LEARNING AGILITY: A CONSTRUCT WHOSE TIME HAS COME

By K. P. Meuse, Guangrong Dai, G. Hallenbeck. 2010

220 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/243bffe3d68fe6adac973412de7986118f20eaa9

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Citations in the corpus

Women and Leadership (2017, background): “…of effective leadership such as self-awareness, learning agility, that is, being able to learn and adapt quickly to new situations, accepting of coaching and mentoring, and a good fit between the candidate’s personality and the organization’s culture (e.g., de Meuse et al., 2010; Goleman, 2004).”
LEARNING AGILITY: ITS EVOLUTION AS A PSYCHOLOGICAL CONSTRUCT AND ITS EMPIRICAL RELATIONSHIP TO LEADER SUCCESS (2017, background): “Likewise, most definitions include both an ability and willingness component (Burke et al., 2016; De Meuse et al., 2010; Lombardo & Eichinger, 2000).”
Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding (2012, background): “…to Learning Agility Past research has emphasized the consequences of learning agility and the personal attributes that predict learning agility (De Meuse et al., 2010), but less attention has been directed at understanding the environmental factors that might moderate the effects of learning…”
The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development (2012, background): “The aim of SDLD is for leaders to take greater control of their knowledge acquisition and skill development, to increase their behavioral repertoire and leadership flexibility (De Meuse, Dai, & Hallenbeck, 2010; Denison et al., 1995), and consequently enhance their leadership performance.”
The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving (2015, background): “…is straightforward: A person confronted with a nonroutine task and the absence of readily applicable routine solutions should directly profit from a higher level of learning agility by being able to better learn from experience in new or first-time conditions (cf. De Meuse et al., 2010).”
Fixed And Growth Mindset In Education And How Grit Helps Students Persist In The Face Of Adversity (2015, background): “De Meuse, Guangrong, and Hallenbeck (2010) did not find evidence in the literature of a statistically significant relationship between learning goal orientation and learning.”