The relation between perceived autonomy support and (in) formal learning when using a PDP: the mediating role of self-direction in learning

Purpose To keep up with their changing environment, organizations are investing in continuous skills development of their employees and therefore implement personal development plans (PDPs). However, to be effective, PDPs require employees to show self-direction in learning (SDL). Autonomy-supportive supervisors can foster employees’ SDL. Therefore, the purpose of this cross-sectional study is two-fold. First, this study explores the relationship between perceived autonomy support and learning at the workplace. Second, this study investigates the mediating role of SDL when using a PDP. Design/methodology/approach Based on data from a convenience sample from employees in various industries ( n = 193), structural equation modelling was used to investigate the relationships between the different variables. Findings First, a positive relationship was found between perceived autonomy support and informal learning activities, but not with formal learning activities. Second, results indicated that SDL when using a PDP mediates the relation between perceived autonomy support and both formal and informal learning activities at the workplace. These results suggest that a supervisor who is perceived as autonomy supportive can foster employees’ SDL when using a PDP and, in turn, support learning at the workplace. Practical implications Also, these findings indicate that autonomy-supportive supervisors can encourage the undertaking of learning activities by stimulating SDL when using a PDP. Originality/value For a PDP to be effective, a degree of SDL is assumed. To the best of the authors’ knowledge, this is the first study to investigate SDL within a PDP setting.