Chapter 7: Understanding The Motivation For Learning Amongst Knowledge Workers

The previous chapter looked at the learning component of a knowledge-centric culture, particularly the importance of organisations re-visiting the theory and practice of learning in today’s knowledge-intensive world. Learning is crucial if organisations, and indeed individuals, are to address the issues of obsolescence and avoid the phenomenon of ‘Educated Incapacity’, also discussed in the previous chapter.

This chapter is concerned with the motivational aspects of learning, particularly the motivation for learning amongst knowledge workers. It is based on the findings from some of my own research conducted among independent HR professionals (Evans, 2001).

Motivational Factors Associated With Learning

Cross (1981), suggests that participation in a learning activity, whether formal or otherwise, is the result of a chain of reactions, linked to an individual’s evaluation of where he or she is at in relation to their environment. Some of the factors that influence voluntary participation in learning among adults include: an individual’s self-view; their attitude towards learning, based upon their previous experiences of learning; personal goals and expectations; opportunities and barriers to learning, as well as access to information about what learning opportunities exist.

An alternative view of the motivation for learning, particularly amongst knowledge workers, is that their learning is fuelled by the need to manage the issue of obsolescence. Addressing the issue of obsolescence, according to some writers, means that professionals should spend around 20 per cent of their working time learning about recent developments in their field; a big commitment than in terms of people’s time.

In my own research I discovered a number of drivers for learning amongst independent HR professionals. These fell into two main categories:

‘Self-identified’ learning needs – these were learning needs that surfaced either during the process of critical reflection (either on their own, or facilitated by others), or some form of strategic planning for their future career, or direct comparison of their own knowledge relative to that of other professionals in a similar situation.

‘Other identified’ learning needs – this included learning linked to meeting the legal requirements of running a small business, and clients’ expectations regarding the level of formal qualifications that independent consultants should have.

One particularly interesting finding from my research was how learning had become such an integral part of these individuals’ lives; work and learning are blended in together, rather than being compartmentalised. Indeed personal growth was one of their four key career success criteria. This manifested itself in behaviours such as ‘In any situation I try and get out of it what I can learn’ and ‘I no longer think anymore in terms of this is the career for me. I do have a purpose though. To me the jobs that I do are stepping stones towards my development.’

Closely related to the success criterion of personal growth, was that of being free to choose enjoyable and challenging work. For some individuals there was a strong overlap in the interests between their work and non-work activities projects/activities. This often meant that the line between what individuals considered as work and non-work was somewhat grey.