Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-27T12:09:38.775Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning Agility: Not Much Is New

Published online by Cambridge University Press:  07 January 2015

Shu Wang  and
Margaret E. Beier
Shu Wang
Affiliation:
Rice University
Margaret E. Beier*
Affiliation:
Rice University
*
E-mail: beier@rice.edu, Address: Department of Psychology, Rice University, MS-25, Houston, TX 77005
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 5 , Issue 3 , September 2012 , pp. 293 - 296
Copyright
Copyright © Society for Industrial and Organizational Psychology 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ackerman, P. L. (1996). A theory of adult intellectual development: Process, personality, interests, and knowledge. Intelligence, 22, 227–257. Google Scholar
Beier, M. E., & Ackerman, P. L. (2005). Age, ability, and the role of prior knowledge on the acquisition of new domain knowledge: Promising results in a real-world learning environment. Psychology & Aging, 20, 341–355. Google Scholar
Beier, M. E., Campbell, M., & Crook, A. E. (2010). Developing and demonstrating knowledge: Ability and non-ability determinants of learning and performance. Intelligence, 38, 179–186. Google Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York, NY: Cambridge University Press. Google Scholar
Cattell, R. B. (1987). Intelligence: Its structure, growth, and action. New York, NY: Elsevier Science. Google Scholar
DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 258–279.Google Scholar
Gottfredson, L. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence, 24, 13–23. Google Scholar
Lombardo, M. M., & Eichinger, R. W. (2000). High potentials and high learners. Human Resource Management, 39, 321–329. Google Scholar
Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. In Marsick, V. J. & Volpe, M. (Eds.), Informal learning on the job (pp. 1–9). Baton Rouge, LA: Academy of Human Resource Development. Google Scholar
Ployhart, R., & Bliese, P. (2006). Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement of individual differences in adaptability. Advances in Human Performance and Cognitive Engineering Research, 6, 3–39. Google Scholar
Tannenbaum, S. I., Beard, R. L., McNall, L. A., & Salas, E. (2010). Informal learning and development in organizations. In Kozlowski, S. W. & Salas, E. (Eds.), Learning, training, and development in organizations (pp. 303–331). New York, NY: Routledge Academic. Google Scholar