Development and Validation of an Instrument to Measure Work-Related Learning

Work-related learning is advanced as a double win: It enhances organizations’ adaptability and competitiveness and it contributes to individuals’ employability and career development (Rowold and Shilling, 2006; Schulz and Roβnagel, 2010; Slotte, Tynjälä, and Hytönen, 2004). This has raised scholarly interest in work-related learning and how it may be fostered (Taris and Kompier, 2005). Research in this area is however conditional upon a reliable and valid measure, which is quite challenging for a number of reasons (Manuti et al., 2015). First, learning is often considered as the latent development of competences, which is elusive and difficult to measure. Hence, instruments measuring learning try to grasp this by focusing on observable aspects. The most proximal way to measure work-related learning is to investigate the learning activities that are undertaken in relation to the development of work-related competences (Raemdonck, Gijbels, and van Groen, 2014). This way of measuring work-related learning gets to the core of learning, as it focuses on employees’ actual behaviour. However, such instruments are scarce (Taris and Kompier, 2005). Second, and related to the previous point, instruments that encompass formal and informal learning are rarer still: Research tends to focus on one of both dimensions of work-related learning (Choi and Jacobs, 2011). This has the advantage of conceptual depth, with instruments that are often tailored at specific samples (Nikolova et al., 2014), yet at the expense of conceptual breadth and possibilities for generalisation (Slotte et al., 2004), comparability across occupations, and follow-up after job transitions (Kyndt and Beausaert, 2017). Hence, this study aims to provide (i.e., develop and validate) a measurement instrument for work-related learning that (1) captures participation in learning activities that resulted in the development of competences related to employees’ work, (2) focuses on both formal and informal learning, and (3) that is independent of context. We first define work-related learning, then describe the development and test of the instrument, and finally discuss strengths, limitations, and opportunities for research and practice.