{"title":"Measuring learning agility: a review and critique of learning agility measures","authors":"Brandon A. Smith, Karen E. Watkins","doi":"10.1108/pr-10-2023-0886","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>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.</p><!--/ Abstract__block -->","PeriodicalId":48148,"journal":{"name":"Personnel Review","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Personnel Review","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1108/pr-10-2023-0886","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"INDUSTRIAL RELATIONS & LABOR","Score":null,"Total":0}
引用次数: 0
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.
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.