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Learning Agility: Many Questions, a Few Answers, and a Path Forward

Published online by Cambridge University Press:  07 January 2015

D. Scott DeRue ,
Susan J. Ashford  and
Christopher G. Myers
D. Scott DeRue*
Affiliation:
University of Michigan
Susan J. Ashford
Affiliation:
University of Michigan
Christopher G. Myers
Affiliation:
University of Michigan
*
E-mail: dsderue@umich.edu, Address: Stephen M. Ross School of Business, University of Michigan, 701 Tappan Street, Ann Arbor, MI 48109
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Abstract

This article responds to and extends the commentaries offered in response to our focal article on learning agility. After summarizing the basic themes in the commentaries, we use this response to clarify points that were unclear in our original article and push back on certain points raised in a few of the responses. In particular, we reframe the rigor–relevance debate from an “either–or” to a “both–and” discussion, clarify the relationship between learning agility and ability to learn, explain how learning agility in organizations moves beyond cognition, and describe how exchanges such as the one we have collectively engaged in here are central to progressing the scientific study on learning agility and its effective use in practice.

Type
Response
Information
Industrial and Organizational Psychology , Volume 5 , Issue 3 , September 2012 , pp. 316 - 322
Copyright
Copyright © Society for Industrial and Organizational Psychology 2012 

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