Review by: Schönwald, Ingrid (2007-09-06)

Self-directed learning (SDL) is a key element in many concepts of eLearning. This article explores the role of the leader in facilitating workforce development in terms of employees' self-directedness for learning. The authors refer to the conceptualisation of self-directed learning of Brockett and Hiemstra (1991) differentiating between the external instructional process in which the learner assumes responsibility for their learning process and the internal desire for assuming responsibility for learning.

Empirical research was conducted across twelve companies in Australia to explore the views that learning leaders in organizations have towards the development of self-directedness in employees. The sample of companies in the study derived through the professional networks of the researchers. The selected companies had all some experience with self-directed learning but varied in terms of size, location, industry sectors and business structure.The data collection was based on semi-structured interviews with learning and development (L&D) managers. The structure of the interviews referred to a range of strategies identified at theoretical level by former studies of Smith (2001):

• strategies in use to prepare learners for self-directed learning
• possible learning experiences for trainees
• possible strategies to help place learning into a work context
• policies in place to support training
• specific training structures in use
• mechanisms for the development of trainers

The findings show that two kinds of SDL strategies supported by the companies under study can be classified: those that target on the development of SDL among individual learners and those that aimed at the development of a workspace as a supportive environment and culture. Three issues emerged that appear to influence perceptions of the feasibility of implementing strategies to improve SDL in the workplace: first, the leader's notion of L&D as a vehicle for organisational development, second, the integration of the role of L& D in the company's agreements on terms and conditions of employment, and third, the extend of hazardous work processes. The role of the learning leaders appeared to be key in several ways:

• developing a management view that L&D is a crucial part of competitiveness
• developing a companywide view that SDL is an strategically important element of effective L&D
• developing the skills to value, encourage and support SDL among the employees at all levels
• developing structures, policies to support the development of SDL
• recognizing the need for internal differentiation of practices across the company

In sum, this paper takes up an interesting topical research question and tries to explore the transfer of theoretical concepts of self-directed learning to the practical feasibility in the business reality. The study reveals some interesting insights into the key role of the learning leader for the development of self-directed learning in an organisation. It would have been helpful if the results of the study were presented in a more structured form compared to the chosen narrative way.