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This article aims to understand conditions under which personal development plans (PDPs) can effectively be implemented for professional learning. Both the organization's manner of supporting the PDP practice as well as the individual employee's motivation is taken into account.

A questionnaire was distributed among employees of a Dutch governmental office, measuring perceived effectiveness of the tool (undertaking learning activities and performance), perceptions of PDP practices in the organization, and individual motivation. Regression analysis revealed that learning and reflection practices in the organization are positively related to number of learning activities undertaken by employees and to perceived performance.

A significant moderating effect of motivation was found, supporting the idea that the tool's perceived effectiveness depends both on …