Personal development plans supporting employee learning and perceived performance: the moderating role of self-directedness

Christophe Lejeune*, Dora Mercuri, Simon Beausaert, Isabel Raemdonck

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review


    Due to developments in the current dynamic business environment which is more global and competitive than ever, employees’ lifelong learning and the way organizations support their continuous development are pivotal. Many organizations introduce personal development plans (pdps) to support employees’ learning, however, not always taking into account their personal characteristics. This study had a twofold purpose as it was designed to explore on the one hand the relationship between pdps in the workplace with employee’s undertaking of learning activities and perceived performance, and on the other hand the possible moderating role of employee self-directedness on this relationship. For this study, data collected by means of a questionnaire at two different organizations were used, one organization foregoing profit and one non-profit activity. The results indicated significant positive relations between the individual supporting factor ‘employee learning and reflection’ and the undertaking of learning activities and perceived performance and between employee self-directedness and the undertaking of learning activities and perceived performance. The same accounted for the moderating effect of employee self-directedness on the interaction between learning and reflection and perceived performance. Some findings were surprising, nevertheless resulted in valuable insights and implications for practice.
    Original languageEnglish
    Pages (from-to)307-328
    JournalHuman Resource Development International
    Issue number4
    Publication statusPublished - 2016


    • personal development plan (PDP)
    • reflection
    • feedback
    • supervisor
    • self-directedness

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