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Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding
Abstract
As organizations become more complex and dynamic, individuals’ ability to learn from experience becomes more important. Recently, the concept of learning agility has attracted considerable attention from human resource professionals and consultants interested in selecting on and developing employees’ ability to learn from experience. However, the academic community has been largely absent from this discussion of learning agility, and the concept remains ill defined and poorly measured. This article presents a constructive critique of the existing literature on learning agility, seeks to clarify the definition and conceptualization of the construct, and situates learning agility within a broader nomological network of related constructs. We conclude by discussing several important directions for future research on learning agility.
... The evolution of LA conceptualizations has resulted in diverse theoretical frameworks and definitions (De Meuse, 2017;DeRue et al., 2012a), sparking debates on the breadth (DeRue et al., 2012b) and narrowness of these conceptualizations (Carette & Anseel, 2012;DeMeuse et al, 2012). Criticisms stem from the lack of clarity in understanding the individual mechanisms underlying both dimensions of learning and agility. ...
... As a result, amidst the extensive implementation of LA in TM systems, there has been a proliferation of proprietary and copyright-protected diagnostic tools with limited accessibility (i.e., Choices Architect ® , Lombardo & Eichinger, 2000;viaEDGE™, De Meuse et al., 2011;Talent X7, De Meuse & Feng, 2015), which has posed challenges in terms of construct clarity and the availability of valid measures. Concerns have been raised regarding the psychometric properties, conceptual overlap, and content validity of some previous scales (e.g., multirater survey Choices Architect; DeRue et al., 2012a), underscoring the necessity for a more comprehensive and accessible tool (for a full review see Boyce & Boyce, 2022). Furthermore, practical constraints related to time and cost have been identified due to the extensive length of widely used commercial LA scales (e.g., Talentx7 ...
... Rooted in the experiential learning theory (Kolb & Kolb, 2009) and recent emphasis on the centrality of learner intentionality (Decius et al., 2022), this study aims to delve into agile learning processes, focusing on the psychological mechanisms underlying both learning and agility dimensions of the construct. Through an extensive literature review on LA, we identified individual state-like attributes deemed integral to LA, including resilience (DeRue et al., 2012a); self-awareness (De Meuse, 2017); goal orientation (DeRue et al., 2012a;Vandewalle, 2012). Adopting a holistic approach to scale development, this study incorporates these potential antecedents of LA to guide individuals in identifying which skills they need to develop further (Braun et al., 2017). ...
The unprecedented complexity of today's business and working environment increases the need for leaders and employees to learn new skills, be adaptable, and open to embracing change. New abilities and mindsets emerge, and their evaluation is challenging. This research utilized an exploratory sequential mixed methods design to develop and provide a preliminary validation of a scale measuring individual differences in learning agility (LA) at work. The measure has been tested in Central-Eastern European countries, Italy, and Egypt. Results showed satisfactory reliability and nomological validity. The final scale of 11 items provides HRD researchers and practitioners with a reliable and concise tool suitable for investigating individual differences in LA across different job roles and positions. The scale has been tested in a cross-cultural setting and is available in English, making it especially appropriate for multinational contexts. K E Y W O R D S change, learning agility, mixed-methods, scale development and validation
... The evolution of LA conceptualizations has resulted in diverse theoretical frameworks and definitions (De Meuse, 2017;DeRue et al., 2012a), sparking debates on the breadth (DeRue et al., 2012b) and narrowness of these conceptualizations (Carette & Anseel, 2012;DeMeuse et al, 2012). Criticisms stem from the lack of clarity in understanding the individual mechanisms underlying both dimensions of learning and agility. ...
... As a result, amidst the extensive implementation of LA in TM systems, there has been a proliferation of proprietary and copyright-protected diagnostic tools with limited accessibility (i.e., Choices Architect ® , Lombardo & Eichinger, 2000;viaEDGE™, De Meuse et al., 2011;Talent X7, De Meuse & Feng, 2015), which has posed challenges in terms of construct clarity and the availability of valid measures. Concerns have been raised regarding the psychometric properties, conceptual overlap, and content validity of some previous scales (e.g., multirater survey Choices Architect; DeRue et al., 2012a), underscoring the necessity for a more comprehensive and accessible tool (for a full review see Boyce & Boyce, 2022). Furthermore, practical constraints related to time and cost have been identified due to the extensive length of widely used commercial LA scales (e.g., Talentx7 ...
... Rooted in the experiential learning theory (Kolb & Kolb, 2009) and recent emphasis on the centrality of learner intentionality (Decius et al., 2022), this study aims to delve into agile learning processes, focusing on the psychological mechanisms underlying both learning and agility dimensions of the construct. Through an extensive literature review on LA, we identified individual state-like attributes deemed integral to LA, including resilience (DeRue et al., 2012a); self-awareness (De Meuse, 2017); goal orientation (DeRue et al., 2012a;Vandewalle, 2012). Adopting a holistic approach to scale development, this study incorporates these potential antecedents of LA to guide individuals in identifying which skills they need to develop further (Braun et al., 2017). ...
The unprecedented complexity of today's business and working environment increases the need for leaders and employees to learn new skills, be adaptable, and open to embracing change. New abilities and mindsets emerge, and their evaluation is challenging. This research utilized an exploratory sequential mixed methods design to develop and provide a preliminary validation of a scale measuring individual differences in learning agility (LA) at work. The measure has been tested in Central‐Eastern European countries, Italy, and Egypt. Results showed satisfactory reliability and nomological validity. The final scale of 11 items provides HRD researchers and practitioners with a reliable and concise tool suitable for investigating individual differences in LA across different job roles and positions. The scale has been tested in a cross‐cultural setting and is available in English, making it especially appropriate for multinational contexts.
... It enables employees to constantly seek out new information, learn from experiences and stay open to new ideas. Moreover, it prepares them to respond quickly and effectively to changes in the market, technology and customer needs, which is a key component for the success of organisations (Derue et al., 2012a;Wang and Beier, 2012). Employees with high LA constantly develop, grow and create ideas to generate a new way of thinking (Lee and Song, 2022a). ...
... The top 10 articles with citations of more than 50 are listed in Figure 3. The most cited paper is by Derue et al. (2012a), with 105 citations, which focused on establishing conceptual clarity on LA Derue et al. (2012b) suggest that there was some ambiguity or lack of consensus around the term "learning agility" before their paper. This article is followed by another highly cited article by De Meuse et al. ...
... Lombardo and Eichinger (2000) proposed the construct of LA as a possible indicator of highpotential talent that has transformed into a pervasive leadership tool. On the conceptualisation of LA, Smith (2015) and Derue et al. (2012a) also proposed models. All these models can be broadly classified into two approaches: bandwidth and limited approaches. ...
Purpose
Due to the extremely complicated and unpredictable outside world, using and unlocking the potential of learning agility (LA) has become a key part of making businesses more competitive, and there is a lot of new research being produced on this topic very quickly. Thus, this study aims to carry out a bibliometric analysis to systematically analyse the existing literature on LA and propose an integrated framework depicting various predictors, mediators and outcome variables covered in the LA research. Moreover, this study lays out a rich and detailed agenda for future research and enhances understanding of LA by suggesting future research questions.
Design/methodology/approach
This study applied bibliometric analysis using the Scopus database. This study applied bibliometric analysis and cluster analysis to examine the contributions of research constituents (authors, institutions, countries and journals) and their structural and thematic relationships (co-citation network and thematic trends). The most important insights were used to propose an integrated conceptual model.
Findings
Based on the results of the performance analysis, this study discovered that the USA is the most productive country in this research field, followed by Belgium, Australia, Korea and India. In addition, the findings highlight the most prominent journals, authors and countries contributing to LA, document citations and theories contributing to the field of LA. This study identifies four emerging future research themes (clarity of construct, identification of variables to be studied with LA, strategies enhancing LA and context of study) and proposes subsequent research questions using science mapping analysis.
Practical implications
A review of existing literature on LA provides a clear understanding of the current and future state of research on this topic. And, from a practical standpoint, this study highlights emergent clusters that will help practitioners build LA as a tactical reaction to the current volatile, uncertain, complex and ambiguous environment.
Originality/value
This study is relevant as it aims to systematically review articles on LA and proposes an integrated conceptual framework based on existing literature that will serve as a guide for existing and future research in this area.
... Recent theoretical and empirical findings indicate that learning agility is the most important determinant of high performance and potential leaders (Bedford, 2011;De Meuse, 2019;Smith, 2015;Howard, 2017). Learning agility is the ability to learn effectively from all kinds of experiences, adapt (De Meuse, 2017;Lombardo & Eichinger, 2000), and apply quickly and flexibly to uncertain situations (DeRue, Ashford, & Myers, 2012). Leaders with learning agility follow innovations closely. ...
... Leaders with learning agility are long-term successful (Bedford, 2011;Bywater, Hezlett, Lewis & Smith, 2021) and high-performing individuals who can create a vision for the organization, evaluate feedback mechanisms well, and include employees in decision-making mechanisms (Allen, 2016;Bedford, 2011;Connolly, 2001;Lombardo & Eichinger, 2000). Learning agility is a feature related to cognitive ability (verbal reasoning, numerical reasoning, and abstract reasoning) (Allen, 2016;DeRue, Ashford, & Myers, 2012;Miller, 2018), tolerating uncertainty and behaving flexibly (Allen, 2016), and openness to experience (Laxon, 2018). It has been determined that learning agility has five distinctive characteristics, such as People Agility, Results Agility, Mental Agility, Change Agility, and self-awareness (De Meuse et al., 2011;Gravet & Chadwel, 2016;Lombardo & Eichinger, 2000). ...
... Agile leaders derive practical insights from their experiences (Allen, 2016;Laxon, 2018;Miley, 2020) and develop intuition (Hallenbeck, 2016), which could be why they rely on intuition in novel situations. However, it could be suggested that learning-oriented individuals can surmount difficult tasks without avoidance (Allen, 2016;Jo & Hong, 2022.), and make decisions without evading flexible thinking skills about experiences (DeRue, Ashford & Myers, 2012;Sung, 2021) in order to move swiftly. Furthermore, leaders' learning agility contributes to healthy interpersonal relationships, rapid short-term results, commitment from teams within the organization, and a positive climate (Bywater et al., 2021). ...
Leaders with ever-evolving learning agility demonstrate high performance by making quick and better decisions in the face of uncertain situations. This study aimed to determine the relationship between school principals' learning agility and decision-making styles and the moderating role of gender in this relationship. The research is carried out according to the relational survey model. SPSS Process Macro software was used to examine the regulatory role. The study group for the research consists of 383 school principals and vice principals working in Istanbul. According to the findings, the highest correlation was found between learning agility and rational decision-making style. Again, the results of the research concluded that learning agility has a positive effect with an intuitive, dependent decision-making style and a negative effect with an avoidant decision-making style. In addition, the moderating role of gender was determined between learning agility and avoidant decision-making style.
... This study assumes that Learning Agility plays a core role to contribute to improve individual results during changes, as the process of change enables some individuals to quickly learn with experience. Learning Agility level may influence the positive behavioral responses to the process of change (De Rue et al., 2012) as it triggers more efficient learning and adaptation process, focused on mind openness, risk-taking capacity, speed and flexibility . ...
... Surveys associate Learning Agility to individuals considered to have high potential to perform leadership activities in organizations, and to individuals that easily fit into new situations (De Rue et al., 2012;Eichinger & Lombardo, 2004). Managers usually face situations to which their corporations are not ready. ...
... Learning Agility is considered to be an individual characteristic related to speed and flexibility (Allen, 2016;Burke, 2016;De Rue et al., 2012;De Meuse, 2010). ...
This study aimed at describing the influence of individual factors such as Learning Agility and the perception of reasons and benefits for change on change-supportive behavior. The study has also tested the effect of leadership position on learning agility and on change- supportive behaviors. The model was tested by a cross-section quantitative study in two corporations, with a sample of 324 employees. It used four instruments (learning agility scale, scales of reasons and benefits for change, and scale of behavioral responses to change) with evidence of validity, in addition to standard multiple regression analyses and structural equations to test the model. Results point out that reasons and benefits perceived for change and learning agility predict change-supportive behaviors, and also that leadership position predicts change-supportive behaviors.
... Both emphasize rapid adaptation and knowledge acquisition from experiences. Learning agility entails gleaning insights from diverse experiences, and applying them effectively across contexts (DeRue, Ashford, & Myers, 2012). Agile leadership, meanwhile, champions organizational adaptability and continuous learning (Darlington and Rahimnia, 2015;Doz and Kosonen, 2010). ...
... In an organizational setting, executive function pertains to the cognitive and leadership skills required for strategic decision-making, overcoming challenges, and adjusting to changing environments. Given learning agility's definition as the quick uptake of knowledge from past experiences for diverse applications, it's evident that those with high learning agility effectively leverage their executive function to organize learning and apply new skills (DeRue, Ashford, & Myers, 2012). ...
Abstract
In the rapidly evolving business landscape, agile leadership, especially among millennial leaders, has become pivotal. However, a comprehensive understanding of how Learning Agility, Burnout, and Executive Function interact to shape this leadership style is still limited, with burnout potentially impeding agile leadership development. This study aimed to elucidate the interplay between Learning Agility, Burnout, Executive Function, and their collective contribution to Agile Leadership among millennial leaders. We selected 121 millennial leaders from five different companies for this purposeful study. Utilizing Model 8 in Process Macro Hayes, we tested four hypotheses to evaluate the relationships between Learning Agility (LA) and Agile Leadership (AL), the mediating role of Executive Function (EF), the moderating effect of Burnout, and the conditional indirect impact of EF at various burnout levels. The results revealed a significant positive correlation between Learning Agility and Agile Leadership when Burnout was extremely low (p < 0.01). Still, this relationship was not significant at neutral and high burnout levels. While executive function emerged as a crucial mediator, it did not significantly mediate the Learning Agility-Agile Leadership relationship. Burnout was found to moderate this relationship, accounting for an additional 4.96% of the variability in Agile Leadership (p < 0.01), I would write p<.01). The overall model explained 17.18 (17.2) % of Agile Leadership variability (F = (6.0150 =) 6.02, (p = 0.0002), p<.001). However, the conditional indirect effects of Learning Agility on Agile Leadership were not statistically significant at different burnout levels. It can be concluded that Burnout is a significant moderator variable between Learning Agility and Agile Leadership among millennial leaders, emphasizing the need for Burnout reduction strategies to optimize the influence of Learning Agility on Agile Leadership. Future research is required to fully understand the mediating role of Executive Function in this relationship.
Keywords: Agile Leadership; Burnout; Executive Function; Learning Agility; Millennial Leaders
... Agility in learning can also have a favorable effect on an organization's performance. According to DeRue et al. (2012), Lombardo (2004), andSmith (2015), learning agility is linked to improved performance and promotions in addition to predicting the potential and future outcomes of leaders and members. The correct future leaders, essential to organizational success, can be found and developed using learning agility (DeRue et al., 2012;Silzer & Church, 2009). ...
... According to DeRue et al. (2012), Lombardo (2004), andSmith (2015), learning agility is linked to improved performance and promotions in addition to predicting the potential and future outcomes of leaders and members. The correct future leaders, essential to organizational success, can be found and developed using learning agility (DeRue et al., 2012;Silzer & Church, 2009). The outcomes of developing the learning agility concept can be a valuable resource when hiring talent, e-ISSN 2622-3236 Vol. ...
This study aimed to develop a learning agility measuring instrument based
on De Meuse's theory (2015) with a sample of Government Employees
from the National Police of the Indonesian Republic and members of Polda
Metro Jaya (N=60). The development of an Indonesian version of the
learning agility measuring tool is important to adapt the construct
according to the character of Indonesian culture so that it can be used
widely and practically by organizational management. The data was
collected using an online questionnaire survey distributed via Jotform. The
stages of developing measuring instruments start from construct
operationalization, item development, readability testing by expert
judgment, pilot tests to eliminate invalid items, and field studies. The
results of the statistical test using a differential power test where the
researcher aborted 35 items in the pilot study, which were initially 95
items, so that the items that could be continued to the next test stage in a
large sample totaled 60 items, then from the average item reliability value
has a value per -item ≥ 0.9, this figure shows consistent numbers using the
same measuring instrument (test-retest reliability) when testing on small
samples and also large samples. Construct validity was assessed using item
homogeneity techniques, employing the Product Moment correlation,
revealing p-values ≤ 0.05 for all items. Additionally, the Pearson correlation
values for all things were ≥ 0.279 (r-table) with N=50. Therefore, all items
in the second phase of the trial can be deemed valid and suitable for use.
Moreover, positive correlations were observed among dimensions. The
results of the factor loading test indicated that the Standardization
Estimate for each dimension exceeded 0.71, confirming that each
dimension contributes significantly to the latent construct.
... Learning agility is divided into four aspects: people agility, result-in agility, mental agility, and change agility (Lombardo & Eichinger, 2000). Agility, speed, and flexibility are essential for learning from new experiences (DeRue et al., 2012). Moreover, while cognitive processes and behaviors indicate learning agility, how it is demonstrated varies widely among personal attributes (Burke & Smith, 2019;De Meuse, 2022;DeRue et al., 2012;Lombardo & Eichinger, 2000). ...
... Agility, speed, and flexibility are essential for learning from new experiences (DeRue et al., 2012). Moreover, while cognitive processes and behaviors indicate learning agility, how it is demonstrated varies widely among personal attributes (Burke & Smith, 2019;De Meuse, 2022;DeRue et al., 2012;Lombardo & Eichinger, 2000). ...
Background: Learning agility is the willingness to learn from experiences and apply those learnings to new situations. Agile knowledge profoundly impacts performance, so several companies are incorporating it into their learning strategy. In comparison, cognitive processes and behaviors indicate learning agility. Learning agility has been used in many companies as an essential consideration for selecting high-potential talent. The study aims: This study aimed to determine the relationship between executive function and learning agility in police officers. Method: The research method used is a correlational quantitative method with Spearman as a data analysis technique. The research participants are 107 police officers. Data collection on learning agility uses a learning agility scale (17 items, α=0,922), and executive function uses a neuropsychological test tool. Result: Based on the results of the analysis test between executive function and learning agility on police officers with the Digit Span Backwards, Stroop Test, Trail Making Test A & B, Ruff's Five-point test, and the Verbal Fluency Test shows that there is no significant negative relationship between executive function and learning agility Conclusion: Based on the analysis of the data, it was found that there is an essential relationship between executive function and learning agility in police officers.
... The upper echelons theory suggests that the TMT's impact on a firm's performance is salient in uncertain environments (Teece 2007). Therefore, in our study, we define focal firms' (1) metacognitive capability as the TMT's ability to reflect upon, understand, and consciously control their cognitive thinking or frame related to a complex task (Haynie and Shepherd 2009); (2) strategic networking capability as the TMT's ability to initiate, develop, and even terminate diverse collaborative relationships (Mitrega et al. 2012), and (3) learning agility as the TMT's higher-order learning abilities to detect problems, make improvements, and assemble resources needed to launch effective responses (DeRue, Ashford, and Myers 2012). ...
There is the bourgeoning literature arguing that successfully delivering complex innovations to mass societies requires focal firms and their key partners to first perform a series of experimentation activities at the local small-scale societal level, known as Innovation Ecosystem-Specific Experimentation (IEE). Scholars have already evidenced the IEEs' function to create viable innovation ecosystems , yet there is a dearth of information about which factors are associated with effective IEEs. We constructed the conceptual model based on a dynamic capabilities perspective. Our PLS-SEM analysis of 111 surveys in China indicates that (1) focal firms' dynamic capabilities in metacognition, strategic networking, and learning agility are positively correlated with effective IEEs; (2) focal firms that use geographically accessible networking and innovation facilities tend to have stronger relationships between strategic networking capability and IEE, and between learning agility and IEE, respectively. Overall, this study enriches the literature on experimentation, entrepreneurial strategizing, and innovation ecosystem emergence.
... The concept of learning agility has emerged and become a topic of conversation among world practitioners as a way to develop individual potential and organizational performance (DeMeuse, Burke (2018) describes the term learning agility as a combination of two things, namely motivation and skills. The term agility itself contains two elements, namely flexibility and speed, as mentioned by DeRue, Ashford and Myers (2012). The focus of learning agility work is human behavior. ...
The aim of this research is to understand and discover the unique educational outcomes observed at SMP Sekolah Alam Insan Mulia (SAIM) due to the implementation of the integrative IRE model and learning agility. This research used qualitative methods and an interpretive research paradigm. This research approach used phenomenology, while the type of research was descriptive. Data collection through interviews, observations and documentation. Data analysis through data collection, data condensation, data presentation, and conclusions. This study found that SMP SAIM integrated Islamic Religious Education (PAI) into all learning to instill the foundation of Islamic values in every student's understanding and skills. The integration uses six models classified into two parts, namely the first, the shared model, the nested model, the sequenced model applied to regular learning in class. Second, the connected model, the webbed model, and the integrated model applied to large thematic projects. Furthermore, SMP SAIM carried out learning agility which was realized through project-based learning and student life skills, so that they are skilled in facing various challenges. The integrative PAI model and learning agility learning are very relevant from the flexible, active, creative, collaborative, and reflective aspects.
... This ability is considered essential to optimize when aiming for innovation. Because there is a role for knowledge and skills acquired from previous experiences that help identify what needs innovative input (DeRue et al., 2012;Bennett & Limoine, 2014). ...
Background: Previous research has shown that university graduates in Indonesia face significant skill gap and behind from any country, spesifically among ASEAN countries, in term of innovation ability. Innovative ability can be developed for university students with the right variables. Thus, it might help student to focus on their self-development. Method: Quantitative and correlational research conducted to know how learning agility might related to innovative work behavior. Innovative Work Behavioral Scale developed by Janssen (2000) and Learning Agility Assessment Scale, developed and published by Gravett and Caldwell (2016), were used in study. Both scales were adapted and translated so they would fit with the undergraduates’ context. Result: In result, 539 of minimum Second year/3rd semester University Indonesia students were chosen. The statistics analysis technique used for hypothesis testing was Pearson’s Correlation. The result showed that learning agility is positively correlated with the innovative work behavior, r(537) = 0,61, p < 0,001. Conclusion: After this study, the result might be used as one of the references for university to develop program where student could develop their learning agility and become more innovative. Novelty/Originality of this study: This study reveals a significant relationship between learning agility and innovative work behaviour among Indonesian students, providing new insights into developing innovation capabilities at the higher education level. The findings offer an empirical basis for universities to design programs that enhance graduate competitiveness in the ASEAN context.
... On the other hand, the number of studies measuring the relationship between IQ and transformational leadership is not as large as the study of the relationship between transformational leadership and personality. DeRue et al. (2011) argue that the relationship between IQ and transformational leadership is weak. Researchers argue that personality and IQ are not enough to describe the components of transformational leadership (Phipps et al. 2015). ...
This study investigates the role of hot and cold executive functions (EF) in transformational leadership, considering the mediating role of personality, general cognitive ability, and trait emotional intelligence (EI). EF plays an essential role in responding and adapting to new situations. The sample (N=316) consisted of students and leaders. Neuropsychological tests assessing specific domains of EF and questionnaires assessing personality, general cognitive ability, and trait EI were administered. The results showed that cold EF affects leadership, emphasizing the mediating role of personality. Furthermore, leaders performed better in communication skills, attention span, and working memory than students.
... Nhờ vào việc học thông qua kinh nghiệm, mỗi cá nhân có thể hình thành khả năng lĩnh hội, tự làm chủ việc học dù kinh nghiệm đã trải qua có thể là rất nhiều, có thể tốt, hoặc không thu thập được gì. Theo Derue và cộng sự (2012) [20]: "Năng lực học tập" là một siêu khái niệm phản ánh một tập hợp các đặc điểm và thuộc tính cá nhân cho phép mọi người phát triển hoặc hoàn thiện kiến thức và kỹ năng liên quan đến công việc của họ để đáp ứng nhu cầu công việc đang thay đổi và phục vụ cho việc cải thiện hiệu suất của họ theo thời gian. Và việc phát triển khả năng học tập không phải là việc chỉ học khi đi làm, mà là mục đích phát triển của giáo dục thời đại mới, thời đại con người cần có khả năng mới để đối phó với sự thay đổi thường xuyên, liên tục của thời đại. ...
By summarizing some of the world's typical research articles on “Learning Agility” by many authors from the past to present, this article focuses on analyzing and clarifying the concept of “Learning Agility” and the core factors that constitute “Learning Agility”. In addition, the article also analyzes and evaluates different models and approaches to researching and exploiting and using “Learning Agility” in education, thereby proposing a solution. And presenting conceptual framework to measure and evaluate learners’ potential when exploring new learning.
... Increasing human resource capacity and strengthening management institutions in the shallot area must be carried out in an integrated manner, because the two interact with each other and have an impact on collaborative behavior through the learning process [21]. This shows the importance of a holistic approach in developing human resource capacity within shallot area management institutions. ...
The main problem in the development of the shallots business in the Solok Regency production center is the weakness of farmer institutional governance and market access. This article aims to formulate a strategy for the transformation of farmers institutional governance in the direction of the farmers corporate institutional governance. This study was conducted in July-August 2019. The results show that the institutional performance of the farmer groups association is at a medium level measured by the role and business activities, while the cooperative is at a level that is less developed in encouraging the development of farmer institutions towards corporate institutions that ongoing in the shallots agribusiness area. Institutional governance performance of the farmers group association and cooperatives has shown that they have begun to work, but the mechanism of work and coordination has not been effective. Strategies for transformation of institutional governance farmer group assosiation and cooperatives into farmer corporation can be done by adding new structures by participating in integrated agribusiness systems and businesses, expanding market goals and segments, developing new related businesses, and strengthening horizontal corporate institutional governance and horizontally vertical through integrated agribusiness partnership.
... An agile supply chain emphasizes close cooperation between stakeholders in the supply chain, flexibility, speed, and the ability to adapt to rapidly changing demands and market conditions. On the other hand, a lean supply chain emphasizes efficiency and waste reduction (De Meuse et al. 2010;DeRue et al. 2012;Wendler, 2016;Duarte et al. 2011;So and Sun, 2010;Agus and Hajinoor, 2012). The lean supply chain also emphasizes reducing inventory and optimizing supply chain performance (Cudney and Elrod, 2011). ...
... Research indicates that individuals with high learning agility are calm in the face of difficulties (Mitchinson & Morris, 2012), and they try to learn from their experience for their development rather than escaping from challenging situations and implement their learning into practice (De Meuse et al., 2012), and can make connections between their experiences (De Rue et al., 2012). Organizations should provide and sustain a culture of learning agility, besides educating the employees to manage stress, so a great portion of negative influences on job performance could be eliminated (Gravett & Caldwell, 2016). ...
Learning agility is the ability to learn from experiences and to apply these learnings rapidly and successfully in the event of new problems. This research aims to reveal whether the learning agility of teachers in Turkey had an impact on their readiness for change and performance. The explanatory sequential research design was adopted to further clarify the relationship between the variables. The quantitative phase of the study was conducted on a sample group consisting of 1640 teachers working in public schools in Istanbul. Subsequently, data were obtained through semi-structured interviews from 21 teachers working in public schools, and the data were analyzed by content analysis. According to the quantitative research findings, teachers' learning agility positively affects readiness for change and performance. The qualitative findings of the study revealed that teachers developed their learning agility through training, research and experience. It has been determined that teachers with high learning agility are open-minded and ready for change. Teachers achieve speed and flexibility in classroom practices by finding solutions to the problems brought about by change. In addition, unlike the quantitative findings, the qualitative findings revealed that teachers were not sufficiently prepared for change and even showed resistance to change. The findings provide clues about teachers' professional development and educational reform and change initiatives.
Bu araştırmada, öğretmen adaylarının üstbilişsel farkındalık düzeyleri ile öğrenme çeviklikleri arasındaki ilişkide akademik öz yeterlik inançlarının aracı rolü incelenmektedir. İlgili çalışma, ilişkisel tarama modeline göre yürütülmüş ve araştırmada 351 öğretmen adayına ulaşılmıştır. Veri toplama aşamasında “Üstbilişsel Farkındalık”, “Akademik Öz Yeterlik İnancı” ve “Öğrenme Çevikliği” olmak üzere üç ölçekten yararlanılmıştır. Elde edilen verilerin analizinde SPSS programı kullanılmıştır. Öncelikle verilerin normal dağılım gösterdiği belirlenmiş ve değişkenler arasındaki ilişkileri saptamak amacıyla Pearson Korelasyon analizi yapılmıştır. Bu doğrultuda elde edilen veriler, akademik öz yeterlik inancı ile üstbilişsel farkındalık ve öğrenme çevikliği arasında düşük düzeyde pozitif yönde bir ilişki olduğunu ortaya koymuştur. Ayrıca üstbilişsel farkındalık ile öğrenme çevikliği arasında pozitif yönlü orta düzeyde bir ilişki olduğu görülmüştür. Değişkenler arasındaki ilişkilerin belirlenmesinin ardından SPSS Process eklentisi kullanılarak bootstrapping analizi gerçekleştirilmiştir. Yapılan analiz sonucunda üstbilişsel farkındalık ile öğrenme çevikliği arasındaki tahmin edilen etki değerinin .53 olduğu tespit edilmiştir. Akademik öz yeterlik inancının modele girmesiyle tahmin edilen etki değerinin .03’e düştüğü ve dolayısıyla etki değerinde keskin bir düşüş olduğu saptanmıştır. Böylece öğretmen adaylarının akademik öz yeterlik inançlarının, üstbilişsel farkındalıkları ile öğrenme çeviklikleri arasındaki ilişkide aracı rolünün olduğu sonucuna ulaşılmıştır. Bu araştırmanın örneklemi, Atatürk Üniversitesi’nde öğrenim gören 351 öğretmen adayıyla sınırlıdır. Dolayısıyla daha büyük örneklemlere ulaşılarak öğretmen adaylarının üstbilişsel farkındalıkları, akademik öz yeterlik inançları ve öğrenme çeviklikleri arasındaki ilişkileri inceleyen boylamsal çalışmalar yapılabilir. Bu tür araştırmalardan elde edilen sonuçlar, zaman içindeki değişimleri anlamaya yardımcı olabilir. Bunun yanı sıra öğretmen ve öğretmen adaylarından aynı modele ilişkin veri alınıp elde edilen modeller sonucunda ulaşılan veriler karşılaştırılarak bahsi geçen konu hakkında daha kapsamlı sonuçlara varılabilir.
Despite the undisputed importance of feedback-seeking for new venture advancement, little is known about the circumstances that make it effective. In this study, it is proposed that the collective psychological ownership of new venture teams over the new venture (i.e. this is ‘OUR’ venture) can help leverage the value and bear the costs of self-improvement feedback-seeking behaviour (SI-FSB), amplifying the expected positive relationship between new venture teams’ SI-FSB and new venture performance. Insights from a survey-based study involving 166 new ventures support the hypotheses. Contributing to the nascent feedback-seeking research in the new venture context, this study shows that SI-FSB matters and suggests that new venture teams should keep their collective psychological ownership over their new venture strong.
Bu çalışmanın amaçları öğrencilerin öğrenme stilleri ve öğrenme çevikliği düzeylerini belirlemek, öğrenme stillerinin öğrenme çevikliği üzerindeki etkisini ortaya koymak ile öğrencilerin öğrenme stilleri ve öğrenme çevikliği düzeylerinin kan gruplarına göre fark durumlarını tespit etmektir. Çalışmada nicel desenlerden genel tarama modeli kullanılmıştır. Çalışma evrenini Türkiye’de bulunan bir üniversitenin öğrencilerinin tamamı olan 19.733 öğrenci oluşturmaktadır. Çalışmada evreni oluşturan her bireye aynı oranda seçilme olasılığı sağlanabilmesi için rastgele hareket edilmiş ve 883 bireyden elde edilen veriler ile çalışma yürütülmüştür. Veri toplama aracı olarak Yazıcı ve Özgenel (2020) tarafından geliştirilen Marmara Öğrenme Çevikliği Ölçeği (MÖÇÖ) ile Süral ve Sarıtaş (2010) tarafından geliştirilen Grasha-Reichmann Öğrenme Stilleri Ölçeği (GRÖSÖ) ile katılımcıların kişisel bilgilerinin belirlenebilmesi amacıyla Kişisel Bilgi Formu’ndan yararlanılmıştır. Çalışmada öğrencilerin öğrenme stillerinin orta ve yüksek düzeyde yer aldığı; bağımsız, çekingen, bağımlı ve paylaşımcı öğrenme stili düzeylerinin orta düzeyde olduğu, iş birlikli ve rekabetçi öğrenme stili düzeylerinin ise yüksek düzey olduğu sonucuna ulaşılmıştır. Bu sonuca ek olarak öğrencilerin öğrenme çevikliği düzeylerinin genel olarak orta düzeyde yer aldığı ancak sadece öğrencilerin öz farkındalıklarının yüksek düzeyde olduğu tespit edilmiştir. Çalışmada öğrencilerin öğrenme stilleri ile öğrenme çevikliği düzeyleri arasında orta düzeyde, pozitif yönlü ve anlamlı bir ilişki olduğu sonucuna ulaşılmıştır. Çalışmada ulaşılan bir diğer sonuç ise öğrencilerin öğrenme stillerinin öğrenme çevikliklerinin % 67’sini açıkladığı ve öğrencilerin öğrenme stillerinin öğrenme çevikliğini %82 düzeyinde etkilediğidir. Öğrencilerin sahip oldukları öğrenme stilleri ile öğrenme çevikliği düzeylerinin kan gruplarına göre farklılaştığı tespit edilmiştir.
Purpose
Leadership is key to building a culture of continuous learning within organizations. This study aims to explore the pivotal role of leadership in creating a culture of constant learning within organizations by bibliometric and content analysis. It also introduces propositions and frameworks that emphasize the importance of fostering a growth mindset, encouraging knowledge sharing, promoting learning agility and leveraging technology to support lifelong development.
Design/methodology/approach
Using data from the Web of Science Core Collection, the author performed a complete analysis of publication features, collaboration networks and keywords in the field using VOSviewer software. Furthermore, drawing on social cognitive theory, this paper also presents propositions that integrate key concepts and strategies for fostering a culture of learning.
Findings
The data shows a large increase in publications on leadership and organizational learning, particularly since 2000, indicating an increasing interest and importance in this field. The author proposes leaders who demonstrate a commitment to continuous improvement and invest in learning resources empower their teams to embrace new challenges and explore innovative solutions. By fostering a culture of learning, organizations can enhance employee engagement, foster creativity and innovation and adapt more effectively to changing market dynamics.
Originality/value
This study offers a unique perspective on the role of leadership in driving learning and development initiatives. By implementing the principles, organizations can create a competitive advantage by cultivating a workforce that is agile, resilient and equipped to thrive in an ever-changing world.
In dealing with continuous changes and business competition, companies are forced to adapt effectively and quickly. Learning agility and digital mastery of all employees are becoming crucial capabilities. This article attempts to uncover the impact of digital mastery on learning agility. A survey-based quantitative study that involved 261 employees from some major electronics manufacturing companies in Bekasi (Jawa Barat, Indonesia) was conducted to examine the developed hypotheses. SEM PLS analysis employing SmartPLS application version 4.0 concludes that digital communication and digital strategic skills have a positive impact strongly on all aspects of learning agility. Meanwhile, content creation skills do not. Uncovering content creation opportunities in electronic manufacturers is recommended for gaining a higher level of learning agility.
This study aims to identify the relationship among job challenge, learning agility, job autonomy, and job performance based on job demand-resources model. In particular, this study examined the mediating role of learning agility in the relationship between Job challenge and job performance, which has rarely been conducted. Furthermore, the moderating effect of job autonomy as job resource was explored. The data collected were from army officers and noncommissioned officers (NCO) of the Korean Army (N = 425). We hypothesized that there is a positive relationship among Job challenge and learning agility, Job challenge and job performance, the mediating role of learning agility in the relationship between Job challenge and job performance, and the moderating role of job autonomy. As predicted, we found that Job challenge was positively related to learning agility and job performance. We also found a mediating effect of learning agility on the relationship between Job challenge and job performance. Furthermore, job autonomy moderated the positive relationship between Job challenge and learning agility, although the moderating effect of job autonomy between Job challenge and job performance was not significant. Finally, the indirect relationship between Job challenge and job performance, via learning agility, was stronger for the higher job autonomy group than for the lower job autonomy group. The, theoretical and practical contributions and suggestions for future studies on learning agility and job characteristics are discussed.
We explored the impact of social distancing and the subsequent shift to remote work during the COVID-19 pandemic on informal learning behaviours and work performance. To accomplish this, we conducted a large-scale international study at the peak of the pandemic in 2021, utilising self-report questionnaires distributed via online social business networks, with a total of N = 1,236 participants. In our study, we developed a research model wherein social distancing served as the independent variable and remote working cultures as the moderating variable. This model was validated using confirmatory factor analysis and regression analysis techniques. Our investigation affirms that social distancing had adverse effects on informal learning within organisations. Additionally, it suggests that social distancing alone does not necessarily cultivate a remote working culture. However, our study reveals that a remote working culture can mitigate the repercussions of social distancing. Consequently, we observed positive effects on work performance through informal learning, even amidst the pandemic. A key outcome is that business leaders should promote a remote work culture and, based on this framework, establish hybrid work arrangements that effectively combine in-person and remote work.
Bu Çalışmanın amacı öğretmen adaylarının kişisel iletişim yetkinlikleri, öğretmen özyeterlikleri ve öğrenme çevikliği arasındaki yapısal ilişkilerin incelenmesidir. Bu ilişkisel araştırmanın katılımcılarını 449 öğretmen adayı oluşturmuştur. Verilerin analizi yapısal eşitlik modellemesi ile gerçekleştirilmiştir. Analiz sonucunda öğrenme çevikliğinin, dinleme becerisinin ve ifade becerisinin öğretmen özyeterliği üzerinde doğrudan, olumlu ve anlamlı bir etkisi olduğu görülmüştür. Kişilerarası iletişim yetkinliğinin boyutları olan dinleme becerisi, sosyal rahatlık becerisi, empati becerisi ve ifade becerisi öğrenme çevikliğini anlamlı, olumlu ve doğrudan etkilemiştir. Ek olarak, öğrenme çevikliğinin empati becerisi ve ifade becerisi ile öğretmen özyeterliği arasındaki ilişkide anlamlı ve olumlu bir rolü olduğu görülmüştür. Bu bulgular kişilerarası iletişim yetkinliğinin hem öğrenme çevikliğini hem de öğretmen özyeterliğini etkileyen faktörlerden biri olduğunu göstermiştir. Bulgular ayrıca öğrenme çevikliğinin öğretmen özyeterliği üzerinde önemli bir faktör olduğunu ortaya çıkarmıştır.
Purpose
The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.
Design/methodology/approach
This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.
Findings
Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.
Practical implications
Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.
Originality/value
Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.
This research aims to determine and analyze the influence of leadership on lecturer performance at state universities and private universities in Makassar city. The method used is quantitative, with multiple linear regression analysis using SPSS 22 as a processing data tool. The total sample in this study was 60, consisting of 30 lecturers at a state university and 30 lecturers at a private university. The research results in the conclusion in this study leadership which indicators (clarity of vision and mission, achievement of vision and mission, optimism, confidence, agility, setting an example, and delegation of authority) have a positive and significant impact partial and simultaneous test. The work of lecturers at state and private universities in the three teaching areas of education, research and publication, and community service is closely linked to making higher education more competitive. Leadership abilities in developing competence and commitment also heavily impact lecturer performance. Leadership who can set an example, act swiftly, delegate authority well, and maintain a high degree of optimism can enhance professor performance in public and private colleges.
The chapter will illustrate the application of a school-based Knowledge Management (KM) system for enhancing the learning and teaching effectiveness of a secondary school in Hong Kong. The KM system consists of a knowledge-based repository and a digital archive that operates with tailor-made computer programs for knowledge storing and retrieval. The KM system enables teachers to implement assessment for learning and share knowledge among teachers. This chapter will articulate how the installing and application of such a KM system can develop the human capital and structural capital of the schools. The critical organizational factors supporting this initiative will be reported. This chapter introduces a school that adopted a Knowledge Management (KM) strategy to transform the school into a learning organization with a knowledge-driven culture. The school management treasures knowledge as an important and intangible asset. The principal exhibits his strong leadership in promoting KM in this school with both information-based and people/interaction-based approaches. The school demonstrates its success in KM implementation with recognition as the first school receiving the Hong Kong Most Admired Knowledge Enterprise (MAKE) Award 2013, 2014 and 2015 and Asian MAKE Award 2014. This chapter will show the journey of creating intellectual capital through the learning-driven Knowledge Management (KM) system in this school. What does Intellectual Capital mean to Schools? Schools, like other organizations, possess their assets including both tangible assets and intangible assets, but they do not have any compelling need to generate revenues as commercial firms. Nevertheless, as institutions for learning, schools have to develop one of their core intangible assets-Intellectual Capital (IC) for providing quality education service to the public. IC comprises of an individual or collective knowledge in an organization that can be used to gain a competitive advantage and to enhance the value of other types of capital (Casey, 2010). It consists of a variety of things beyond "know-how", procedures, lessons learned, and all other knowledge. It also includes reputation, brand recognition, trust, and many other qualities that ultimately are based on knowledge. Cheng (2012) posits that school education is expected to develop students' learning capacity to prepare them to face challenges in the 21st century. It is also a great challenge for schools to continuously uplift their overall performance, but also the school efficiency and efficacy in administration and management to attract quality students and maintain the school reputation for sustainability-not only their students' academic and non-academic performance. Facing the impacts and challenges of curriculum reform and the rapid societal changes, school leaders should strengthen teachers' professional competency with more support resources. These supportive resources could be conceptualized as school intellectual capital. Building intellectual capital to create value is an important knowledge management process in all organizations (Stewart, 1997), and schools are no exception (Kelly, 2004). Thus, Kelly (2004) advocates that knowing how to build the intellectual capital of a school to create value is vital to the survival of the school in the context of this chaotic era, so school intellectual capital will be what society anticipates for an effective school. Kelly (2004) claims that School IC relates to relationships between the school
In a rapidly changing and ambiguous business environment, employees need to develop the capacity for psychological resilience, which is a positive adaptation despite adversity. One key process that can cultivate resilience is learning. We suggest that employees' learning agility orientation (the willingness to learn flexibly and speedily) can foster ambidextrous learning, that is, the motivation to learn from both direct experiences of successes and failures which, in turn, may translate into higher levels of resilience. We conduct two studies-a time-lagged study and an experimental study-to examine the mediating relationship between learning agility orientation and psychological resilience via ambidextrous learning. The results generally support to the hypothesized model and show that learning-agility-oriented employees develop resilience through their motivation to ambidextrously learn from both success and failure. We discuss the implication for theory and practice on learning agility, motivation to learn from different experiences, and resilience.
Purpose
The purpose of this research is to determine key behaviours to be efficient in identifying and developing employees' talent. The article aims to address the relationship between learning agility and job crafting, the influence between them, and how this relationship is built to improve performance and adaptability. For this purpose, the research has analysed which behaviours obtain the highest scores in both scales (job crafting and learning agility), designing the tool which allows Human Resources (HR) professionals an efficient identification and development behaviours to get the versatile talent that companies and professionals of the future need.
Design/methodology/approach
Using the questionnaire that has integrated the learning agility scale and the Spanish job crafting scale. Data were collected from a sample of business professionals in Spain. Factor analysis and hierarchical cluster analysis were used, using a classificatory variable with the 126 valid responses obtained.
Findings
In an ever-changing environment, continuous employee adaptation to his/her role within a company is a critical factor for its survival. However, there is a paucity of large-scale empirical research on which behaviours employees have to develop to increase their adaptative skills. Drawing on the outcome of extant literature, the authors identify learning agility as the construct that firms have to encourage in their employees to impact job crafting. The contribution of the paper is twofold: (1) the authors empirically explored the association and the effects of learning agility and its factor on the development of job crafting. Results demonstrated the association between the two constructs; further, higher scores in both learning agility and job crafting predict increased employability, and higher scores in job crafting are associated with higher scores in change agility; (2) this study provides a multidimensional instrument that provides HR departments with the key behaviours to recruit in order to develop talent to prepare employees to face future challenges, ensuring the right performance and sustainable impact in the environment.
Research limitations/implications
A limitation of this study is that it is done exclusively within Spanish companies, even though from different industries and with different characteristics. Therefore, future research is necessary and should be conducted in other countries in similar industries to explore the empirical findings from this study in additional contexts.
Practical implications
This research has found a tool that might allow HR departments to measure what level of job crafting and learning agility their employees have and to identify what key behaviours they need to focus on in the recruitment or in their internal strategic HR action plan to overcome any future challenges in their organization.
Social implications
In a scenario where artificial intelligence is modifying the professional landscape, generating uncertainty about which skills are best to develop, the results are a guide for enterprises as to where to focus plans for learning and training, as well as for business schools regarding the content provided in training programs.
Originality/value
The authors advance the literature by providing a theoretical base for understanding the relationship between job crafting and learning agility. This article offers some practical managerial recommendations that help the human resources department focus on behaviours that allow talent to be identified and recruited to ensure an effective organization.
In expertise research, the focus is shifting from how one becomes an expert in a specific field towards understanding how workers sustain the value and recognition of their expertise by being flexible. This so‐called flexpertise requires that workers meet new expertise needs within and across the boundaries of their current expertise domains and working contexts. The current study grounds a new theoretical paradigm regarding this individual adaptivity by introducing a ‘dynamic process model of flexpertise’. By deploying a system dynamics lens, it synthesizes the scholarly knowledge from different disciplines about flexible or adaptive forms of expertise. The model incorporates six categories of adaptation processes that involve intra‐individual changes and social interactions over time, and that are interconnected by means of feedback loops without a single start‐ or endpoint. This enables scholars and practitioners to identify leverage points where small interventions can have a large effect on the individual's adaptivity. As such, the dynamic model provides a new paradigm on how to foster workers’ continued possession of expertise that is valuable to organizations’ competitive advantage and enables organizational and societal transitions and innovations, while safeguarding an individual's career sustainability.
Teachers are faced with numerous difficulties during the COVID-19 Pandemic, particularly in ensuring that the learning process continues to run smoothly in the face of uncertainty. The aim of this study was to examine the relationship between learning agility and commitment to change among preschool teachers. The sample in this study were 118 preschool teachers in Buleleng District. The results indicated that there is a significantly positive relationship between learning agility and commitment to change, r (118) = 0.234, p < 0.01. Further results showed that learning agility is also correlated with two dimensions of commitment to change, namely affective commitment to change r (118) = 0.438, p < 0.01 and normative commitment to change r (118) = 0.181, p < 0.05. The results contribute to theoretical advances in understanding learning agility and commitment to change as well as promoting the success of change in early childhood educational institution.
Coachability-an individual difference construct describing how individuals seek, engage with, process, and react to feedback and other learning opportunities-is a critical factor associated with skill acquisition and success in academic and occupational settings. We conducted a study to advance coachability research in two significant ways. First, we introduce an expanded coachability conceptualization that includes new aspects (i.e., growth mindset, reactions to positive feedback). Second, we developed a coachability situational judgment task (SJT), which appears to be the first non-Likert coachability assessment. Participants (N = 800; 18-55 years) completed our coachability SJT and a coachability Likert-scale and, following a nine-month delay, high-and low-judgment measures of job performance. Results supported the scoring, generalizability, and inference validity for the new coachability SJT. Implications for future refinement and use of the scale are discussed.
Di dunia yang terus berubah dengan cepat seperti saat ini, startup menghadapi tantangan besar dalam menyesuaikan diri dengan perubahan teknologi, ekonomi, dan lingkungan, agar dapat terus bersaing dalam dunia bisnis. Untuk meningkatkan keunggulan bersaing di tengah perubahan, startup yang identik dengan pergerakan bisnis yang cepat memerlukan karyawan yang mampu beradaptasi dengan lincah. Penelitian ini bertujuan untuk menguji pengaruh dari growth mindset dan resiliensi terhadap learning agility pada karyawan di salah satu perusahaan startup yang bergerak di bidang kesehatan mental di Surabaya. Penelitian cross-sectional berbentuk survei dilakukan dengan melibatkan 50 karyawan. Data yang terkumpul kemudian diolah menggunakan teknik analisis regresi linear berganda. Temuan penelitian menunjukkan bahwa growth mindset dan resiliensi memiliki pengaruh positif terhadap learning agility. Dengan demikian, perusahaan startup dapat menerapkan intervensi berupa pelatihan tentang growth mindset dan resiliensi untuk dapat meningkatkan learning agility karyawannya sehingga dapat terus bersaing di industri bisnis.
Moods and emotions are an important influence on creativity at work, and recent developments point to emotional complexity as a particularly relevant influence in this respect. We develop this line of research by shifting focus from emotional complexity as an intrapersonal influence to emotional complexity as an interpersonal influence between leader and subordinate. Specifically, we integrate the social-functional approach to emotions with theory on self-regulation to shed light on the effects of leader emotional complexity (LEC), operationalized as alternations between leader displays of happiness and anger, on follower creativity. Three studies, two video experiments (Studies 1 and 2) and a multisource experience sampling study (Study 3), revealed that, on one hand, LEC stimulated creativity by enhancing the cognitive flexibility of followers; on the other hand, LEC led to heightened self-regulatory resource depletion, which compromised follower creativity. Our results also showed that trait epistemic motivation strengthened the positive effects of LEC on creativity via cognitive flexibility, the negative effects via self-regulatory resource depletion were also stronger for followers with higher trait epistemic motivation. Combined, results suggest that leader displays of emotional complexity can be tiring but are even more inspiring.
Supplemental Material: The online appendices are available at https://doi.org/10.1287/orsc.2019.13152 .
Bu çalışmada PS (Personality Structure) Kişisel Eğilimler Envanteri geliştirilmiş ve psikometrik özellikleri incelenmiştir. Envanter, başarı veya liderlikle ilişkisi olan psikolojik özellikleri kapsamaktadır. 29 farklı psikolojik özelliğin literatürü incelenmiş, ölçme niteliği yüksek Türkçe bir envanterin geliştirilmesi hedeflenmiştir. 29 ölçek ve 271 maddeden oluşan envanterin geliştirilmesi için iki çalışma yürütülmüştür. İlk çalışmanın katılımcılarını, Süleyman Demirel Üniversitesi öğrencileri oluşturmuştur. Tekrarlı veri toplama sürecinde, toplamda 5778 geçerli katılımcı verisi sağlanmıştır. Bu aşamada, ölçeklerin yapısal geçerliliği ve boyutların güvenilirliği sağlanana kadar veri toplama ve madde geliştirme süreci devam etmiştir. Tatmin edici bulgulara ulaşıldıktan sonra, 74 katılımcı ile 3 hafta arayla test tekrar test uygulaması gerçekleştirilmiştir. İkinci çalışmada ölçeklerin yakınsama, ayırt etme ve yordama geçerlilikleri incelenmiştir. Bu aşamada Türkiye geneli sağlanan 324 katılımcının verileri ile analizler gerçekleştirilmiştir. Yakınsama ve ayırt etme geçerlilikleri kapsamında literatürden edinilen 199 korelasyon değeri ile bu çalışmadaki korelasyon değerleri karşılaştırılmış ve tartışma yapabilirlik ölçeği dışındaki ölçeklerin geçerliliklerinin tatmin edici düzeyde olduğu sonucuna ulaşılmıştır. Ayrıca ölçeklerin sosyal istenirlikle ilişkileri incelenmiş ve literatürle uyumlu olduğu sonucuna ulaşılmıştır. Son olarak yordama geçerliliği incelemesinde, kriter olarak sübjektif okul başarısı belirlenmiştir. 29 ölçekten 27’sinin direkt ya da dolaylı yordayıcı özelliği olduğu sonucuna ulaşılmıştır. Gelişim odaklılık ve makyavelizm ölçekleri, sübjektif okul başarısını yordamada zayıf nitelik göstermiştir. Netice olarak; PS Kişisel Eğilimler Envanterinin, büyük oranda ölçüm niteliği yüksek, literatürle uyumlu, Türkiye’deki araştırmalarda kullanılabilecek ve gelişime açık bir envanter olduğu söylenebilir.
Abstract:
The study assessed the influence of nine socioeconomic and institutional variables on student academic performance at the Air force Institute of Technology (hereafter, AFIT) Kaduna, Nigeria. The overall target population included all the 2,098 undergraduate degree students of AFIT currently enrolled in their second and third year of study in 2021/2022. Using survey method, a questionnaire of the Likert style type titled students’ academic performance questionnaire (SAPQ) were validated and administered to 210 undergraduate degree students who were randomly selected across all the four faculties (computing, engineering, science, and social and management science) but 145 of them were filled and returned by the respondents. The Face validity and reliability of the instruments used were ascertained. The outcome of the reliability test using Cronbach’s Alpha, thus shows the internal consistency Cronbach alpha values that ranged from 0.70 to 0.88 which is considered reliable for this study. The study provides answers to two research questions and two hypotheses that guided the study. Frequencies, totals, percentages, reliability test, independent t-test and regression are the statistical measures used.
The results reveal that study habits, and learning habits are factors that significantly impact
academic performance at AFIT. Recommendations were made based on the findings that Students
should be taught that their success stories in life are dependent on them alone to start the journey
before others step in and shape it through bimonthly or quarterly seminars and workshops.
Key Words; Assessment, AFIT, Academic performance, institutional factors and environmental
factors.
The purpose of the paper is toopen the black box of pivot decisions and to deepen our understanding of how entrepreneurs use their imagination in a crucial moment of the entrepreneurial process. Pivot is a strategic decision made after a failure and challenges central assumptions about the entrepreneurial project.In turn, entrepreneurs can remain quite conservative in the generation of new options for their business, and expose themselves to the risks of path dependency and of escalation of commitment. In this paper,we sketch a conceptual model explaining the relationships between creative, social and practical imaginativeness and the generation of new business options, and how founders’ cognitive mechanisms may moderate this relationship.
Purpose
The complexity and uncertainty of healthcare operations increasingly require agility to safeguard a high quality of care. Using a microfoundations of dynamic capabilities perspective, this study investigates the effects of nurses' implicit voice theories (IVTs) on the behaviors that influence their individual agility.
Design/methodology/approach
This research uses quantitative survey data collected from 2,552 Canadian nurses during the fourth wave of the Covid-19 pandemic in the fall of 2021. Structural equation modeling is used to test a conceptual model that hypothesizes the effects of three different IVTs on nurses' creativity, spontaneity, agility and the quality of care they deliver to patients.
Findings
The results reveal that voice-inhibiting cognitions (like “suggestions are criticisms for higher-ups”, “I first need a solution or solid data”, and “speaking up has negative repercussions”) negatively impact nurses' creativity and spontaneity in crafting solutions to problems they face daily. In turn, this affects nurses' individual agility as they attempt to adapt to changing circumstances and, ultimately, the quality of care they provide to their patients.
Practical implications
Even if organizations have little control over employees' pre-held beliefs regarding voice, they can still reverse them by developing and nurturing a voice-welcoming culture to boost their workers' agility.
Originality/value
This study combines two theoretical frameworks, voice theory and dynamic capabilities theory, to study how individual-level factors (cognitions and behaviors) contribute to nurses' individual agility and the quality of care they provide to their patients. It answers the recent calls of scholars to study the mechanisms through which healthcare operations can develop and sustain dynamic capabilities, such as agility, and better face the “new normal”.
Dieser Beitrag skizziert die beschleunigte und flexibilisierte Realität gesellschaftlicher Prozesse, die mittels Agilität bewältigt werden, einschließlich Lernen 4.0. Akteur:innen an deutschen Hochschulen stehen vor der Herausforderung, eine lernorientierte Haltung im Kontext des UNESCO-Bildungsziels lebenslangen Lernens zu entwickeln. Lernagilität, als zentrales Element, ist für Lehrende und Lernende von wesentlicher Bedeutung. Es werden Definitionen und Modelle des Lernens zur Konzeptspezifikation vorgestellt. Der Beitrag fokussiert eine stringente Konstruktdefinition von Lernagilität im deutschen Hochschulkontext. Reflexivität wird als Kernelement identifiziert, und die konstruktive Auseinandersetzung von Hochschulen mit Lernagilität wird hervorgehoben. Ein proaktiver Umgang mit globalen und nationalen Entwicklungen sowie sich wandelnden Lernkulturen ist unabdingbar. Lernagilität als Bewältigungsinstrument wird als Lösungsweg betrachtet. Der Beitrag schließt mit wesentlichen Leitideen und Implikationen für die zukünftige Forschung. ● This chapter outlines the accelerated and flexible reality of societal processes addressed through agility, including Learning 4.0. Stakeholders in German higher education face the challenge of cultivating a learning-oriented stance within the UNESCO overarching goal of lifelong learning. Learning agility, a central element, is crucial for both educators and learners. Definitions and models of learning are introduced for concept specification. The paper focuses on a rigorous construct definition of learning agility in the German higher education context, highlighting reflexivity as a core element. Proactive engagement with global and national developments and evolving learning cultures is imperative. Viewing learning agility as a coping mechanism presents a potential solution. The chapter concludes with essential guiding principles and implications for future research.
Purpose
Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.
Design/methodology/approach
This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.
Findings
This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”
Originality/value
This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.
Industri minyak sawit Indonesia mengalami perkembangan yang revolusioner
tersebut sehingga berperan penting baik dalam pemenuhan kebutuhan minyak nabati dunia maupun bagi kepentingan nasional. Sebagai industri yang penting dan stratejik, industri minyak sawit Indonesia mengalami beragam tantangan baik dalam aspek ekologi (lingkungan hidup), aspek sosial, maupun aspek manajerial.
Disertasi ini lebih memusatkan perhatian pada tantangan manajerial yang dihadapi
perusahaan perkebunan sawit, terutama sekali berkaitan dengan kelangkaan sarjana
pertanian. Bagi perusahaan perkebunan sawit, sarjana pertanian merupakan sumber daya manusia yang akan dikembangkan menjadi menjadi sumber daya manajerial. Terkait dengan kelangkaan sarjana pertanian tersebut ada tiga isu utama yang dihadapi perusahaan perkebunan sawit di Indonesia yaitu kekurangan pasokan sarjana pertanian (talent shortage), perebutan sumber daya manajerial (talent war) dan juga munculnya generasl digital (digital talent).
Berdasarkan fenomena tersebut, disertasi ini berupaya untuk menjawab dua
pertanyaan utama yaitu: bagaimana mendapatkan dan mempertahankan sumber daya manajerial (1) untuk dapat bekerja dalam kurun waktu lama dan (2) untuk dapat bekerja dalam lingkungan yang penuh tantangan. Untuk menjawab kedua pertanyaan tersebut, disertasi ini menggunakan konsep keterlekatan kerja (work engagement) dan ketangkasan belajar (learning agility). Dengan menggunakan pendekatan perilaku organisasional, disertasi ini mengidentifikasi anteseden yang berpengaruh terhadap keterlekatan kerja maupun ketangkasan belajar, baik dalam cakupan individual, kelompok kerja, maupun organisasional.
Disertasi ini bersifat penelitian kuantitatif dengan menggunakan metode Cluster
Stratified Random Sampling terhadap 477 responden yang terdiri dari asisten, asisten kepala, dan manajer yang merupakan sumber daya manajerial dari perusahaan perkebunan sawit swasta di Sumatra dan Kalimantan. Berdasarkan analisis covariance based structural equation modeling, disertasi ini telah menguji sepuluh hipotesis yang kembangkan dan sembilan hipotesis terbukti memiliki hubungan yang positif dan signifikan.
Berdasarkan hasil pengujian hipotesis tersebut, disertasi ini merekomendasikan
rancangan penyelesaian masalah di industri minyak sawit Indonesia sebagai berikut.
Pertama, dalam menghadapi tantangan alam, sosial, maupun manajerial; perusahaan
perkebunan sawit dituntut untuk mengembangkan keterlekatan kerja dan ketangkasan belajar dari sumber daya manajerial yang ada saat ini. Kedua, untuk memperoleh sumber daya manajerial yang terlekat dengan pekerjaannya dan tangkas dalam belajar; perusahaan perkebunan sawit dapat mengembangkan dua hal penting, yaitu: ketangkasan memimpin dari para atasan dan budaya belajar organisasional. Ketiga, sumber daya manajerial juga dapat ditingkatkan ketangkasan belajarnya dengan meningkatkan penguasaan digital. Keempat, perusahaan perkebunan sawit dapat mengembangkan ketangkasan stratejik agar budaya belajar dan ketangkasan memimpin dapat tumbuh dan berkembang.
Cel: Przedstawienie własnej propozycji kwestionariusza do pomiaru cech według koncepcji learning agility w kontekście teorii i znanych narzędzi pomiarowych.Metodyka badań: Badanie empiryczne w modelu mieszanym (korelacyjnym i ex post facto) przeprowadzono w 2021 r. w Polsce wśród 221 pracowników różnych firm.Wyniki badań: Kwestionariusz stanowi rzetelne narzędzie o adekwatnej strukturze czynnikowej. Większą zwinność myślenia odnotowano u kadry menedżerskiej. Wielozadaniowość okazała się ujemnie powiązana ze zwinnością myślenia. Wykształcenie wiązało się dodatnio prawie ze wszystkimi składnikami zwinności.Wnioski: Analizy statystyczne kwestionariusza pozwoliły na stwierdzenie, że posiada on odpowiednie wskaźniki psychometryczne, a w jego strukturze czynnikowej w wysokim stopniu zostały uwzględnione wszystkie składniki pojęcia learning agility. Nie jest on obciążony aprobatą społeczną w warunkach neutralnych. Narzędzie to wymaga jeszcze badania trafności.Wkład w rozwój dyscypliny: Opracowanie kwestionariusza do badania zwinności myślenia, stanowiącego nowatorskie w polskiej teorii i praktyce narzędzie do pomiaru wyznaczników sukcesu zawodowego.
This study examined the relationship of goal orientation and performance over a series of 2 challenging performance events. After providing performance feedback on the 1st event, the authors found that the relationship between a learning goal orientation and performance remained positive for the 2nd event, the relationship between a proving goal orientation and performance diminished from a positive to a nonsignificant level, and the relationship between an avoiding goal orientation and performance remained negative. Data analysis also indicated that the relationships between the 3 goal orientation dimensions and the performance event were differentially mediated by goal setting, self-efficacy, and effort.
Gamification has become increasingly common in employee training. Simultaneously, our scientific understanding of gamified learning has grown. However, there are few resources that provide specific recommendations for science‐based gamification in employee training to address the research–practice gap. Thus, the purpose of this paper is to describe our current scientific understanding of gamification as it can be used to realistically improve web‐based employee training. First, because gamification is commonly misunderstood, we explain what gamification is in the context of training. Second, because gamification is commonly misapplied, research on the effectiveness of gamified learning as related to training design is reviewed. Finally, to provide a clear roadmap for training design, we describe a formal process for gamifying web‐based training in a scientifically supported way.
General mental ability (intelligence) is the dominant determinant of the large individual differences in work output on the job revealed by research, but highly visible individual differences in citizenship behavior on the job make the intelligence-performance relationship harder to observe in everyday life. Over time, the validity of job experience for predicting performance declines, while that of ability remains constant or increases. Path analyses indicate that the major reason ability predicts performance so well is that higher ability individuals learn relevant job knowledge more quickly and team more of it. The current social policy that strongly discourages use of mental ability in hiring is counterproductive and has produced severe performance decrements. This policy should be changed to encourage the use of ability measures. However, it should also encourage the use of personality measures that increase overall predictive validity while simultaneously reducing differences in minority-majority hiring rates.
Contrary to the extant thinking on motivation in the workplace, we argue that performance or outcome goals can have a deleterious effect on one's performance. We demonstrate that in situations where primarily the acquisition of knowledge and skills rather than an increase in effort and persistence is required, a specific challenging learning rather than an outcome goal should be set. A learning goal draws attention away from the end result. The focus instead is on the discovery of effective strategies or processes to attain desired results. The practical implications of learning goals for leadership, performance appraisal, and professional development are explained.
Confirmation bias, as the term is typically used in the psychological literature, connotes the seeking or interpreting of evidence in ways that are partial to existing beliefs, expectations, or a hypothesis in hand. The author reviews evidence of such a bias in a variety of guises and gives examples of its operation in several practical contexts. Possible explanations are considered, and the question of its utility or disutility is discussed.
This study replicates, integrates, and extends prior research on the dispositional, contextual, and cognitive antecedents of feedback-seeking behavior. Regression analysis was used to
analyze data collected from a sample of salespeople (N = 310) from 2 Fortune 500 companies. The study hypotheses were supported with the following results. First, the individual disposition of learning goal orientation and the contextual factors of leader consideration and leader initiation of
structure influenced cognitions about the perceived cost and value of feedback seeking. Second, the strength of the
relationship of learning goal orientation with the cost and value perceptions was moderated by the leadership style of the supervisor.
This field study examined the feedback-seeking bebavior of 387 managers as observed by tbeir superiors, subordinates, and peers. Results suggest that managers' tendency to seek negative feedback increased tbe accuracy of tbeir understanding about bow tbese feedback sources evaluated their work. Seeking negative feedback furtber enbanced the tbree constituencies' opinions of tbe managers' overall effectiveness. Seeking positive feedback, in contrast, decreased constituents' opinions of tbe managers' effectiveness. Sucb results demonstrate tbe importance of botb instrumental and impression-management concerns in tbe feedback-seeking process and support tbe proposition tbat active feedback seeking is a central part of a total process of self-regulation for managerial effectiveness.
T oday, most organizations operate their business around the world through trade, flow of information technology, finance, manufacturing, and migration. It has been estimated that global trade in goods and services will rise more than threefold to $27 trillion by 2030 (The World Bank, 2007). However, simply doing business in other countries does not make an organization global. If a multi-national company (MNC) remains a collection of independent entities, it is not global and may give up many of its potential competitive advantages. Truly global organizations design and implement global systems while meeting local needs. Historically, human resource (HR) management has tended to closely adhere to local practices. Regional laws, cultures, and employment policies fostered a geographic bent to HR (Rosenzweig, 2006). Recently, more and more organizations have recognized that some HR practices should be operated at a global scale. Key Takeaways: The war for talent increases the urgency for MNCs to leverage talent strategically and globally. Decades of research shows that learning agility (the ability to learn from experience) is a key indicator of high potential. The study found that a standardized assessment of learning agility can be used in different regions of the world to identify high potentials.
Integrating the work experience, leadership development, and learning literatures, we developed and tested a model of managerial development linking experience in highly developmental assignments, a learning goal orientation, and access to developmental assignments. Based on multisource data on early-career managers, our results demonstrate that the developmental quality of managerial assignments has a positive association with end-state competencies that exceeds the association explained by tenure. Furthermore, we found that managers with stronger learning orientations, especially those with access to growth assignments, were more likely to be in developmental assignments and achieve higher levels of competence based on those experiences.
This book is a beginning, a first step, in taking leader development in organizations beyond conventional wisdom toward a scientifically sound research-based set of principles and practices. The authors looked beyond their own academic disciplines to bring to bear accumulated wisdom from researchers who have developed well-established and accepted theoretical perspectives on adult development processes in general, then wove in the ideas that have emerged in more targeted research on adult education, development of cognitive skills, identity development, self-regulation, moral and ethical development, and related topics. The authors present an integrative theory that provides a coherent framework for describing an understanding how leader development takes place.
This paper reports on a qualitative field study of 16 hospitals implementing an innovative technology for cardiac surgery. We examine how new routines are developed in organizations in which existing routines are reinforced by the technological and organizational context All hospitals studied had top-tier cardiac surgery departments with excellent reputations and patient outcomes yet exhibited striking differences in the extent to which they were able to implement a new technology that required substantial changes in the operating-room-team work routine. Successful implementers underwent a qualitatively different team learning process than those who were unsuccessful. Analysis of qualitative data suggests that implementation involved four process steps: enrollment, preparation, trials, and reflection. Successful implementers used enrollment to motivate the team, designed preparatory practice sessions and early trials to create psychological safety and encourage new behaviors, and promoted shared meaning and process improvement through reflective practices. By illuminating the collective learning process among those directly responsible for technology implementation, we contribute to organizational research on routines and technology adoption.
This paper presents and organizes the results of two decades of research on feedback-seeking behavior according to three motives: the instrumental motive to achieve a goal, the ego-based motive to protect one’s ego, and the image-based motive to enhance and protect one’s image in an organization. Each motive is discussed with reference to its impact on the frequency of feedback seeking, seeking method (whether by inquiry or monitoring), timing of feedback seeking, choice of the target of feedback seeking, and the topic on which feedback is sought. The role of context in influencing these patterns is also discussed. Issues in the literature are identified throughout, and the review ends by identifying five promising areas for future research.
The contribution of metacognition to the better understanding of giftedness is explored in the context of the "triarchic" theory of intelligence and its subtheory of insight proposed by Sternberg and his colleagues at Yale University, and in relation to research into the interaction between availability and flexibility of cognitive style on one hand, and metacognitive knowledge and skill on the other. Support is offered for the importance of interactions among the elements (meta-components, performance components, and knowledge-acquisition components) of the triarchic theory to better explain giftedness. Finally, rather than regarding a theory of giftedness to be a subtheory of one of intelligence, might there be merit in considering the opposite order?
Originally published in 1991, this book provides the reader with a comprehensive synthesis of developments, issues and practices related to a self-direction in learning. it presents strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. The idea of self-directed learning is not a new one but has received renewed attention in education circles and has particular significance for the adult education sector. © 1991 Ralph G. Brockett and Roger Hiemstra. All rights reserved.
It has become fashionable to equate constructs of working memory (WM) and general intelligence (g). Few investigations have provided direct evidence that WM and g measures yield similar ordering of individuals. Correlational investigations have yielded mixed results. The authors assess the construct space for WM and g and demonstrate that WM shares substantial variance with perceptual speed (PS) constructs. Thirty-six ability tests representing verbal, numerical, spatial, and PS abilities; the Raven Advanced Progressive Matrices; and 7 WM tests were administered to 135 adults. A nomological representation for WM is provided through a series of cognitive and PS ability models. Construct overlap between PS and WM is further investigated with attention to complexity, processing differences, and practice effects.
This paper is concerned with the relationship between two central constructs—reasoning ability and working-memory capacity—which arise from two distinct bodies of literature on individual differences in cognition, the psychometric and the information-processing, respectively. In four separate studies (N = 723, 412, 415, and 594), we assessed reasoning ability using various tests from the psychometric literature, and working-memory capacity using tests constructed according to Baddeley's (1986) definition of working memory. Confirmatory factor analysis yielded consistently high estimates of the correlation between working-memory capacity and reasoning ability factors (r = .80 to .90). We also found differentiation between the two factors: Reasoning correlated comparatively highly with general knowledge; working-memory capacity correlated comparatively highly with processing speed. Inspection of residuals from model fitting suggested the existence of a verbal versus quantitative content factor. We discuss the implications of our results for what they tell us about the nature of reasoning, and the nature of working memory.
Counterfactuals are mental representations of alternatives to the past and produce consequences that are both beneficial and aversive to the individual. These apparently contradictory effects are integrated into a functionalist model of counterfactual thinking. The author reviews research in support of the assertions that (a) counterfactual thinking is activated automatically in response to negative affect, (b) the content of counterfactuals targets particularly likely causes of misfortune, (c) counterfactuals produce negative affective consequences through a contrast-effect mechanism and positive inferential consequences through a causal-inference mechanism, and (d) the net effect of counterfactual thinking is beneficial.
Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980. In this sample of 268 men, divergent thinking was consistently associated with self-reports and ratings of openness to experience, but not with neuroticism, extraversion, agreeableness, or conscientiousness. Both divergent thinking and openness were also modestly correlated with Gough's (1979)empirically derived Creative Personality Scale. Several other personality variables mentioned in the literature were also examined; those that were associated with divergent thinking were also generally correlated with openness. These data suggest that creativity is particularly related to the personality domain of openness to experience.
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
Relatively little is known about the ongoing development of pastors as leaders. This study focused on learning agility, the combination of personal strategies and situational factors that pastors rely on to capture the lessons their experiences teach them. Interviews with 100 senior pastors indicated that the situational factors associated with learning for pastors were those that pushed them to step to the edge of their comfort zones, requiring them to draw on God and others, manage significant change, manage the ministry in all its complexity, and to extract lessons from positive and especially negative results. The personal strategies that pastors leveraged to navigate through and learn from key experiences included adopting a learning focus, relying on personal character and values, establishing and managing relationships, relying on their faith and calling, and using their expertise and knowledge. Implications for lifelong pastoral leadership development are explored.
This paper explores the paradoxes and competing values inherent in leadership behavior. Scales for eight leadership roles are developed, providing empirical data about 176 executives. The article contributes to the theoretical understanding of the paradoxes of leadership and introduces the concept of behavioral complexity to understand leader behavior and integrate theoretical findings in the leadership literature.
How do entrepreneurs identify opportunities for new business ventures? One possibility, suggested by research on human cognition, is that they do so by using cognitive frameworks they have acquired through experience to perceive connections between seemingly unrelated events or trends in the external world. In other words, they use cognitive frameworks they possess to "connect the dots" between changes in technology, demographics, markets, government policies, and other factors. The patterns they then perceive in these events or trends suggest ideas for new products or services-ideas that can potentially serve as the basis for new ventures. This pattern recognition perspective on opportunity identification is useful in several respects. First, it helps integrate into one basic framework three factors that have been found to play an important role in opportunity recognition: engaging in an active search for opportunities; alertness to them; and prior knowledge of an industry or market. In addition, it also helps explain interrelations between these factors (e.g., the fact that active search may not be required when alertness is very high). Second, a pattern recognition perspective helps explain why some persons, but not others, identify specific opportunities. Third, a pattern recognition framework suggests specific ways in which current or would-be entrepreneurs can be trained to be better at recognizing opportunities. Future directions for research on a pattern recognition perspective are described, and its practical implications for entrepreneurship education are examined.
Empirical and theoretical evidence is presented to support the conclusion that improvement of learning ability is an important and viable educational goal. However, the improvement of learning ability necessitates development not only of specific learning skills, which we know how to teach, but also an executive control mechanism that automatically accesses and combines learning skills whenever they are needed. Metacognitive theorists are currently investigating evidence that some executive skills can be imparted through direct training. However, a theme that emerges repeatedly in our review is that executive learning skills cannot be trained easily or by direct instruction alone, but must be developed gradually and automated over an extended period of time. It follows that genuine improvement of academic aptitude is not likely to result from anything less than a thoughtful, systematic curriculum that complements direct training in learning strategies, and thereby “engineers” the gradual evolution of important executive control skills.
"Construct validation was introduced in order to specify types of research required in developing tests for which the conventional views on validation are inappropriate. Personality tests, and some tests of ability, are interpreted in terms of attributes for which there is no adequate criterion. This paper indicates what sorts of evidence can substantiate such an interpretation, and how such evidence is to be interpreted." 60 references. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
This reprinted chapter originally appeared in Psychological Forschung, 1926, Vol 7, 330-385. Lewin's review of research on intentions introduces the idea that perceptions are influenced by motivation, anticipating the "new look" in the psychology of perception of the 1950s. Lewin challenged the capacity of associationist theories to explain much of human behavior. He chose as his exemplar the act of intending, not because it is a common act--Lewin pointed out that intending is actually fairly rare--but because it is especially revealing: Intentions demonstrate the significance of the person in the situation; one does not merely respond to stimuli but decides to do something about them and, in deciding, changes the situation for oneself. Drawing from research findings and common observation, Lewin first laid out "some facts" about intentional acts that he argued associationist theories cannot explain. Then he invoked field theory to explain these acts, casting intentions into the field theoretical rubric of needs, albeit of a special kind. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(introduction)
Recent advances in theory and research on the relations among mental simulation, affect, and personality are summarized and combined. Research has shown that (a) affect and mental simulations can influence each other, (b) mental simulations can serve diverse self-motives, and (c) personality characteristics are related to divergent functions of mental simulations. Findings in these three areas are synthesized into a conceptual framework on the basis of three attributes of mental simulations: (a) time, whether simulations are prospective or retrospective; (b) direction, whether simulations are upward or downward; and (c) focus, whether simulations are contrasted or assimilated. This integrated framework not only may enable a greater understanding of existing findings, but also suggests novel and unique predictions for future research on understanding personality processes, automaticity in simulations, and coping with life events.
This study sought to describe the personality characteristics of self-directed continuing learners, develop an instrument to identify such learners, and conduct empirical investigations to validate the instrument. Dimensions of the self-directed continuing learner's personality were developed and then used in the construction of an item pool. Prepilot and pilot study results provided the basis for refining the items into a 24-item instrument.
When administered to a sample of 271 graduate students, the instrument demonstrated an internal consistency of .87 and a test-retest reliability of .89.
Estimates of construct validity were obtained through correlation of scores with measures of educational participation, adult intelligence, self-confidence, endurance, and affiliation; results suggest the instrument is a valid tool for identifying self-directed continuing learners when used in its entirety.