Conceptualizing Learning Agility and Investigating its Nomological Network

Authors

Josh Allen, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Psychology

First Advisor's Name

Chockalingam Viswesvaran

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Valentina Bruk-Lee

Second Advisor's Committee Title

committee member

Third Advisor's Name

Dionne Stephens

Third Advisor's Committee Title

committee member

Fourth Advisor's Name

Thomas Reio

Fourth Advisor's Committee Title

committee member

Keywords

Learning agility, Nomological network, Employee potential, Big 5, Cognitive ability, Self-regulated learning, Employee performance

Date of Defense

5-25-2016

Abstract

This dissertation consists of two studies examining the utility and distinctiveness of learning agility in the workplace. The first study examines the nomological networks of two proprietary measures of learning agility in sample of 832 individuals. The learning agility simulation is designed to be an objective measure of learning agility ability. The learning agility indicator is a self-report measure designed to measure the preference towards learning agile behaviors. The results of study one indicate two different nomological networks for the learning agility simulation and the learning agility indicator. Specifically, the learning agility simulation was related to cognitive personality variables (i.e., tolerance for ambiguity and cognitive flexibility) and cognitive ability, and the learning agility indicator was more strongly related to personality variables.

The second study explores the work-related outcomes associated with the learning agility simulation, and the incremental validity of the learning agility simulation over traditional predictors of performance (i.e., Big Five personality variables, cognitive ability). The second study was performed with a sample of early career employees with supervisor rated performance/potential measures in a sample of 89 paired responses. The results of study two indicated that the learning agility simulation was significantly related to two areas of employee potential (learning from experience and speed-to-competence) and provided incremental validity over traditional predictors of performance/potential for these areas of performance.

Identifier

FIDC000747

Recommended Citation

Allen, Josh, "Conceptualizing Learning Agility and Investigating its Nomological Network" (2016). FIU Electronic Theses and Dissertations. 2575.
https://digitalcommons.fiu.edu/etd/2575