Learning about learning agility

Abstract

Academic and practitioner interest in learning agility has surged in recent years, but the empirical research on this topic is still in its infancy. The purpose of this paper is to outline the development and initial testing of a theoretically derived measure of learning agility. Drawing on the literature, the researchers created a reliable and valid measurement tool named the Learning Agility Assessment Inventory (LAAI). Exploratory factor analysis on a sample of 331 working professionals suggested a five-factor structure. These factors demonstrated acceptable levels of internal reliabilities and were theoretically interpreted as Innovating (.88), Performing (.74), Reflecting (.80), Defending (.81), and Seeking (.74). Preliminary evidence of construct validity is also provided using two separate samples of students and working professionals. The implications of this instrument for future empirical research on learning agility, particularly in the context of leadership selection and development, are discussed.