| Self-directed learning (SDL) is a dominant theme in the adult education literature. SDL emphasizes learner autonomy and responsibility for all aspects of the learning process. The potential benefits of SDL and methodologies for encouraging this orientation have been the subject of much researcher attention.;This study surveys the SDL and management literature with a view to determining the relationships between readiness for self-directed learning and key organizational variables in the workplace milieu. In particular, the goal is to create a model comprising management style, job satisfaction, and readiness for self-directed learning which predicts job performance. Relationships among the variables in the model are also explored.;Using the Self-Directed Learning Readiness Scale (SDLRS), and measures for general job satisfaction, management style, and overall job performance, scores from 100 subjects were examined. The model was not found to be a good fit as none of the variables was found to be a significant predictor of job performance within the context of the model. Further analysis, however, of the variables in the model on an individual basis suggests that they all have significant relationships with job performance although the dynamics of the model are such that these connections are diminished. The model showed a significant relationship between management style and SDLRS scores, a significant positive relationship between SDLRS scores and job satisfaction, and a significant relationship between management style and job satisfaction.;This study finds support for some of the purported benefits of SDL readiness and suggests that adult educators in the Human Resource Development sector should focus more attention on how readiness for SDL may be facilitated in the workplace by modifying organizational variables such as management style. This will enhance understanding and efficacy of the education function in the workplace environment. |
