Since our first post in 2012, researchers have continued to make progress in defining and more accurately measuring Learning Agility in leaders at all levels. The hope and promise of Learning Agility was a leadership competency that identified leaders who can adapt to changing circumstances based on experience, and to call into play behaviors, motivations, and traits that optimized decision-making and leadership in ever changing circumstances.
The good news is that there are promising advances to report on Learning Agility that will enable organizations to move steps closer to realizing these goals.
"....there will be payoff for firms that can better identify and employ highly agile learners as well as payoff for individuals within those firms who can demonstrate agile learning." DeRue, Ashford and Myers (2012)
Promising New Developments
Two New Individual Learning Agility Assessment Tools
In this first of two posts, we'll share updates from two acknowledged experts on the subject, Kenneth P. De Meuse of the Wisconsin Management Group and in partnership with Leader’s Gene Consulting; and W. Warner Burke, of Columbia University’s Teachers College in collaboration with the Center for Creative Leadership and EASIConsult. This post will be of particular interest to learning and development professionals. In our next post, we'll focus on how leaders and organizations can build learning agility.
First, there is solid agreement by most researchers that any definition of Learning Agility centers on the term “agile” and its foundational components, speed and flexibility. So to be learning agile, you must exhibit a flexibility of thought and decision-making, and a speed of learning from experience that sets you apart from the norm. Beyond this, the two positions diverge, as illustrated in the table below. What follows are the definitions and elements of each new Learning Agility construct. In addition to the three learning agility assessments we covered in our 2012 post, De Meuse and Burke have created, validated and recently launched new Learning Agility assessment instruments that reliably measure an individual’s level of the essential competency.
| Kenneth P. De Meuse, Ph.D. | W. Warner Burke, Ph.D. |
|---|---|
Definition of Learning Agility | |
“Learning agility is the ability and willingness to learn quickly, and then apply those lessons to perform well in new and challenging leadership situations.” | “Learning agility is a combination of motivation; that is being willing to face new and perhaps ambiguous situations by taking actions that help one to stay engaged, and the skill to discern quickly the consequences of these actions and then determine what to do next to continue the process of learning.” |
Factors and Components of Learning Agility | |
| Based on his prior research and studies done in the summer of 2014, De Meuse and his team of subject matter experts “define 7 elements that comprise learning agility.” They are as follows: | Building on prior research influences of DeRue, Ashford and Myers, and that of his own collaborators at Columbia Teacher’s College and the Center for Creative Leadership, Burke defines “9 different dimensions constituting the cognitive and behavioral processes that make up learning agility.” They are as follows: |
Cognitive Perspective:Thinks critically and strategically, approaches organizational situations from a broad high-level viewpoint, and focuses on multiple inputs rather than from only one or two functional/technical perspectives. | Flexibility:Being open to new ideas and proposing new solutions. |
Interpersonal Acumen:Interacts effectively with a diversity of people, understands their motives, values, and goals as well as their strengths and limitations, instills confidence in them, and leverages them to perform well. | Speed:Acting on ideas quickly so that those not working are discarded and other possibilities are accelerated. |
Change Alacrity:Relishes change, demonstrates curiosity and eagerness to learn new ideas and ways of behaving, open-minded to new situations, and continuously seeks innovative (and at times risky) approaches to perform jobs. | Experimenting:Trying out new behaviors (such as approaches, ideas) to determine what is effective. |
Drive to Excel:Sets challenging personal and organizational goals, resourceful, and delivers outstanding results in new and untested jobs. | Performance Risk Taking:Seeking new activities (tasks, assignments, roles) that provide opportunities to be challenged. |
Self Insight:Understands themselves, their capabilities, weaknesses, beliefs, values, feelings, and personal goals as it relates to the workplace. | Interpersonal Risk Taking:Confronting differences with others in ways that lead to learning and change. |
Environmental Mindfulness:Observes their external surroundings carefully, attends fully to changing job duties and requirements in new organizational roles, approaches environmental changes in a nonjudgmental manner, and regulates emotions effectively. | Collaborating:Finding ways to work with others that generate unique opportunities for learning. |
Feedback Responsiveness:Solicits, listens to, and accepts personal feedback from others, carefully considers its merits, and subsequently takes corrective action for performance improvement. | Information Gathering:Using various methods to remain current in one’s area of expertise. |
Feedback Seeking:Asking others for feedback on one’s ideas and overall performance. | |
Reflecting:Slowing down to evaluate one’s own performance to be more effective. | |
New Individual Learning Agility Assessments | |
| The Talentx7 AssessmentTM of Learning Agility | The Burke Learning Agility InventoryTM |
What Do These Developments Mean to You and Your Organization?
In part two, you will have a chance to review the proven links between Learning Agility and individual leader success, and to explore the correlation between Learning Agility and Organizational Agility that drives innovation, competitive advantage and profitability.
We will provide suggestions for growing your own Learning Agility capacity and key in on strategies organizations can use to become even more responsive and agile in ever changing times. Watch this space for more powerful information on this critical competency.
In the meantime, download and review our complementary AJO Learning Agility Coaching Guide to gauge your personal level of Learning Agility, and to get quick read suggestions for individual and team enablers, personal mastery strategies, and corporate areas for growth.
Kathy Flora is a Career and Executive Coach and AJO Blogger who is actively pursuing her life’s passion, helping others find and fulfill theirs. Known as a positive change agent, mentor and guide, she has assisted hundreds of leaders and their teams understand their strengths, collaborate effectively, and drive organizational success. She has a special affinity for working with virtual teams, using webinars, virtual meet-ups, and online collaborative communities to optimize communication and productivity. Her experience spans over 25 years in executive management and leadership, career development, facilitation, and consulting in private firms, state government, and in federal agencies.
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