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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.
... While researches on learning agility are still at a nascent stage within the academic context, it has played a significant role in the practitioner world for many years (De Meuse, 2017). Still, as noted by De Meuse (2017), there are a number of scholarly articles examining the theoretical and empirical support for it as important determinant for high potential talent available (e.g; Clark & Gottfredson, 2008;Connoly, 2001;De Meuse et al., 2010;Dai et al., 2013;De Meuse et al., 2012;De Rue et al., 2012). Nevertheless, little attention has been given to learning agility as sine qua non to leadership effectiveness among educational leaders especially in facing the VUCA realities although according to Reeves and Reeves (2015), VUCA is also being regarded as a challenging environment within the educational sphere. ...
... Burke (2016, p.2) claims that "the concept of learning agility has been gaining prominence in the practitioner world (in recent years) as a way to select and develop individual potential in organizational settings" (e.g. De Meuse et al., 2010;De Rue et al., 2012;Lombardo & Eichinger, 2000;Silzer & Church, 2009). ...
... Interestingly, scholars have proposed several other definition of learning agility since there is no one unified agreed definition of learning agility as the word agility implies a complex, multi-dimensional and context-specific concept (De Meuse et al., 2010;De Rue, Ashford & Myers, 2012). De Rue, et al. (2012), for example, specifically distinguish the meaning of learning agility by narrowing the meaning to refer to the ability of an individual to learn fast and quick in responding to novel ideas or situations while exhibiting flexibility in learning. ...
Constant shifts, both in global and local spheres, be it in public or private settings, influenced by anything from disease outbreaks, politics, terrorist attacks, or natural disasters can change circumstances instantaneously, which are often described as the characteristic of a volatile, uncertain, complex and ambiguous (VUCA) environment. Hence, to weather the storm that VUCA challenges present, many practitioners as well as researchers are of the view that certain capabilities are vital to be had and developed in a leader for team and organizational success. Learning agility is, thus, seen as an important leadership competency that is crucial in facing the challenges of a VUCA world. Nevertheless, a review of the literature shows that little has been researched or being written on learning agility among educational leaders or within an educational context. Thus, this paper attempts at filling in this gap by bringing together a coherent treatment of learning agility within the context of educational leadership in the VUCA world. For further investigation and future research, a conceptual framework of learning agility which is consequential to a VUCA-ready leadership within the educational sphere is proposed.
... The current research aims to develop a conceptual model of learning agility through an integrative literature review. Previous studies have tried to distinguish learning ability from learning agility to prevent problems that could arise from using the terms interchangeably (De Meuse et al., 2012;DeRue et al., 2012b). The purpose of this study is to develop conceptual models by identifying what sub-factors can capture the characteristics of learning agility. ...
... Learning agility is defined as the ability to flexibly apply the knowledge and skills required in task performance by pursuing self-directed learning, reflection, and feedback to address problems arising from fast change and unpredictable environments, and to perform tasks based on personal experience (DeRue et al., 2012b;Gravett & Caldwell, 2016;Hallenbeck, 2016;Lombardo & Eichinger, 2000). Therefore, this study describes the process of learning meaningful lessons from experiences through individual level learning theory. ...
... Therefore, this study describes the process of learning meaningful lessons from experiences through individual level learning theory. Additionally, personal experience and learning agility that can contribute to improving organizational adaptability in an uncertain management environment through organizational level learning theory (De Meuse et al., 2012;DeRue et al., 2012aDeRue et al., , 2012b. ...
The purpose of this study is to develop a conceptual model of learning agility based on an integrated literature review. Learning agility is the ability to learn from experience and apply it when faced with a new and unfamiliar environment. However, the absence of a theoretical basis for learning agility causes confusion among researchers in defining the concept and limits the scope in which practitioners apply the concept in their respective fields. This paper discusses the ability to perform effectively in new and unexpected environmental conditions and in changing job environments based on the Individual Adaptability Theory (I‐ADAPT Theory). Applying the conceptual model presented in this paper, practitioners will be able to propose and apply practical interventions, such as the development of an organizational education program that could identify and develop the level of individual learning agility.
... Current findings in agility research support this and show that reflective practices is one of five relevant dimensions on the way to a successful agile team (Hoda and Noble 2017). Another related concept is learning agility, or the ability to come up to speed quickly in one's understanding of a situation and move across ideas flexibly in service of learning both within and across experiences (DeRue, Ashford, and Myers 2012). In this sense, learning flexibility refers to the importance of developing more appropriate and possibly counterintuitive approaches. ...
... In this sense, learning flexibility refers to the importance of developing more appropriate and possibly counterintuitive approaches. It also captures a person's ability to learn quickly within a particular experience and to move flexibly between ideas and imaginations so that the person is able to maximize the potential learning value of a particular experience (DeRue, Ashford, and Myers 2012;LePine, Colquitt, and Erez 2000). ...
... Not to be left unmentioned is the growing literature that deals critically with the topic of agility (Coupland and Spedale Latimer in press;DeRue, Ashford, and Myers 2012). Especially scholars dealing with organizational identities mention that agility at work operates as a double-edged sword. ...
In this study, we investigated the conditions for successful collaboration in culturally diverse teams from a Positive Organizational Scholarship perspec- tive. As a result of globalization, organizations increasingly rely on cultur- ally diverse teams. Based on 19 semi-structured interviews with international managers of a large German car manufacturer, we analyzed how these teams work together and which factors promote collaboration. Our findings result in a new framework for understanding culturally diverse teams, which indicates that agile team behavior is an important factor for performance in culturally diverse teams. Agile forms of collaboration enable better adaption to change through iterative learning processes. Agile methods have strong structural elements, but in between, allow the greatest possible scope for continuous adjustment. These structuring and flexible elements seem to meet the requirements of culturally diverse teams in particular. The minimal structure provides the opportunity to bring in all perspectives and views of a culturally diverse team. In addition, we confirm the influence of well-studied factors such as openness, per- spective taking and leadership behavior. Our findings help to further sharpen the understanding of culturally diverse teams and point to a fruit- ful future research direction on agile behavior and cultural diversity in teams.
... The introduction of new technologies, globalization, and disruption from natural causes is accelerating the need for organizations to learn and develop differently than they did in the past (Friedman, 2006). These accelerations are transforming the workplace for leaders and professionals who will need to learn to adapt to new situations and learn from those experiences to be successful (Burke, 2019;DeRue et al., 2012a ;Lombardo & Eichinger, 2000;Mitchinson et al., 2012;). The skills and mindsets that worked well yesterday may no longer serve the needs that continue to change in organizations today. ...
... However, in leadership research, studies have shown that between 30% and 67% of individuals in leadership positions fail or derail because of their inability to learn new competencies, adapt and change in new and unfamiliar situations (Burke, 2019;Hoff & Burke, 2017;Hogan et al., 2010;Lombardo et al., 1988). Selecting and developing leaders who can quickly learn new competencies while remaining flexible under pressure is no longer a necessity but an economic requirement (Burke, 2019;Dai et al., 2013;De Meuse, 2019;DeRue et al., 2012a;Goleman et al., 2013;Gravett & Cladwell, 2016). ...
... The world is changing, organizations are changing, and people increasingly need to learn quickly and adapt at work. Learning agility is understood as the capacity to learn new skills and business strategies from experience and integrate those learnings into new and challenging situations (Burke, 2019;Dai et al., 2013;De Meuse, 2019;DeRue et al., 2012a;Gravett & Cladwell, 2016;Hallenback, 2016;Hoff & Burke, 2017;Mitchinson & Morris, 2014). Although there are numerous definitions for learning agility, this study will define learning agility as "the ability to come up to speed quickly in one's understanding of a situation and move across ideas flexibly in the service of learning" (DeRue et al., 2012a, p. 262). ...
The recent global pandemic in 2020 and numerous other political, economic, social, technological, environmental, and legal factors have heightened the importance of individuals developing emotional intelligence and learning agility. This phenomenological qualitative dissertation research study explored the perceptions of 35 management consultants in North America, South America, Europe, Asia, and Africa regarding learning experiences in new and challenging situations. Qualitative data were analyzed using an inductive and deductive thematic analysis. Two key findings emerged from this study: 1) Emotional intelligence competencies at the individual level facilitate learning new competencies quickly while flexibly integrating lessons from previous experiences into new and challenging situations; 2) Metacognitive Awareness, Self-Efficacy, and Psychological Safety influence learning quickly and flexibility from workplace experience. This study offers insights regarding how emotional intelligence competencies and learning agility enable individuals to transform themselves and adapt new learning behaviors in new and challenging situation and evolving business environments.
... In one example, HR practices remained unspecified (Mooghali et al., 2016). However, the literature indicates that there are considerable differences between training and learning methods, as well as their outcomes, which could be taken into consideration (Shafer et al., 2001;DeRue et al., 2012). Other development practices, such as onboarding and performance management, were also largely neglected, even though they are conducive to organizational agility (Shafer et al., 2001;Harsch and Festing, 2020). ...
... Introducing a JD-R perspective (Bakker et al., 2005) to our framework in the future could also help researchers take into account job resources as another explanatory element, as they have the potential to not only reduce hindering job demands and their negative effect on strain, but also to foster individual development, as they are functional for work goal accomplishment, and are key promotors of engagement and extra-role performance (Bakker et al., 2005). Hence, they might stimulate learning agility and IWB, an acknowledged extra-role behavior, as key components of employee agility (DeRue et al., 2012;Janssen, 2000) and foster the problem-oriented coping approach in the face of challenging job demands (Podsakoff et al., 2007), thereby, according to our framework, resulting in employee agility. ...
... Furthermore, the need for flexibility and speed arising from the dynamic environment leads to specific additional training and learning requirements for agile employees, such as 'on the job, on the fly' (Shafer et al., 2001: 206) training and learning agility (DeRue et al., 2012). This implies, for instance, active experimentation, feedback seeking, and reflection (DeRue et al., 2012), each of which is enabled by a psychologically safe environment (Newman et al., 2017). ...
Troubled by increasing uncertainty in the business environment, many organizations have a strong need to become agile. There are indications that agility-oriented characteristics of employees, often referred to as “workforce agility,” play a key role in this regard. This paper systematically reviews the academic literature on employee agility, with an emphasis on conceptualization, operationalization, and the special role of human resource management (HRM) in shaping it. Our study finds that construct clarity, theoretical foundation, and rigor in operationalization are not yet well established, and that the role of HRM is under-researched. In order to pave the way for future research, we clarify the understanding of the employee agility concept and suggest a new definition resulting from our theoretical discussion. We embed this conceptualization in a newly suggested framework which is rooted in the work stressor framework. It links employee agility to the job demands of a dynamic environment, and outlines the role of flexibility-promoting HR practices. As such, we explicitly refer to a dynamic lens on person-environment (P-E) fit theory. Furthermore, through the suggested conceptualization of employee agility and the theory-based framework, we amplify existing theory. Based on our findings, we draw up an encompassing agenda for future research.
... Most of the learning agility researches are either explored the construct of learning agility [14][15][16] or examined its impact on various outcome variables [17][18][19][20][21]. Further, responding to the call for future research by Kalinina [22] that contextual factors like culture shouldn't be ignored in future learning agility studies, the role of culture has been studied. ...
... Conceptually, agility refers to the ability of thinking and moving quickly, easily and drawing conclusions quickly [25]. Stretching out agility to a learning context, learning agility is the speed of learning (i.e., a capacity to get things rapidly) and simplicity of development across thoughts (i.e., moving among different thoughts or perspectives and across different circumstances) [17]. Iinfluenced by 'cultural agility' approach [26] which refers to the capacity to move rapidly starting with one culture then onto the next, we propose to examine the role of culture on learning agility. ...
... Learning agility is the capability to gain knowledge, and willingness to learn quickly and effectively [18]. Learning agility endorses learning within and across various situations which assures positive performance and outcome [17]. Learning agility research has studied the relationship between learning agility and individual outcome [43] such as being uphold [44], leadership efficiency [19], job performance [20], student engagement [21] etc. DeMeuse [45] found that individuals who have a significant level of learning agility engage and help themselves to learn in unfamiliar contexts and tend to perform in uncertain situations. ...
he complexity and dynamism involved in the current business environment requires agile workforce. Workforce agility requires learning agility which is the capability to acquire knowledge willingly, quickly and effectively. Promoting learning agility requires organisations to explore and identify facilitator or barriers for higher performance. In this context, organisational culture and E learning technology may play an important role to promote learning agility for better performance. OBJECTIVE:The study aims to investigate the role of culture and e-learning technology on learning agility. In detail, the research examines the relationship between learning agility and outcome. Further, the research also seeks to examine the mediating relationship of culture and e-learning between learning agility and outcome. METHODS:The survey-based research has been designed following validated survey instruments. Data collected from 776 executives across all levels has been analysed using structural equational modelling using IBM AMOS software. RESULTS:The result proved learning agility significantly related with outcome. Secondly, culture and e learning technology mediate between learning agility and outcome. The result suggests organisations to nurture suitable culture and adopt e-learning technology to facilitate effective learning agility. CONCLUSIONS:Learning agility is critical for making workforce and business agile. The unpredictable and complex business environment can be managed through agile learners. Organisations need to nurture and adopt suitable culture and technology for better performance.
... . Learning is a never-ending process, whether it is learning from school, work, or life. In contemporary organizations with frequent changes, the ability to learn from past experi ences and adapt to new situations is a reason some people succeed while others do not (DeRue, Ashford, & Myers, 2012;Garvin, Edmondson, & Gino, 2008;Lombardo & Eichinger, 2000;McCall, Lombardo, & Morrison, 1988;Spreitzer, McCall, & Mahoney, 1997). Businesses and organizations increasingly value individuals who learn new things quickly and are flexible when dealing with change (Lombardo & Eichinger, 2000). ...
... Learning identity is conceptually related to many other concepts, such as openness to ex perience (LePine, Colquitt, & Erez, 2000;McCrae, Costa, & Martin, 2005), motivation and ability to learn from experience (Colquitt & Simmering, 1998;Spreitzer et al., 1997), learning agility (DeRue et al., 2012;Eichinger & Lombardo, 2004;Lombardo & Eichinger, 2000), curiosity (Berlyne, 1954(Berlyne, , 1960Litman, 2005;Litman & Spielberger, 2003;Reio, Petrosko, Wiswell, & Thongsukmag, 2006), and learning focus (McKenna, Boyd, & Yost, 2007). Early empirical evidence has shown that learning identity has no relationship with age, sex, locus of control, or self-esteem (Trinh, 2016). ...
... Despite gaining much attention from practitioners, learning agility has been criticized for its ambiguous conceptualization and lack of rigor and the parsimony in measurement. Conceptually, there is no clear evidence that learning agility is a unique concept (DeRue et al., 2012;Wang & Beier, 2012). DeRue et al. (2012) argue that the definitions of learn ing agility confound: (a) the willingness (motivation) to learn with the ability to learn, and (b) the nature of learning agility and successful performance. ...
The world is changing faster than ever before. Recent advances in technology are constantly making old knowledge, skills, and abilities (KSAs) obsolete while also creating
new KSAs and increasing the demand for jobs that have never existed before. These advances place tremendous pressure on people to learn, adapt, and innovate in order to
keep up with these changes. Kolb’s Experiential Learning Theory (ELT) has been widely and effectively applied in various settings in the last four decades. This theory posits that learning is a proactive process, coming from the holistic integration of all learning modes in the human being: experiencing, reflecting, thinking, and acting. Learners must own and drive this process, because ownership of their own experiential learning process empowers learners to do far more than an external person—whether a parent, a teacher, or a friend—can accomplish. More than just a way to learn, experiential learning is a way of being and living that permeates all aspects of a person’s life. Given the demands of the fast-changing world we live in, what do individuals need to do to make sure they stay ahead of the change curve, remain fit with the changing environment, survive, and thrive? At the individual level, a number of important competencies need to be developed, including learning identity and learning flexibility. At the system level, learning and education as a whole must be treated differently. Education should be an abductive process in which learners are taught to ask different types of questions and then connect new knowledge with their own personal experiences. The outcome of education, likewise, should be adaptive and developmental. Instead of promoting global learning outcomes that every student needs to achieve, educators need to hold each student individually responsible for incrementally knowing more than he or she previously knew, and teach students not only how to answer questions but also how to ask good questions
to extract knowledge from future unknown circumstances. Helping students foster a
learning identity and become lifelong learners are among the most important tasks of educators in today’s fast-changing world.
... Recently, several scholarly articles have been published examining the theoretical and empirical support for it as an important determinant for high-potential talent (Arun et al., 2012;De Meuse, et al., 2010;DeRue et al., 2012a;Mitchinson et al., 2012). Nevertheless, the scientific support of a direct linkage between learning agility and leader success seems to be scanty (De Meuse, 2019;De Meuse, 2017;DeRue et al., 2012b;Hezlett & Kuncel, 2012). ...
... Following this narrower definition, learning agility is not equivalent to individual ability to learn, but rather is one component of this ability. Based on this framework the authors developed a dynamic model of the construct recognizing: a) individual differences (goal orientation, cognitive ability, openness to experience); b) cognitive (cognitive simulations, counterfactual thinking, pattern recognition) and behavioral processes (feedback seeking, experimentation, reflection); c) contextual and environmental factors (types of experience, culture and climate for learning); d) outcomes and effects of learning agility in terms of learning in and across situations and positive performance change over time (DeRue et al., 2012a). ...
... Based on this dynamic model, learning agility is situated into a broader nomological network, including a) goal orientation -as the individual propensity to pursue goals related to learning and mastery (learning goal orientation) or versus to performance and rewards (performance orientation)-, b) cognitive abilities -defined as an individual difference in information processing capacity -and c) openness to experience -defined as the extent to which individuals are broad minded, curious, imaginative and original (De Meuse et al., 2010;DeRue et al., 2012a;Vandewalle, 2012). ...
The unprecedented complexity and unpredictability of the current business scenario—amplified by the impacts of COVID-19 pandemic—require employees to constantly learn new skills and new ways of performing their jobs. Over the past decades the construct of learning agility has attracted considerable attention from human-resource professionals and consultants interested in talent identification. Organizations have then incorporated the construct into their model of high-potential selection and leadership development, and the term is becoming embedded into the talent-management (TM) lexicon. The specific contribution of the current systematic review is to provide a rigorous critique of the existing literature about learning agility and its applications to talent management, focusing on definition, measurement, and operationalization of the construct. In addition, the relationships between learning agility and other talent management constructs have been also investigated.
A literature search on Scopus, Web of Science, and PsycINFO databases was performed. The review process has followed the international Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines. The initial search identified 250 titles. Fifty-two studies were assessed, and 10 empirical studies (qualitative and quantitative) were considered eligible. Despite the extensive usage of learning agility in organizations, the academic community only recently has become interested in studying the
construct. TM research reinforced the importance of learning agility as a key indicator of potential, highlighting learning and growth competences as central components of potential. Nevertheless, a scientific approach to the concept remains still limited. Limitations,
practical implications, and directions for future research are also discussed.
... In other words, it is an aptness to acknowledge efficiently as well as speedily to the novel situation (Miles, 2013). Derue et al. (2012) provided a revision in the definition of LA with the inclusion of two psychological factors. Organisations that have high learning agile executives with them, they produced more than 25% profit margins than their competitive organisations (Swisher, 2013). ...
... 'People agility, mental agility, change agility and results agility' -the four dimensions which make the construct called as LA (Gravett and Caldwell, 2016). A learning agility model developed by Derue et al. (2012) demonstrated that differences in employee and employer factors influence learning agility at most. Eagerness towards learning, competency and candidness are the factors which lead to individual differences whereas, experience characteristics and cultural climate for learning lead to contextual-environmental factors (Derue et al., 2012). ...
... A learning agility model developed by Derue et al. (2012) demonstrated that differences in employee and employer factors influence learning agility at most. Eagerness towards learning, competency and candidness are the factors which lead to individual differences whereas, experience characteristics and cultural climate for learning lead to contextual-environmental factors (Derue et al., 2012). Juhdi et al. (2012) demonstrated, for leadership spirit, LA behaves as an antecedent and also job and organisational engagement are the factors of learning agility. ...
This study explores the role of learning agility (LA) as a mediator in the relationship between organisational learning culture (OLC) and employee retention (ER) in an organisation and has also examined the role of gender as a moderator in the relationship between LA and ER. A hypothesised model has been proposed to test the relationships between OLC, LA and ER. SEM has been utilised using (AMOS-version18) on a valid sample of 326 information technology (IT) employees of entry level and middle level from five different software firms located in Eastern, Western and Northern India. The findings of this study exhibit that the two dimensions of OLC significantly influence ER and LA indirectly influences employee retention (ER) inside the organisation with the help of learning culture. Between LA and ER, gender significantly moderates the relationship. This study can improve an organisation by creating a knowledge-learning platform to make it successful in the market.
... (4) Change agility -being curious, having a passion for ideas, experimenting with test cases, and engaging in skill-building activities It is the ability to continuously learn from experiences and apply that learning in new or firsttime conditions (De Meuse et al., 2010). It is a meta concept reflecting a range of internal cognitive and observable behavioural indicators and perceptions of an individual's ability to learn from every situation (DeRue et al., 2012) There exists a rich history of learning research in psychology dating back to early experiments of making an automatic connection between a stimulus and a response by Ivan Pavlov and B. F. Skinner. The concept of Learning agility was introduced more recently and has more to do with learning from varied experiences, application of such learning and performance success (De Meuse, 2017). ...
... According to Ajzen's theory of planned behaviour, Individual learning behaviours are shaped by attitude, subjective norms, and perceived behavioural control. Learning agility is a meta concept reflecting a range of internal cognitive and observable behavioural indicators and perceptions of an individual's ability to learn from every situation (DeRue et al., 2012). When students perceive that learning tasks as easy and useful, their learning agility increases. ...
... Self and other's perceptions about learning affect one's learning agility (DeRue et al., 2012;Drinka, 2018;Kim et al., 2018). Self-perception theory suggests that adults' beliefs and perceptions may be an outcome rather than a cause for their intellectual behaviours. ...
The future of work requires continuous upskilling and reskilling of workers for full labour force participation and productivity that has led to growing importance of learning agility. However, research on this subject is still in its infancy. This study aims to investigate the effect of ageing on learning agility and mediating effects of perception of learning. The study also examines the moderating role of technology leverage on the relationship between perception of learning and learning agility. Partial least square (PLS) structural equation modelling (SEM) approach was used to analyse the data using SmartPLS 3.0 software. The data was collected from 377 working professionals using the snowball sampling technique. The results suggested that ageing and perception of learning has a significant positive impact on learning agility. However, there is no significant mediating effect of perception of learning on learning agility. The moderating effect of technology leverage was found to be insignificant on the interaction between perception of learning and learning agility. The study will be useful for learning platforms and human resource practitioners and managers to develop effective strategies for upskilling and reskilling their workers.
... На формування навчальної гнучкості впливають різні групи факторів: індивідуальні особливості працівника, когнітивні процеси, поведінкові процеси та фактори зовнішнього середовища. Зокрема, до індивідуальних особливостей, що впливають на здатність навчатися на своєму досвіді відносяться: цілеспрямованість, когнітивні та метакогнітивні здібності, відкритість до досвіду (ступінь широти мислення, допитливості, розвитку уяви та оригінальності) [4]. ...
... До когнітивних процесів, що впливають на навчальну гнучкість слід віднести: когнітивне моделювання, контрафактичне мислення, розпізнавання патернів. Серед поведінкових процесів виділяють наступні: пошук зворотного зв'язку, експериментування, рефлексія [4]. Остання група факторів характеризує вплив зовнішнього середовища, прикладом може слугувати поява нових комунікативних технологій, обмеження в умовах пандемії, автоматизація рутинних процесів. ...
... In particular, applied researchers and practitioners have shown interest in measuring individual differences in dynamic predictor constructs such as dynamic skill acquisition or flexible personality traits in assessment. Furthermore, there is also considerable interest into studying individual differences in dynamic aspects of outcomes such as job performance or educational achievement (Abrahams et al., 2019;DeRue et al., 2012;Jundt et al., 2015). ...
... The literature, so far, has discussed a variety of different conceptualizations of change and dynamics, often from the perspective of particular science domains, such as personality psychology, motivational psychology, psychometrics, biology, or econometrics. Moreover, a variety of different terms like agile, adaptive, flexible, or learning have been used to refer to these different types of dynamic phenomena (DeRue et al., 2012;Jundt et al., 2015;Lang & Bliese, 2009). A second challenge is that most of these definitions of individual differences in dynamics and their associated labels are usually not closely tied to a psychometric model describing the key parameters of the individual dynamic process. ...
The applied psychology literature has discussed and used a variety of different definitions of dynamic individual differences. Descriptions like dynamic, agile, adaptive, or flexible can refer to a variety of different types of constructs. The present article contributes to the literature by presenting an organizing typology of dynamic constructs. We also conducted a literature review of four major applied journals over the last 15 years to validate the taxonomy and to use it to map what type of dynamic individual differences constructs are typically studied in the applied psychology literature. The typology includes six basic conceptualizations of dynamic individual differences: Variability constructs (inconsistency across situations), skill acquisition constructs (learning new skills), transition constructs (avoiding “loss” in behavior/skill after unforeseen change), reacquisition constructs (relearning after change), acceleration/deceleration constructs (losing or gaining energy by displaying the behavior), and integration/dissolution constructs (behavior becomes more or less uniform). We provide both verbal and statistical definitions for each of these constructs, and demonstrate how these conceptualizations can be operationalized in assessment and criterion measurement using R code and simulated data. We also show how researchers can test different dynamic explanations using likelihood-based R ² statistics.
... In other words, someone who is agile is comfortable with being uncomfortable. To be an agile learner, one has to learn fast and be flexible as these two are the main components to learning ability [9]. Although there are a lot of other factors to promote good results, Connolly & Viswesvaran believed that learning agility is one of the stronger predictors compared to intellectual ability and personality in order to have optimal performance [10]. ...
... Study conducted by Niessen, Swarowsky, and Leiz found that after organizational change, age was found to be negatively associated to fit and performance. [9]. Therefore, we expect similar insights obtained in the case of learning agility. ...
... Ketangkasan belajar merupakan konstruk yang relatif baru dan semakin dikenal sebagai konstruk utama untuk pengembangan kepemimpin dalam organisasi (De Meuse et al., 2010). Ketangkasan belajar tidak terkait dengan personal typology, kecerdasan intelektual ataupun goal orientation (Derue, Ashford, & Myers, 2012). Ketangkasan belajar adalah keinginan dan kemampuan seseorang untuk menguasai kompetensi baru sehingg dapat berkinerja di bawah situasi yang sulit pada kesempatan pertama (Lombardo & Eichinger, 2000). ...
Perubahan yang terus-menerus dalam bisnis menuntuk orang-orang dalam organsasi untuk dapat adatif dengan cepat. Ketangkasan belajar ( learning agility ) menjadi hal strategis dalam pengembanan dan pengelolaan sumber daya manusian. Artikel ini melakukan pengujian secara statistik atas pengaruh dari budaya belajar terhadap ketangkasanan belajar. Apakah budaya belajar memiliki dampak yang langsung ataukah tidak langsung terhadap ketangkasan belajar? Artikel ini didasarkan pada studi empiris terhadap 107 orang manajemen puncak dari beberapa perusahaan terkemuka di Indonesia. Data yang diperoleh dianalisis dengan PLS based SEM dengan menggunaakan SmartPLS versi 3.0. Hasil analisis menyimpulkan bahwa budaya belajar merupakan antesiden dari keterlekatan kerja ( work engagement ) dan keterlekatan kerja merupakan prediktor yang baik untuk ketangkasan belajar. Karena itu keterlekatan kerja merupakan mediator pada hubungan antara budaya belajar dan ketangkasan belajar. Untuk menjadi pembelajar yang tangkas dalam organisasi bisnis dewasa ini, para pegawai didorong agar memiliki keterlekatan kerja yang baik dan terus menerus dipapar dengan budaya belajar yang intensif maka akan membangun ketangkasan belajar yang memadai.
... Such adjustments are guided by decisions and structural changes that facilitate organizational alignment with a changing environment (=adaptation). In the same vein, learning agility (DeRue et al., 2012), emotional flexibility (McKinsey & Company, 2021a), and openness to experiences define the level of organizational adaptability (Hoff & Burke, 2017). This allows organizations to transition from resilient to thriving entities under evolving conditions. ...
The article sought to address real or perceived “teleworking hesitancy” by generating empirical evidence on employee exposure to teleworking in a global south context. The results of the empirical investigation were integrated with the growing body of research on the future of the post-pandemic workplace. The results depicted the opposite and significant effects of perceived workload and organizational teleworking support on employee teleworking experience and the (growing) desire to utilize flexible working options. Furthermore, the results showed the significant effects of nonwork demands (negative) and resources (positive) on work engagement and the moderating role of external support contacts. The results further affirmed the mediating role of work engagement on perceived productivity. Based on these results, incremental “A-E” policy and practice considerations that place talent at the heart of organizational efforts to remain sustainably future-fit are proposed. The proposed policies and practices carry a futuristic bias, a conscious recognition that the future workplace will be “hybrid.” Areas for future research are presented.
... Such adjustments are guided by decisions and structural changes that facilitate organizational alignment with a changing environment (=adaptation). In the same vein, learning agility (DeRue et al., 2012), emotional flexibility (McKinsey & Company, 2021a), and openness to experiences define the level of organizational adaptability (Hoff & Burke, 2017). This allows organizations to transition from resilient to thriving entities under evolving conditions. ...
The article sought to address real or perceived “teleworking hesitancy” by generating empirical evidence on employee exposure to teleworking in a global south context. The results of the empirical investigation were integrated with the growing body of research on the future of the post-pandemic workplace. The results depicted the opposite and significant effects of perceived workload and organizational teleworking support on employee teleworking experience and the (growing) desire to utilize flexible working options. Furthermore, the results showed the significant effects of nonwork demands (negative) and resources (positive) on work engagement and the moderating role of external support contacts. The results further affirmed the mediating role of work engagement on perceived productivity. Based on these results, incremental “A-E” policy and practice considerations that place talent at the heart of organizational efforts to remain sustainably future-fit are proposed. The proposed policies and practices carry a futuristic bias, a conscious recognition that the future workplace will be “hybrid.” Areas for future research are presented.
... Learning agility is related to leadership in which it is described as a mindset and associated set of practices that enable leaders to constantly create, evolve, and employ new strategies that better prepare them to deal with the increasingly complex challenges they face in their organizations (Mitchinson & Morris, 2012). Learning agility is defined by (Derue et al., 2012) as "the ability to come up to speed quickly in one's understanding of a situation and move across ideas flexibly in service of learning both within and across experiences." Agility learning refers to human actions, high-level cognitive processing, and the selective transfer of lessons learned in one sense to another. ...
During the pandemic era, both students and teachers have to struggle in the teaching and
learning process. They have to adjust themselves to the new situation, in which technology
application becomes an alternative in conducting the teaching and learning process. This
condition requires agility. This study aims to explore the author's experiences in terms of
learning agility during the Covid-19 pandemic era, especially in handling a learning
management system (LMS) and the students’ anxiety in using the technology. Although the
author had implemented blended learning before the pandemic era, when it came to fully
online learning, many new things needed to be learned, such as using the LMS application,
providing the materials, assessing the students, and motivating the students. Moreover, the
author also had to adjust to the students’ conditions from different Yogyakarta areas. The
method used in this study was qualitative, using a descriptive approach. The results showed
that learning agility is one way to cope with the problems during emergency remote teaching. Nevertheless, this approach could lead to self-resilience.
Keywords: agility, Learning Management System (LMS), motivation, resilience
... Learning Agility is more than learning ability [21] is believed as the construct to predict current performance, future potential, and adaptability to a vibrant dynamic environment [22] Learning agility is defined as the individual capability to be flexible and fast in utilizing experience to overcome the newly and complicated situations [23] which is reflected into change agility, mental agility, people agility, and result agility [24]. ...
The lack of work engagement from the millennials is becoming a strategic issue in managing managerial resources. This article is an attempt to examine work engagement of managerial resources in palm oil industry and to examine the impact of corporate culture and business agility on work engagement. This article was based on quantitative and cross-sectional research which involved 477 managers and supervisors. Collecting data was based on PLS structural equation model and using SmartPLS version 3.0 for computing and testing the research model. The result of statistical analysis explains that holistic work engagement is influenced directly by learning agility, leadership agility, and strategic agility. Learning culture influenced indirectly on holistic work engagement. For keeping sustainable growth this article recommends for palm oil companies to develop multi-layer agility in every layer of organization and aligning the corporate culture to support agility development.
... Employees shape the personal qualities necessary to deal with difficulties in working conditions (McCall, Lombardo and Morrisson, 1988). According to DeRue, Ashford and Myers (2012), the process of learning from experience gives people speed and flexibility. Individuals with high learning agility are trying to obtain appropriate learning and different experiences for themselves without being stuck on a single point of view. ...
In this study, it was aimed to determine whether school administrators' learning agility levels differ according to their gender, seniority, school levels served, educational status, ages and administrative duties (principal and vice-principal). The research was carried out according to the survey model frequently used in quantitative research methods. A total of 428 volunteer administrators composed of 160 school principals and 268 vice-principals participated in the study. The data were collected with the "Marmara Learning Agility Scale" developed by Yazıcı and Özgenel (2020). The collected data were analyzed using t-test and ANOVA tests in the SPSS statistics program. According to the analysis, school administrators' overall level of learning agility is very high. While learning agility levels did not differ significantly according to the gender and school levels of the administrators, the level of learning agility of administrators who have postgraduate education is higher than that of who's having only a bachelor's degree. In addition, the learning agility levels of school principals are higher than vice principals. Similarly, administrators with higher seniority and age have higher learning agility than administrators with lesser seniority and age.
... Prior studies of learning agility can be largely classified into two perspectives (De Meuse, 2017). The bandwidth approach to learning agility is seen as a multidimensional characteristic of individuals learning effectively through experience (De Meuse et al., 2012), whereas in the limited approach, learning agility is seen as a factor related to the speed and flexibility of learning through experience (DeRue et al., 2012a;Ryu and Oh, 2016). ...
Purpose
The purpose of this study is to develop a reliable and valid measurement of employee learning agility for use in human resources development.
Design/methodology/approach
This paper analyzed a total of 365 cases collected from Korean organizations. This paper conducted exploratory factor analysis, confirmatory factor analysis and Rasch analysis to validate the measurement. This paper conducted a measurement invariance (MI) test to confirm the generalizability of the measurement and used Harman’s single factor test to assess the common method variance (CMV).
Findings
This paper derived a learning agility measurement with six subfactors (Cronbach’s α = 0.893). This paper verified that it could be applied equally to supervisors and subordinates using an MI test. Factor analysis confirmed the feasibility of CMV. Based on I-ADAPT theory, the learning agility measurement can be applied to assess not only leader competency but also general employee competency.
Research limitations/implications
Practitioners may use this model of learning agility for developing competency-based training programs and evaluations. This study is meaningful because it extends the concept of learning agility. In particular, the MI test indicated that there are no differences between supervisors and employees regarding the utility of the concept.
Originality/value
This study is meaningful because it extends the concept of learning agility. In particular, the MI test indicated that there are no differences between supervisors and employees regarding the utility of the concept. The concept in this paper is distinguished from other studies by applying the Rasch model from an item response theory perspective.
... Table 1 provides further discussion of these ER behaviors. Considerable evidence underlies how these mutually reinforcing capabilities generate positive outcomes such as learning agility and career success (DeRue et al., 2012), and further resources to Learning (rather than performance) goals concern motivation to develop new skills and master new situations, seek challenges and persist in the case of failure. Use of obstacles as learning cues to question and change strategies. ...
This study discusses the concept of employee resilience (ER), defined as the capability to use resources to continually adapt and flourish at work, even when faced with challenging circumstances. The concept is grounded in positive psychology and conservation of resources (COR) theory and complements other concepts such as coping which describe employees and managers adapting to challenge and change. This study validates a scale of ER and examines attributes and job factors associated with heightened ER in public sector line managers. Study results show that heightened ER is associated with public service motivation (PSM), employees’ pro-social skills and constructive leadership by supervisors. ER is also associated with a climate for innovation. Theoretical and practical implications for strengthening employees’ resilience in public organizations are discussed.
... They could address the role of talent-sharing in collaborative partnerships such as joint ventures and strategic alliances for developing individual abilities and skills in the form of cognitive flexibility or paradoxical thinking (Jørgensen & Becker, 2017;Junni et al., 2015;Mom et al., 2009;O'Reilly & Tushman, 2011;Raisch et al., 2009;Uhl-Bien & Arena, 2018). An interesting research avenue concerned with the development of an ambidextrous mindset and related skills as a commonality of talents in ambidextrous organizations could build on insights from the experiential learning cycle detailed in the experiential learning theory (Kolb, 1984), in order to analyze the learning processes required in a dynamic environment, for example for creating and strengthening learning agility (DeRue et al., 2012). A better understanding of these processes could help eventually to create appropriate talent development measures for the context of ambidexterity. ...
The highly unpredictable, complex, and dynamic business environment forces companies to innovate constantly. One organizational response to coping with environmental pressures is organizational ambidexterity, i.e. the ability to pursue simultaneously the exploitation of existing capabilities and the exploration of new opportunities. It has an impact on the way of working, and consequently organizations need to reevaluate their talent strategies. With this conceptual contribution, we first provide a fresh view on talent and talent management (TM) by suggesting an ambidextrous TM approach, including novel TM practices that have been rather neglected in the so far dominant traditional TM approach. It centers on the system-controlling element of an ambidextrous mindset. Second, in a theory-based framework we explain how dynamic TM capabilities (hybrid, dual, and ambidextrous TM), which represent processes for deploying, developing, and shaping talent, can contribute to gaining competitive advantages in various ambidextrous structures reflecting the complexity and dynamism of and within HR ecosystems. We advance the under-researched process perspective on TM by using the lenses of the HR ecosystems discussion, insights from a dynamic view on the person-environment fit, and dynamic capabilities. We conclude with a broad agenda for future research in TM in dynamic environments.
... However, studies to date have not provided insights into why certain individuals or organizations have a high learning rate. Likewise, explanation about which people have a high understanding of a specific situation, flexibly switch ideas and perspectives, and connect resources according to the situation is lacking [73]. In previous studies, personal and situational factors that influence individual learning from experience were investigated; hence, how they affect learning agility, intelligence, goal orientation, and personality corresponding to personal factors was also explored [68,74]. ...
Having experienced the turbulent change in corporate value rankings over the past 20 years, companies are paying attention to their reorganization to quickly recognize changes and proactively adapt to these changes for survival. This study examines the relationships and intervening ambidexterity mechanisms between CEOs’ leadership style and employees’ learning agility. Using multilevel regression, we analyze hypotheses on a sample of 102 participating CEOs and 236 employees. Results reveal that the ambidextrous organization, which pursues the current organizational development while constantly adapting to changing environments, plays a role as a partial mediator between transformational leadership and members’ learning agility. These results explain that to increase the organization’s agility, a systematic organizational structure system that stimulates members’ motives and simultaneously pursues utilization and exploration must be established through clear goals and appropriate stimuli even in an uncertain environment. Our finding contributes to an understanding of how the CEO’s leadership style affects employees’ learning agility in ventures and to what extent the contextual ambidextrous structure influences the relationship.
... As such, just as managers expert at problems-solving agility will be rewarded with satisfying innovation results (Atuahene-Gima & Wei, 2011), so too is better LIE process (von Pechmann et al., 2015). In our study, learning agility refers to managers' operational learning ability to detect problems and improvements, assemble needed resources to launch an appropriate response, judge the benefits and risks of initiating an action, and execute actions with competitive speed and flexibility (DeRue et al., 2012;Sambamurthy et al., 2003). Emphasizing the swiftness and flexibility of problems addressing in LIE process is advantageous, for two important reasons. ...
... Perceived organizational culture mempengaruhi secara signifikan terhadap keterlekatan pegawai (Sadeli, 2012). Budaya organisasi merupakan prediktor dari keterlekatan kerja (Arifin, Troena, & Djumahir, 2014;Brunetto, Xerri, & Nelson, 2014 (Derue, Ashford, & Myers, 2012). Ketangkasan belajar adalah keinginan dan kemampuan seseorang untuk menguasai kompetensi baru sehingg dapat berkinerja di bawah situasi yang sulit pada kesempatan pertama (Lombardo & Eichinger, 2000). ...
Perubahan yang terus menerus dan disruptif menuntut orang-orang dalam organisasi untuk menjadi adaptif dengan cepat. Ketangkasan belajar (learning agility) merupakan isu strategis dalam pengelolaan sumber daya manusia. Artikel ini mengulas secara mendalam mengenai pengaruh budaya belajar (learning culture) terhadap ketangkasan belajar. Apakah budaya belajar berdampak langsung ataukah tidak langsung terhadap ketangkasan belajar? Artikel ini berdasarkan pada riset empiris yang melibatkan 107 direktur dan manajemen senior dari perusahaan-perusahaan terkemuka di Indonesia. Data yang didapatkan diolah menggunakan pendekatan Structural Equation Modelling berbasis Partial Least Square (PLS SEM) dan aplikasi SmartPLS versi 3.0. Hasil analisis menjelaskan bahwa budaya perusahaan berpengaruh tidak langsung terhadap ketangkasan belajar. Budaya belajar merupakan anteseden dari keterlekatan kerja (work engagement) dan keterlekatan kerja tersebut merupakan prediktor dari ketangkasan belajar. Dengan demikian, keterlekatan kerja memainkan peranan sebagai mediator dalam pengaruh budaya belajar terhadap ketangkasan belajar. Untuk menghasilkan orang-orang yang tangkas dalam belajar menghadapi perubahan, orang-orang di dalam perusahaan harus diarahkan untuk memiliki keterlekatan kerja yang baik dan diekspos dengan budaya belajar secara intensif dalam kurun waktu tertentu.
... Learning agility is related to leadership in which it is described as a mindset and associated set of practices that enable leaders to constantly create, evolve, and employ new strategies that better prepare them to deal with the increasingly complex challenges they face in their organizations (Mitchinson & Morris, 2012). Learning agility is defined by (Derue et al., 2012) as "the ability to come up to speed quickly in one's understanding of a situation and move across ideas flexibly in service of learning both within and across experiences." Agility learning refers to human actions, high-level cognitive processing, and the selective transfer of lessons learned in one sense to another. ...
The global pandemic that emerged in 2020 forced the education sector to shift from offline learning to online learning. This shifting has resulted in many new challenges for TESOL teachers in their teaching-learning process, especially in the assessment process. Furthermore, the different situations might force TESOL teachers to use other assessment methods from what they usually used. While many studies focused on how teachers conduct online learning, little is known about how teachers assess during pandemic COVID-19. Therefore, a study about how TESOL teachers do their assessments online and their challenges during the assessment process is a valuable addition to the field. This study aims to gain an in-depth understanding of TESOL teachers' experience in their assessment practice. This study employed semi-structured interviews as the research instrument using qualitative case study as its methodology. Four TESOL teachers from different universities in Indonesia were interviewed about their assessment practice. Findings showed that teachers used various kinds of online assessment, from test-based assessment to project-based assessment. Teachers also encountered some challenges in the assessment process, such as internet connection issues, security, and academic dishonesty. This paper also revealed the strategies used by the teachers to overcome these challenges.
Keywords: TESOL Teachers Experience, ELT Teaching, Language Assessment, Teacher Challenges, COVID-19.
... Self-efficacy as the experience of achievement is the ability and will to learn from experiences and is affected by learning agility, which is the ability to practice and apply learning quickly and flexibly in an unfamiliar situation and condition (DeRue et al., 2012). Learning agility refers to learning speed and cognitive flexibility and Schmidt and Hunter (1998) have contended that the most reliable tool to measure knowledge acquisition and performance prediction is 'general mental ability.' ...
SMEs are constantly demanded of changes in the rapidly-evolving business environment, which involves the fourth industrial revolution and the COVID-19 pandemic. In this period, management consulting service becomes more in demand to provide technical and strategic solutions for management problems. This study aimed to empirically analyze the direct effects of emotional intelligence on job satisfaction and the indirect effects of such parameters as learning agility and self-efficacy on job satisfaction in management consultants. On the basis of a literature review, inter-variable association was designed in the research model. Based on an online survey of those in the Korean SME management consultants, this study collected 221 questionnaires then used structural equation modeling for statistical analysis. The results reveal that emotional intelligence significantly affected job satisfaction and, also significantly positively affected learning agility and self-efficacy. In addition, a significant indirect correlation could be found between learning agility and self-efficacy. Meanwhile, if learning agility and self-efficacy mediated job satisfaction, emotional intelligence had no significant effect on job satisfaction and fully mediated learning agility and self-efficacy. It is necessary to develop an emotional intelligence education program that can help management consultants improve their emotional intelligence with the objective of giving successful management consulting services.
... Stereotip tersebut membuat peneliti ingin mengetahui apakah fakta yang ada menampilkan bahwa mahasiswa psikologi dapat menyelesaikan permasalahan mereka sehingga stres yang mereka alami juga berada dalam tingkat rendah.Beberapa studi sebelumnya telah dilakukan untuk meneliti tingkat dan gambaran stres pada mahasiswa psikologi. Namun, kebanyakan dari studi tersebut melakukan penelitian hanya kepada mahasiswa pascasarjana psikologi, bukan kepada mahasiswa sarjana psikologi(El- Ghoroury, Galper, Sawaqdeh, & Bufka, 2012;Myers et al., 2012). Padahal, stereotip tersebut juga diperuntukkan untuk mahasiswa sarjana psikologi. ...
Memasuki era revolusi industri 4.0 yang telah dijalani dengan berbagai disrupsinya, membawa gagasan lebih lanjut sebagaimana diajukan oleh Jepang untuk menjadikan masyarakat sebagai pusat dari teknologi yang berkembang pesat. Diskursus yang dibahas kemudian mencakup bagaimana berbagai teknologi tersebut membawa kebermanfaatan dan sesuai dengan kebutuhan masyarakat.
Gagasan yang diajukan oleh Jepang tersebut disebut sebagai gambaran perkembangan Society 5.0 yang merupakan kelanjutan dari hunting society (Society 1.0), agricultural society (Society 2.0), industrial society (Society 3.0), dan information society (Society 4.0). Society 5.0 digambarkan sebagai masyarakat yang menjadikan manusia sebagai pusat perkembangan teknologinya. Dengan demikian, perkembangan teknologi informasi tidak hanya semata ditujukan untuk akselerasi pembangunan ekonomi semata, melainkan juga untuk dapat mengatasi berbagai permasalahan sosial yang ada.
Gagasan ini kemudian mengemuka dan membawa diskusi lebih lanjut bagaimana proyeksi Society 5.0 di Indonesia. Secara khusus, sebagai mahasiswa Psikologi, muncul pertanyaan bagaimana menempatkan Psikologi sebagai kontributor penting dalam menyambut society 5.0 di Indonesia. Peran Psikologi yang luas diharapkan dapat menyentuh berbagai lapisan sistem di masyarakat mulai dari keluarga, organisasi hingga komunitas. Hal tersebut mendorong Fakultas Psikologi Universitas Diponegoro untuk menyelenggarakan sebuah konferensi ilmiah untuk mahasiswa Psikologi yaitu Konferensi Mahasiswa Psikologi Indonesia (KMPI) yang telah diselenggarakan secara daring pada 29 Agustus 2020 lalu.
Tema Revitalisasi Peran Psikologi dalam Keluarga, Organisasi, dan Komunitas: Tantangan dalam Menyambut Society 5.0 ini mendapat respons yang sangat baik dari mahasiswa Psikologi di berbagai penjuru Tanah Air dengan diterimanya puluhan artikel yang membahas mengenai peran psikologi dalam menyambut Society 5.0 dan isu-isu lain yang turut mengiringinya. Artikel tersebut disatukan dalam sebuah prosiding yang sedang pembaca nikmati sekarang. Akhirnya, tim editor mengucapkan terima kasih kepada peserta sekaligus kontributor artikel dalam prosiding ini. Semoga sumbangsih ilmu tersebut mengalir tiada henti, dan tergandakan tiada batas. Psikologi Prioritas!
... Learning agility is more than learning ability. It is differentiated from learning ability in the two things: flexibility in learning and speed of learning [41]. This paper measures learning agility from four dimensions: change agility, mental agility, people agility, and result agility [38]. ...
This paper's main purpose is to investigate the impact of digital mastery and learning culture on learning agility in the Indonesian private companies of oil palm plantation. This paper is based one-shoot survey or cross-sectional study. This study involved participation of 386 managers as well as supervisors from private oil palm plantation companies in Borneo and Sumatra Island. Partial least square based SEM was applied for calculating the gathered data. The results revealed that learning culture - either in external adaptation or internal integration has affected significantly on digital mastery and learning agility. Learning agility development in oil palm plantation companies should be focused on establishing learning culture and leveraging digital strategic skill.
... Tout au long du coaching, il développe incessamment une agilité d'apprentissage. Vigilant au quotidien, il est en alerte, capable de percevoir la connexion entre les évènements et de faire preuve de souplesse en passant d'une idée à l'autre, au service de l'apprentissage dans et par l'expérience (Derue, Ashford et Myers, 2012 (1995) La deuxième source d'informations se rapporte au journal de bord rempli par le coach. Ce document a permis de conserver le caractère naturel et spontané des données (Reis, 1994). ...
Dans le contexte libanais multiculturel, la présente recherche s’intéresse à l’étude du cas d’un coach qui a accompagné cinq chefs d’établissements scolaires sur une année académique et le questionne sur ses apprentissages en situation de travail. Inscrite dans le paradigme socioconstructiviste, elle adopte une approche qualitative basée sur trois entretiens semi-directifs avec le coach ainsi que l’analyse de son journal de bord. Les résultats ont révélé les apports du coaching en termes d’affordances saisies de la relation à l’autre et des ressources de l’environnement, mobilisant des stratégies d’apprentissage et développant un agir professionnel.
Mots-clés : Coaching professionnel, affordances, apprentissage en situation de travail, agir professionnel, contexte multiculturel.
Abstrak: Penelitian bertujuan untuk mengetahui pengaruh empati emosional terhadap perilaku prososial yang dimoderasi oleh jenis kelamin pada mahasiswa baru psikologi UNM. Empati emosional didefinisikan sebagai dorongan secara otomatis dan tampa disadari untuk merespon keadaan emosi orang lain. Dan perilaku prososial diartikan sebagai tindakan dengan cara pemberian dua perlakuan berupa video yang membuat emosional individu meningkat ataupun netral dengan instrument untuk mengukur empati emosional dengan menggunakan Positive dan Negative Affect Scale (PANAS) yang dikembangkan oleh Watson, Clark &Tellegen (1988). Pengukuran prilaku prososial dilakukan dengan melihat jumlah donasi yang diberikan oleh responden. Responden penelitian berjumlah 32 mahasiswa yang terdiri dari laki-laki dan perempuan dengan kriteria mahsiswa baru psikologi UNM.Penelitian eksperimen ini menggunakan desain faktorial 2 (empati: netral vs empati) X 2 (jenis kelamin: laki-laki vs perempuan) between subject design. Hasil dari penelitian ini menunjukkan bahwa terdapat pengaruh yang cukup signifikan antara empati emosional terhadap perilaku prososial, tapi pengaruh jenis kelamin sebagai moderator terhadap perilaku prososial tidak memiliki efek yang signifikan. Kata kunci: empati emosional, jenis kelamin, perilaku prososialAbstract: The research aims to determine the effect of emotional on prosocial behavior moderated by gender in new students of psychology UNM. Emotional empathy is defined as an impulse automatically and without being realized to respond to other people's emotional states. And prosocial behavior is defined as an act by giving two treatments in the form of a video which can increase someone’s empathy or neutral with an instrument to measure emotional empathy using the Positive and Negative Affect Scale (PANAS) developed by Watson, Clark & Tellegen (1988). The measurement of prosocial behavior is done by looking at the number of donations given by respondents. The research respondents numbered 32 students consisting of men and women with the criteria of new students in UNM psychology. This experimental research used factorial design 2 (empathy: neutral vs empathy) X 2 (sex: male vs. female) between-subject designs. The results of this study indicate that there is a significant influence between emotional empathy on prosocial behavior, but the effect of gender as a moderator on prosocial behavior does not have a significant effect.Keywords: Empathy, emotional empathy, gender, prosocial behavior
This paper describes a faculty-led summer program in Madrid, Spain. We argue that it represents a case study in the implementation of best practices in study abroad, particularly as it relates to experiential programs that include an internship component. Adding to a growing consensus on best practices for these types of educational opportunities, we claim that study abroad experiential learning should include purposeful interdisciplinarity, in particular as it relates to the interconnection between a liberal arts education and useful business acumen. We believe that this integrative approach can serve as model for the liberal arts in the twenty-first century. In the article, we present detailed data on 15 years of the program, allowing the reader to contemplate and analyze the intricacies of implementation. We conclude that the benefits to students participating in experiential study abroad programs will be maximized in the post-pandemic world of this century.
The scientific advancement of leader and leadership development has offered various conceptualizations and operationalizations of evaluation criteria. However, because the complex learning that occurs during leader and leadership development is typically ignored, current leader and leadership development evaluation criteria do not fully capture the multidimensional and temporal nature of learning which serves as a critical mediating mechanism between training and more distal outcomes. Further, evaluations of leadership programs tend to focus on individual (i.e., leader development) outcomes without consideration of collective (i.e., leadership development) outcomes. Thus, we present a comprehensive typology of leader and leadership development learning outcomes that elucidates the multidimensional and multilevel nature of such outcomes and provides greater construct definition and precision. Our purpose is to integrate multiple theoretical perspectives, generating a more precise classification to provide researchers and practitioners assistance in 1) designing and evaluating the effectiveness of leader and leadership development, and 2) clarifying the limits of generalizability of both conceptualizations and empirical research across learning outcomes.
Athletes require knowledge of self-regulatory processes and skills to enact them successfully if they are to mitigate the potentially maladaptive effects of stress on functioning (e.g., psychological health, performance). Existing stress regulation interventions typically adopt a “one size fits all” approach in which individuals are taught specific skills thought to be effective for all people and all types of stressors. We test an alternative, yet complementary approach in which athletes engage proactively with stressor experiences via self-immersed or self-distanced reflections as a means by which to maximise the individualisation of stress regulation efforts. We will conduct a single blind, parallel group, cluster randomised controlled trial encompassed by a 2 (condition: self-distanced, self-immersed) x 2 (time: baseline and post-intervention) mixed factorial design with approximately 200 elite athletes to test these perspectives empirically. Psychological well-being and ill-being are the primary outcomes of interest, with coping insight expected the mediate the effect of stressor reflections, and curiosity and stress mindsets hypothesised to moderate the effects of stressor reflections.
Tidak banyak organisasi bisnis yang benar-benar memahami hakekat dari pengembangan kepemimpinan. Seolah-olah kepemimpinan hanya merupakan “karakteristik ikutan” yang akan terbentuk dengan sendirinya setelah seseorang diserahi wewenang atau jabatan tertentu. Krisis, khususnya sebagai dampak pandemi COVID-19 memberikan kesempatan untuk menata ulang seluruh tatanan, termasuk persepsi dan diksi tentang kepemimpinan. Sebagai peran dan figur sentral, diperlukan kepemimpinan yang genuine, dengan keunggulan yang extraordinary membawa perusahaan ke dalam kondisi New Normal, periode yang hampir sama gelapnya dengan pandemi itu sendiri.
Namun demikian kehidupan harus terus berjalan. Wujud kepemimpinan perlu dijabarkan dalam format yang lebih nyata pada tiap lapisan organisasi. Buku ini menawarkan apa, mengapa, dan bagaiaman mengembangkan kepemimpinan pada level terkecil yaitu
kepemimpinan diri, kemudian kepemimpinan tim kerja dan kepemimpinan unit bisnis sampai dengan level terluas yaitu kepemimpinan korporasi.
Buku ini merupakan kolaborasi sekaligus wahana untuk mengabadikan sebuah persahabatan di antara dua orang penulis yaitu Dr Nopriadi Saputra dan Dr Harry Sutanto. Kedua penulis adalah scholarly practitioner yaitu praktisi sekaligus akademisi. Keduanya
adalah akademisi dari BINUS Business School di Bina Nusantara University. Keduanya juga merupakan seorang praktisi manajemen terutama sekali dalam ranah Strategic Human Resource Management. Dr Nopriadi Saputra berpengalaman lebih dari 25 tahun
dalam pengembangan leadership talent di Telkom Indonesia dan Sinarmas Group, sementara Dr Harry Sutanto berpengalaman melakukan transformasi organisasi dan pengembangan budaya korporasi di perusahaan BUMD/BUMN maupun perusahaan swasta nasional.
Buku ini terdiri enam bagian utama. Epilog adalah bagian yang menjelaskan tantangan yang dihadapi organisasi bisnis saat ini dan betapa pentingnya pengembangan kepemimpinan dalam organisasi bisnis. Bagian pertama buku ini membahas mengenai perkembangan konsep-konsep kepemimpinan atau school of leadership dari generasipertama sampai dengan generasi kelima saat ini. Bagian kedua membahas mengenai pengembangan kepemimpinan sebagai suatu sistem yang memiliki input, proses, dan output. Bagian ketiga membahas mengenai pengembangan kepemimpinan diri yang bertumpu pada tiga hal utama yaitu pengembangan positivitas, pengelolaan waktu, dan pengembangan ketangakasan belajar dengan teknologi digital (learning dexterity). Kemudian buku ini membahas mengenai pengembangan kepemimpinan tim kerja. Pembahasan bertumpu pada sinergi dan peran-peran yang dibutuhkan dalam tim kerja yang efektif. Bagian kelima membahas pengembangan kepemimpinan unit bisnis. Pada bagian ini pembahasan berfokus pada strategi bisnis dan kepemimpinan strategik dalam organisasi bisnis. Setelah itu dilanjutkan bagian keenam yang mengulas mengenai pengembangan kepemimpinan korporasi. Tiga hal yang dibahas yaitu keberadaaan korporasi, peranan sentral dari manajemen puncak, dan kemampuan bertindak beyond structure. Pada bagian akhir, buku ini ditutup dengan epilog yang merangkum dan mengikat semua pembahasan dalam suatu kesimpulan akhir.
Besar harapan buku ini dapat memberikan inspirasi dan kontribusi pemikiran terhadap pengembangan kepemimpinan dalam organisasi bisnis di Indonesia pada khususnya. Penulis juga berencana untuk mengembangkan buku ini dalam edisi berbahasa Inggris sehingga juga dapat dinikmati oleh banyak pihak secara global.
Jakarta, 31 Juli 2021
Penulis
Dr. Nopriadi Saputra, ST, MM.
Dr. Ir. Harry Sutanto, MBA
The purpose of this paper was to investigate the impact of Augmented Reality on e-learning systems at colleges in Saudi Arabia. In this research, Augmented Reality could reenact real environment by computerized overlays that learners can interact with and without much of a stretch access. What is more, Augmented Reality helps consumers to explore alternative learning avenues around learning content. Setting that aside, there has not been sufficiently thorough research on the evaluation of Augmented Reality in the context of teaching. The primary objective of this research is to examine possible standard factors identified with the successful use of unparalleled scale. This prototype highlights the essential factors that affect the implementation of AR via the quantitative approach to Augmented Reality knowledge assortment and evaluation. The research finds the principal coefficients for the attainment of Augmented Reality: IT infrastructure, IT agility, interaction stability, self-learning ability, curriculum, student background, ease of use and Usefulness. The after-effects of this analysis includes useful debates to create up a perfect fate of Augmented Reality and help handle the enhancement of instruction and e-learning with competitive societies and frameworks in the Kingdom of Saudi Arabia as well as other countries.
Purpose: This study aimed to investigate nursing students’ learning agility and confirm the mediating effect of self-leadership in the relationship between achievement motivation and learning agility.Methods: The study design was a descriptive survey design. The subjects were third- and fourth-year nursing students attending three universities in one region. Data were collected from November 28, 2019, to May 25, 2020, and a total of 202 data were collected using the scale of achievement motivation, self-leadership, and learning agility. Data analysis included frequency analysis, descriptive statistics, and Pearson's correlation coefficient using SPSS 25.0 statistics 25.0 software. The mediating effect of self-leadership was analyzed through regression analysis and bootstrapping using process macro ver. 3.4.1.Results: Self-leadership’s partial mediating effect was confirmed in achievement motivation and learning agility. Achievement motivation was found to affect directly learning agility, with an indirect effect through self-leadership.Conclusion: The study results showed that nursing students could increase their learning agility through self-leadership improvement. Future research should focus on identifying the factors influencing nursing students’ learning agility and develop and apply programs to improve learning agility.
Implementasi learning menjadi salah satu prioritas evaluasi bagi PT. Y sebagai perusahaan muda. Prioritas ini penting karena sesuai dengan visi dan misi yang dibuat oleh PT. Y. Namun, kondisi saat ini menyatakan belum sepenuhnya implementasi learning berjalan, khususnya pada pegawai shift. Terkendala dari sistem operasional dan beberapa hal yang menghambat, implementasi learning bukan menjadi prioritas bagi pegawai shift. Melihat kondisi ini, perlu menumbuhkan keyakinan pegawai shift untuk memiliki kemauan dan kemampuan learning. Digunakan teori learning agility, karena definisi teori sangat mendukung makna learning dari PT. Y. Intervensi yang dilakukan untuk menumbuhkan keyakinan berperilaku learning pada pegawai shift digunakan pelatihan psychological safety, mengingat kondisi saat ini dan kendala yang dihadapi pegawai shift. Hasil pelatihan psychological safety, partisipan membuat keyakinan bersama untuk mengimplementasikan learning.
Bu araştırmanın amacı, öğretmenlerin öğrenme çevikliğine yönelik görüşlerinin kişisel değişkenlere bağlı olarak değişip değişmediğini belirlemektir. Betimsel tarama modelinde olan araştırma, Sakarya ili Adapazarı ilçesindeki resmi ve özel ilkokul, ortaokul ve liselerde çalışan, tabakalı-basit tesadüfi örnekleme yöntemiyle belirlenen 1218 öğretmen üzerinde yürütülmüştür. Araştırma verilerinin toplamasında “Öğrenme Çevikliği Ölçeği”; analizde ise
parametrik analizler kullanılmıştır. Araştırma sonuçlarına göre öğretmenlerin kişisel değişkenlerinden cinsiyet, kurum türü, branş, mesleki kıdem ve okuldaki çalışma süreleri öğretmenlerin öğrenme çevikliğine yönelik görüşlerinde anlamlı fark ortaya koyarken; medeni durum, okul türü, mezun olunan fakülte, sendika üyeliği ve maaş memnuniyeti anlamlı fark oluşturmamıştır. Araştırma sonuçları doğrultusunda geliştirilen önerilerden
bazıları şu şekildedir: Türkiye’de çeviklik ve öğrenme çevikliği ile ilgili yapılmış kısıtlı araştırmalar olsa da bu araştırmalar eğitim camiasında yürütülmemiştir. Bu yönüyle yapılan araştırma, öğrenme çevikliğini öğretmenlerin görüşleriyle birleştiren ilk çalışmadır. Bu bağlamda bu araştırmanın eğitim örgütlerinin diğer paydaşlarıyla da gerçekleştirilmesi çok boyutlu değerlendirmeye ışık tutması açısından önemlidir. Ayrıca bu araştırma sonuçları ve Türkiye’nin diğer bölgelerinde MEB’e bağlı okullarda ve YÖK’e bağlı üniversitelerde gerçekleştirilecek araştırma sonuçları dikkate alınarak uygulamalar yapılması, eğitim kalitesinde dolayısıyla öğrenci başarısında artışı beraberinde getirecektir
The concept of workforce agility has become increasingly popular in recent years. However, defining it has sparked much discussion and ambiguity. Recognizing this ambiguity, this paper aims to inductively develop a behavioral taxonomy of workforce agility.
We interviewed 36 experts in the field of agility and used concept mapping and the critical incident technique to create a behavioral taxonomy.
We identified a behavioral taxonomy consisting of ten dimensions: (a) accepting changes, (b) decision making, (c) creating transparency, (d) collaboration, (e) reflection, (f) user centricity, (g) iteration, (h) testing, (i) self-organization, and (j) learning.
Our research contributes to the literature in that it offers an inductively developed behavioral taxonomy of workforce agility with 10 dimensions. It further adds to the literature by tying the notion of workforce agility to the performance literature.
Our results suggest that it might be beneficial for companies to take all workforce agility dimensions into account when creating an agile culture, starting agile projects, integrating agility into hiring decisions, or evaluating employee performance.
This paper uses an inductive approach to define workforce agility as a set of behavioral dimensions, integrating the scientific as well as the practitioner literature on agility.
Turbulence in the business environment imposed large companies or market leaders to
become more agile in doing business. Developing business agility can be implemented in
many levels of business organization. This paper proposes a multi-layer perspective of
business agility construct by examining construct validity through structural equation
modelling. Based on organizational behavior theory, this paper proposes combining
construct from three different perspectives of business agility: strategic agility from an
organizational perspective, leadership agility from a group perspective, and learning agility
from an individual perspective. The paper involved 477 supervisors and managers of
Indonesian oil palm plantations as respondents. The data was analyzed by using Lisrel
version 9.30. The result explains that the second-order construct is the best-fit construct for defining multi-layer agility as a measurement mode
ABSTRAK Masyarakat dewasa ini membutuhkan pelayanan publik yang dapat membantu menyelesaikan permasalahan mereka. Penerapan praktek good governance pada pelayanan publik penting diterapkan dengan didukung model pengembangan yang relevan. Artikel ini mengusulkan model pengembangan pelayanan publik dengan pendekatan positive reinforcement theory. Sebuah pendekatan yang berbasis perilaku yang memetakan faktor-faktor apa saja yang berpengaruh baik pada level individu, kelompok, maupun organisasi terhadap perilaku transfaransi, akuntabilitas, responsible, integritas, dan fair dari petugas pelayanan. Perilaku tersebut yang didukung oleh budaya pelayanan, manajemen kinerja, ketangkasan belajar, serta kepemimpinan berbasis transformational, otentik, dan melayani. Kata Kunci : pelayanan publik, tata kelola yang baik, positive reinforcement theory ABSTRACT Today's society needs public services that can help solve their problems. The application of good governance practices in public services is important to be implemented with the support of relevant development models. This article proposes a public service development model with a positive reinforcement theory approach. A behavior-based approach that maps out the factors that influence the level of individuals, groups, and organizations on the behavior of transparency, accountability, responsibility, integrity, and fairness of service personnel. These behaviors are supported by a service culture, performance management, learning agility, and transformational-authentic-servant leadership.
Purpose: The purpose of this study was to investigate the mediating effect of self-leadership on the relationship between media literacy and learning agility in nursing students based on their experiences in online classes during the Coronavirus Disease-19 pandemic.Methods: A descriptive survey was conducted among 165 nursing students from four universities in Busan. Data were collected from June 2 to 13, 2021, and was analyzed using a t-test, one-way ANOVA, Pearson’s correlation coefficients, and stepwise multiple regression with SPSS/WIN 26.0.Results: Significant relationships were found between learning agility and media literacy (r=.62,p<.001), between learning agility and self-leadership (r=.58, p<.001), and between media literacy and self-leadership (r=.53, p<.001). Additionally, self-leadership had a partial mediating effect on the relationship between media literacy and learning agility (Z=4.30, p<.001); its explanatory power was 46.0%.Conclusion: These results indicate that interventions to increase the level of media literacy, along with self-leadership, are necessary to improve the level of learning agility of nursing students who will be essential human resources in a rapidly changing healthcare field.
Sebagai seorang praktisi HR/HC, kita harus mampu mengambil peran strategis dalam organisasi. Mampu mengejawantahkan visi organisasi sehingga mampu menyelaraskan kebutuhan organisasi di masa mendatang dengan mempersiapkan Sumber Daya Manusia yang dibutuhkan.
Buku ini mengulas kembali sejarah pengelolaan Sumber Daya Manusia yang terus berkembang dari waktu ke waktu. Perubahan terus terjadi. Teknologi berevolusi. Digitalisasi adalah suatu keniscayaan. Cara berpikir dan berperilaku dituntut untuk mengikuti perubahan. Tantangan organsasi kedepan adalah ketersediaan Sumber Daya Manusia yang memiliki pola pikir dan pola kerja yang selaras dengan keadaan. Maka tugas kita adalah mempersiapkan Sumber Daya Manusia yang ada saat ini untuk menjawab tantangan tersebut, melalui pengelolaan Sumber Daya Manusia bertalenta (Talent Management) berbasis kompetensi. Dalam buku ini Penulis menggambarkan dalam bahasa sederhana tahapan pengelolaan talenta yang terintegrasi. Ditulis secara terstruktur dan tertelusur sehingga mudah dipahami.
This paper is an attempt to explain effect of knowledge management and learning culture on learning agility in a higher education institution. A cross-sectional survey and causal analysis were conducted as quantitative approach. The study has involved 256 administration staffs of a private university in Jakarta as the respondents. SmartPLS as statistical application of PLS-SEM was applied for investigating the gathered data The result concludes that knowledge management plays a mediating role. This paper recommends for developing learning agility, the organization should combine developing learning culture with knowledge management practices for a better progress.
The inner conflicts resulting from divorce don’t cause all adolescents to behave negatively. There are some adolescents who continue to behave positively and are able to learn from the bad experiences of their parents, but there are also adolescents who behave negatively which leads to impulsivity. This qualitative research uses a case study which aims to describe impulsivity and agility in adolescents whose parents are divorced and the factors that influence it. The number of respondents was six adolescent girls whose parent’s divorced and six significant others from the respondents. Data were collected using interview techniques. Based on the results of the study, it’s known that the forms of impulsivity found include smoking, self-harm, talking abusive to friends, skipping college and always imagining things to self-injury. This is influenced by three factors, such as personality, family and social environment (peers and school). Meanwhile, the forms of agility that were found included respondents busy themselves with organizational and community activities, working at school and not being afraid to build relationships. This is influenced by two factors, such as situational and personality. This research can contribute knowledge in developmental psychology and family psychology.Keywords: Adolescents, Agility, Divorce, Impulsivity ABSTRAKKonflik batin yang diakibatkan perceraian tidak membuat semua remaja berperilaku negatif. Ada beberapa remaja tetap berperilaku positif dan mampu belajar dari pengalaman buruk orangtuanya, tetapi ada juga remaja yang berperilaku negatif mengarah pada perilaku impulsivitas. Penelitian kualitatif ini menggunakan studi kasus yang bertujuan untuk mendeskripsikan impulsivitas dan agilitas pada remaja yang orangtuanya bercerai serta faktor-faktor yang mempengaruhinya. Jumlah responden sebanyak enam remaja perempuan yang orangtuanya bercerai dan enam significant others dari responden. Data dikumpulkan menggunakan teknik wawancara. Berdasarkan hasil penelitian diketahui bahwa bentuk impulsivitas yang ditemukan meliputi perilaku merokok, memukuli diri, berbicara kasar pada teman, bolos kuliah, dan selalu membayangkan hal-hal untuk bunuh diri. Hal ini dipengaruhi oleh tiga faktor, yaitu kepribadian, lingkungan keluarga, dan lingkungan sosial (teman sebaya, sekolah). Sedangkan bentuk agilitas yang ditemukan meliputi responden menyibukkan diri pada kegiatan organisasi dan komunitas, sekolah sambil bekerja serta tidak takut untuk menjalin hubungan. Hal ini dipengaruhi oleh dua faktor, yaitu situasional dan kepribadian. Penelitian ini dapat memberi sumbangsih ilmu dalam psikologi perkembangan dan psikologi keluarga.Kata kunci: Agilitas, Impulsivitas, Perceraian, Remaja
Learning agility (LA) has become recognized as a key component to leadership success. The willingness to take action in new situations is paramount in today’s VUCA (volatile, uncertain, complexity, and ambiguous) world. This is the story of Warner Burke’s ongoing journey with LA and leadership. It defines LA and highlights its importance in organizations, follows the journey from idea to implementation and shows how Burke’s efforts have led to an assessment tool that affects selection to leadership development and succession planning. This article also discusses the potential of the Burke LA assessment tool to add value in organization development efforts.
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.