High Potentials as High Learners

By Michael M. Lombardo, Robert W. Eichinger. 2000

309 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/e9a00a1d753f260093cd0bcaa8970d40e03c7936

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In Clinical Psychology

In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

The role of learning agility and career variety in the identification and development of high potential employees (2012, background): “Few would argue, however, that potential can be detected from current performance in an area the person already knows well (Lombardo and Eichinger, 2000).”
Influence of learning and working climate on the retention of talented employees (2011, background): “Several characteristics are attributed to these High Potentials such as intelligence, social skills, flexibility, stress resistance, team spirit, negotiation skills and proactivity (Conner, 2000; Lombardo and Eichinger, 2000; Pepermans et al., 2003; Snipes, 2005).”
Using performance management to win the talent war (2012, background): “First, an IDP helps improve the retention of top employees because such plans directly address top performers’ expectations about their work: learning new skills on the job (Trevor et al., 1997) and receiving individualized attention (Lombardo & Eichinger, 2000).”
LEARNING AGILITY: A CONSTRUCT WHOSE TIME HAS COME (2010, background): “It appears that Lombardo and Eichinger (2000) originally developed and operationalized this construct mainly for applied settings.”
Measuring Individual Differences in Emotion Regulation: The Emotion Regulation Profile-Revised (ERP-R) (2011, methodology): “Job performance was assessed via a measure created for the purpose of the present study and inspired by the Leadership Architect (Lombardo & Eichinger, 2000).”
Developing Managers as Learners and Researchers: Using Action Learning and Action Research (2006, background): “In practice, managers are often given a variety of so-called stretch assignments to season them and to expose them to various operating areas in order to help them learn “general management” skills (Lombardo & Eichinger, 2000).”
The Pearls and Perils of Identifying Potential (2009, background): “O) practitioners and HR professionals in recent years as well (Lombardo & Eichinger, 2000; McCall, 2009; Spreitzer, McCall, & Mahoney, 1997; Watkins, 2003).”
Employee Retention: Organisational and Personal Perspectives (2009, background): “High potentials were identified based on the characteristics of creativity, leadership skills, autonomy, initiative, learning potential, and being stress proof (Conner 2000; Dries and Pepermans 2008; Lombardo and Eichinger 2000; Pepermans et al. 2003; Snipes 2005).”
Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding (2012, methodology): “Although Lombardo and Eichinger (2000) are to be commended for putting the learning agility construct on the map and for developing Choices Architect® to help researchers begin to measure it, there are several prominent concerns with the Choices Architect® measure.”
LEARNING AGILITY: ITS EVOLUTION AS A PSYCHOLOGICAL CONSTRUCT AND ITS EMPIRICAL RELATIONSHIP TO LEADER SUCCESS (2017, methodology): “Likewise, most definitions include both an ability and willingness component (Burke et al., 2016; De Meuse et al., 2010; Lombardo & Eichinger, 2000).”
The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving (2015, methodology): “…education in an application-oriented way (e.g., building on learning agility: De Meuse, Dai, & Hallenbeck, 2010; Eichinger & Lombardo, 2004; Lombardo & Eichinger, 2000; or the notion of talent and talent management: Cappelli, 2008; Collings &Mellahi, 2009; Ready &Conger, 2007, to give two…”