Learning agility: Could it become the g-factor of leadership?

Meuse, Kenneth P. De

doi:10.1037/cpb0000216

Cited by 4 publications

(6 citation statements)

References 76 publications

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“…They were willing and able to let go of old behaviors and formerly important skill sets and readily latched onto new ones as situations dictated. They learned differently (see De Meuse, 2022). Lombardo and Eichinger (2000) referred to this pattern of personal behaviors as “learning agility.” More specifically, they defined learning agility as “the willingness and ability to learn new competencies in order to perform under first-time, tough, or different conditions” (p. 323).…”

Section: Leadership and The Learning-agility Constructmentioning

confidence: 99%

“…The point is not to diminish their relevance but rather to demonstrate how academic scholars—particularly in the United States—generally have not investigated the construct. More importantly, the fragmented approach to the study of learning agility has resulted in a noncohesive, incomplete understanding of the construct—one built on proprietary labels, perceived self-interests, and an absence of theory (see Dai & De Meuse, 2021; De Meuse, 2022).…”

Section: Leadership and The Learning-agility Constructmentioning

confidence: 99%

“…This special issue contains six articles investigating learning agility within the context of leadership, talent management, and consulting psychology. In the first article, De Meuse (2022) poses an intriguing question: Could learning agility become the g-factor of leadership? As one of the most frequently cited researchers on learning agility, De Meuse traces the twisting, incongruent paths of how learning agility has evolved.…”

Section: Overview Of the Special Issuementioning

confidence: 99%

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The science and application of learning agility: Introduction to the special issue.

Meuse¹,

Harvey²

2022

Consulting Psychology Journal

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This article introduces a special issue of the Consulting Psychology Journal focused on the science and application of learning agility. Although the construct of learning agility has been used by many organizations around the world as a means to identify and develop leadership talent during the past 2 decades, much about it remains unclear. For example, there are different viewpoints about its definition, its measurement, and even its importance to leader success. In this introductory article, the historical recognition of leadership in organizations is briefly explored, and the emergence of learning agility as a critical component to identify and develop leaders is reviewed. Sections on the application and the science of learning agility examine the popularity of the construct today and provide the psychological linkage to other established theories and research in our field. The underlying hope of this special issue is to stimulate more scholarly investigations into clarifying the construct and offer talent-management professionals, leadership coaches, and consulting psychologists guidance when implementing learning agility in their client organizations.

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Section: Leadership and The Learning-agility Constructmentioning

confidence: 99%

Section: Leadership and The Learning-agility Constructmentioning

confidence: 99%

Section: Overview Of the Special Issuementioning

confidence: 99%

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The science and application of learning agility: Introduction to the special issue.

Meuse¹,

Harvey²

2022

Consulting Psychology Journal

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“…However, as the construct has developed, so too has its definition to emphasize the importance of speed and flexibility to learn from experience by some researchers (e.g., DeRue et al, 2012). Although cognitive and behavioral processes demonstrate learning agility, how it is demonstrated varies widely among personal attributes (Burke & Smith, 2019; De Meuse, 2022; DeRue et al, 2012; Lombardo & Eichinger, 2000).…”

Section: An Overview Of Learning Agilitymentioning

confidence: 99%

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Neuroscience hacks to enhance learning agility in leaders.

Williams¹,

Nowack²

2022

Consulting Psychology Journal

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To help organizations find and nurture leaders to be prepared for the complexity and multiplicity of challenges, Lombardo and Eichinger (2000) developed the framework characterized as learning agility. Their research, along with other colleagues (De Meuse, 2022; De Meuse et al., 2011) have typically identified five dimensions (observable behaviors) to learning agility: mental agility, people agility, change agility, results agility, and self-awareness. Although in the early stages of research, there is a promising body of evidence showing learning agility as a significant predictor of identifying potential leaders, leader performance, and leader success (Burke & Smith, 2019; De Meuse, 2019). This article summarizes the current conceptualization of learning agility, provides a neuroscience lens, and identifies associated key brain structures involved in enhancing learning agility. Specific evidence-based neuroscience hacks for practitioners are introduced to enhance each of those five more popularly cited dimensions of learning agility.

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Two decades of learning agility and an integrated framework: a review of literature and bibliometric analysis

Nayak,

Malik

2024

IJOA

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Purpose Due to the extremely complicated and unpredictable outside world, using and unlocking the potential of learning agility (LA) has become a key part of making businesses more competitive, and there is a lot of new research being produced on this topic very quickly. Thus, this study aims to carry out a bibliometric analysis to systematically analyse the existing literature on LA and propose an integrated framework depicting various predictors, mediators and outcome variables covered in the LA research. Moreover, this study lays out a rich and detailed agenda for future research and enhances understanding of LA by suggesting future research questions. Design/methodology/approach This study applied bibliometric analysis using the Scopus database. This study applied bibliometric analysis and cluster analysis to examine the contributions of research constituents (authors, institutions, countries and journals) and their structural and thematic relationships (co-citation network and thematic trends). The most important insights were used to propose an integrated conceptual model. Findings Based on the results of the performance analysis, this study discovered that the USA is the most productive country in this research field, followed by Belgium, Australia, Korea and India. In addition, the findings highlight the most prominent journals, authors and countries contributing to LA, document citations and theories contributing to the field of LA. This study identifies four emerging future research themes (clarity of construct, identification of variables to be studied with LA, strategies enhancing LA and context of study) and proposes subsequent research questions using science mapping analysis. Practical implications A review of existing literature on LA provides a clear understanding of the current and future state of research on this topic. And, from a practical standpoint, this study highlights emergent clusters that will help practitioners build LA as a tactical reaction to the current volatile, uncertain, complex and ambiguous environment. Originality/value This study is relevant as it aims to systematically review articles on LA and proposes an integrated conceptual framework based on existing literature that will serve as a guide for existing and future research in this area.

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Learning agility: Could it become the g-factor of leadership?

Cited by 4 publications

References 76 publications

The science and application of learning agility: Introduction to the special issue.

The science and application of learning agility: Introduction to the special issue.

Neuroscience hacks to enhance learning agility in leaders.

Two decades of learning agility and an integrated framework: a review of literature and bibliometric analysis

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