Learning Agility and Learning Organizations in Disruptive Times

Abstract

The disruption caused by digitalization, automation, and big data is changing how value is created, how work is done, and how organizations operate. This speed of change, exacerbated by the recent pandemic, compels organizations to change their business model rapidly. These developments result in creation of new jobs and demands for new skills. Strategic workforce upskilling at the organizational level and learning agility at the individual level are keys to success of the organization and employees alike. Yet practices to develop learning individuals and organizations are met with challenges. Learning and development (L&D) professionals focus their efforts on organizing workshops and do not have a work plan to engage in strategic upskilling (Glaveski, 2019). Some organizations are also uncertain about the new business strategies and by extension, the skills needed (Ellingrud et al., 2020). At the individual level, professionals are often too busy to commit to upskilling (until it is too late) or they are uncertain what skills they need and how to learn productively that translates learning to concrete business or professional outcomes. How can professionals learn more productively? How do learning motivation, attitudes, and process facilitate learning agility? How can organizations create conditions that support learning? To answer these questions, this chapter leverages findings from two research studies: qualitative interviews with 25 working professionals who upskilled themselves as part of their career growth and a quantitative survey with a sample size of 300 working adults to examine which factors predict learning and growth. Our qualitative study reveals rich insights on learning motivation, attitudes, process, and workplace learning conditions. Stepwise regression analyses show purpose is a significant predictor of all learning and growth outcomes, namely, development of capability and skills, expansion in identity, and, lastly, positive outcomes such as wider career options and engagement at work. Workplace learning conditions such as having a learning-rich job, a guiding manager, and learning team and organization predict various dimensions of growth. Proactive initiative and metacognitive ability also predict specific dimensions of growth. Based on these research findings, the authors share their recommendations to develop learning agility in working professionals and learning organizations, as building blocks of a learning society.