for recognizing and addressing his or her own learning needs and then sharing that learning with appropriate others in the organization”.

Accordingly, human resource development professionals seeking to effectively develop learning organizations in today's global environment, are challenged to pursue development of self-directed learning (SDL) against a backdrop of changing demographics and cultural diversity (Guglielmino and Guglielmino 2006). Guglielmino and Guglielmino (2006) summarized the relevance of this challenge stating, "increasing global competition and the growth in international business, juxtaposed with constant and increasing rates of change, place new demands on management to implement effective models of human resource development across cultures" (p, 21). Guglielmino (2008) added, "those charged with education and human resource development are obligated to incorporate the development of the attitudes and skills supporting self-directed lifelong learning as a central aim of their programs. To do less is to compromise the ability of tomorrow's workers and citizens to function effectively in a world we cannot even predict." (p.11). Given the implications of these assertions, human resource development (HRD) scholars and writers have emphasized the need for research to understand SDL issues related to context, Guglielmino & (Guglielmino 2006) process, (Guglielmino (2008) and differences (Mclean 2006).

A review of the literature reveals that a notable body of evidence exists that levels of ...