Encouraging self-regulated learning in adult workforce development programs
The case for early introduction of self-regulated learning in workforce development programs to foster lifelong learners.
October 9, 2024
Workforce development programs are essential for economic growth and individual advancement, addressing both employer needs and supporting meaningful (livable wage) career pathways for job seekers. In these programs, technical and professional skills are taught, preparing job seekers for their future roles, but a missing piece in some programs, and post-secondary education in general, is self-regulated learning (SRL). SRL is a central component of effective learning. As Zimmerman explains, it is "the self-directive process by which learners transform their mental abilities into academic skills. Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching." Further defined, SRL is "the ability of students to act and take responsibility for learning content with or without other people, with aspects: awareness, learning strategies, learning activities, evaluation, and interpersonal skills," (Rini et al.). Bridging both definitions, SRL is about being an intentional and proactive lifelong learner. To not introduce SRL in workforce programs, especially in the early stages of the program, could potentially hinder participants' long-term success in their new careers.
The problem
Understandably, workforce programs focus on preparing participants with technical skills for in-demand careers. The callout here is that in the early days of the program, there's likely an over-index on lecture-style teaching, since the amount of content participants need to learn is lofty. This approach, unfortunately, places the onus on instructors, rather than balancing the workload between instructors and participants. As Zimmerman explains, "self-regulation of learning involves more than detailed knowledge of a skill; it involves the self-awareness, self-motivation, and behavioral skill to implement that knowledge appropriately." By introducing SRL from the beginning, we can ensure participants understand there's an additional, independent, level of skill development in addition to their technical growth. Without this focus, especially in the early stages, we risk creating an environment where students become passive recipients of information rather than active, self-directed learners.
A personal anecdote
Reflecting on my personal journey with SRL, in middle school we were required to write outlines, participate in peer reviews, and write rough drafts before submitting essays. As a 12 year old, I resisted every single piece of the highly structured format. But some two decades later I realize it instilled skills in research, writing, and most importantly — owning my learning experience. At some point in college, maybe when rigorous preparation wasn't necessarily required, and certainly not graded, I slipped into a more lax approach. I went from a "look it up" mindset to a "you tell me" expectation, where I waited for others (professors, the internet) to provide the answers. This… didn’t last long, as my first few college essays earned poor grades. Thinking about this, especially in the context of this essay, it’s interesting to see how quickly I steered off course once I stopped taking ownership of my learning. Note: I did use an outline to write this post.
Back to the work: in an ideal implementation of self-regulated learning, participants are "proactive in their efforts to learn because they are aware of their strengths and limitations and because they are guided by personally set goals and task-related strategies." To build this foundation of proactivity, programs should encourage participants to action things like: identifying challenging content areas, creating personal goals tied to the cohort, and developing a personal development plan post-program, within the first few sessions. This initial plan, even though it’s likely a draft, provides a reference point that can evolve as participants progress. Regular goal discussions promote self-assessment and evaluation, and this approach leads to learners who "self-evaluate their performance against their personal goals rather than other learners' performance, and they make strategy (or method) attributions instead of ability attributions,” (Zimmerman). The result here is highlighted by higher personal satisfaction and motivation for continuous improvement.
Zimmerman, Barry J. "Becoming a Self-Regulated Learner: An Overview." Theory Into Practice, vol. 41, no. 2, 2002, http://mathedseminar.pbworks.com/w/file/fetch/94760840/Zimmerman%20-%202002%20-%20Becoming%20a%20SelfRegulated%20Learner%20An%20Overview.pdf. Accessed 9 Oct. 2024.
Rini, Riswanti, et al. "The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning." International Journal of Instruction, vol. 15, no. 3, July 2022, pp. 329-344, https://doi.org/10.29333/iji.2022.15318a. Accessed 9 Oct. 2024.
