Experienced military air traffic controllers (25 respondents, males = 15, females = 10, years of experience = less than one
year = 5 respondents, more than one year but less than three years = 11 respondents and more than three years = 9
respondents) participated in this study to determine whether self-directed team learning exists within their air traffic
control teams and to understand the impact of self-directed team learning on the air traffic control work environment.
Data on self-directed team learning and learning approaches were collected using a Self-directed Team Learning
Questionnaire (SDTLQ) and a Learning Approaches Questionnaire (LAQ). These data were analysed using an inductive
reasoning mode for qualitative data analysis and quantitative data analysis followed a supporting deductive reasoning
mode. Triangulation as a technique was used to determine whether multiple sources of data agreed and to obtain better,
cross-checked insights (Burgess, 1985). Results revealed that these air traffic controllers and air traffic control teams
investigated in the study do indeed function within self-directed working, training and learning environments. The
quality of team performance was influenced by self-directed team learning initiatives. Furthermore, the quality of
self-directed team learning relied upon the effectiveness of air traffic control team performances.