Measuring learning agility: a review and critique of learning agility measures

IF 3.3 3区 管理学 Q1 INDUSTRIAL RELATIONS & LABOR Personnel Review Pub Date : 2024-04-11 DOI:10.1108/pr-10-2023-0886
Brandon A. Smith, Karen E. Watkins
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Abstract

Purpose

The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.

Design/methodology/approach

This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.

Findings

Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.

Practical implications

Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.

Originality/value

Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.

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衡量学习敏捷性:对学习敏捷性衡量标准的回顾与批判
目的本综述旨在评估现有的学习敏捷度测量方法,并为其在组织和学术环境中的应用提供建议。研究结果学习敏捷度测量是一个需要进一步研究的领域。学习敏捷存在多种概念,因此学习敏捷的真正结构并不清晰。学术文献中的学习敏捷度量方法偏离了学习敏捷度的传统概念,需要进一步验证和进行收敛有效性研究。学习敏捷性的商业测量方法是存在的,但它们的开发过程没有经过同行评审,而且由于使用成本较高,在学术研究中没有得到广泛应用。目前存在各种概念和测量工具,这些理论和测量方法之间的关系和区别尚不清楚。本文提供了测量学习敏捷度的实用指南和局限性,为实践做出了贡献。原创性/价值学习敏捷度最初被认为是一个多维度的概念,包括人员敏捷度、结果敏捷度、变革敏捷度和心智敏捷度。随着这一概念的发展,测量的维度结构也在不断变化。本研究弥补了我们目前在如何概念化和测量学习敏捷性方面的空白。
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来源期刊
Personnel Review
Personnel Review Multiple-
CiteScore
7.10
自引率
7.70%
发文量
133
期刊介绍: Personnel Review (PR) publishes rigorous, well written articles from a range of theoretical and methodological traditions. We value articles that have high originality and that engage with contemporary challenges to human resource management theory, policy and practice development. Research that highlights innovation and emerging issues in the field, and the medium- to long-term impact of HRM policy and practice, is especially welcome.
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