Learning Agility: Its Evolution As A Psychological Construct and Its Empirical Relationship To Leader Success
The purpose of the article is to clarify this relatively new approach to high-potential talent identification and development. Initially, the historical roots of learning agility are traced. Its conceptual origin, formulation as a psychological construct, expansion as a leadership assessment, and theoretical underpinnings are described. Subsequently, 19 field studies investigating the empirical linkage between learning agility and leader success are reviewed. The findings of a meta-analysis show it has a robust relationship with both leader performance (r = 0.47) and leader potential (r = 0.48). Finally, five issues facing the application and study of learning agility are discussed.
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