Causal Factors and Consequences of Employees’ Learning Agility
Keywords:
Learning agility, job performance, playfulness, goal orientation, mindfulness, Structural Equation modeling, employeeAbstract
Despite the widespread application of the learning agility construct globally, its casual effects remain unclear. Therefore, this study aims to examine the validity of causal relationship model of the employees’ learning agility with empirical data. The samples in this research were 737 of entry-level, supervisory, and managerial employees from 10 banking sector organizations, analyzed using Structural Equation Modeling technique. The findings reveal that goal orientation and playfulness had a positively effect learning agility, while learning agility and mindfulness also have a positively effect on job performance. These results suggest that organizations within banking sector should refine their policies and approaches to developing employees’ goal orientation, playfulness, learning agility, and mindfulness to enhance both individual’s job performance and overall organizational performance. This study provides insights into the development of employees’ goal orientation and playfulness contributes to learning agility by enhancing employees’ motivation to learn and enjoyment in experimenting with novel approaches. Furthermore, learning agility and mindfulness are positively effect job performance by enabling employees to realistically perceive their current situations and understand evolving needs and changes in work environment.
References
Agrawal, A., Ahmed, W., Namasondhi, K., & Thomas, R. (2022). Shaping the Future of Thai Banking: Reinventing Purpose to Ignite Growth. https://www.mckinsey.com/ industries/financial-services/our-insights/shaping-the-future-of-thai-banking-reinventing-purpose-to-ignite-growth
Aydogmus, C. (2022). The mediating role of self-efficacy on the relationship between mindfulness, job performance, and career satisfaction. Journal of Human and Work, 9(2), 87-100. https://doi.org/10.18394/iid.1098426
Bakker, A. B., Hetland, J., Olsen, O. K., Espevik, R., & De Vries, J. D. (2020). Job crafting and playful work design: Links with performance during busy and quiet days. Journal of Vocational Behavior, 122, 103478. https://doi.org/10.1016/j.jvb.2020.103478
Brendel, W., & Bennett, C. (2016). Learning to embody leadership through mindfulness and somatics practice. Advances in Developing Human Resources, 18(3), 1-17. https://doi.org/10.1177/1523422316646068
Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research (2nd ed.). The Guilford Press.
Burns, N., & Grove, S. (1997). The Practice of Nursing Research: Conduct, critique, & utilization (3rd ed.). W.B. Saunders.
Catalsakal, S. (2016). How Trait Mindfulness is Related to Job Performance and Job Satisfaction: Self-regulation as a Potential Mediator. Middle East Technical University.
Connolly, J. (2001). Assessing the Construct Validity of a Measure of Learning Agility. Florida International University.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104. https://doi.org/10.1037/0021-9010.78.1.98
Dai, G., De Meuse, K. P., & Tang, K. Y. (2013). The role of learning agility in executive career success: The results of two field studies. Journal of Managerial Issues, 25(2), 108-131.
Dane, E. (2011). Paying attention to mindfulness and its effects on task performance in the workplace. Journal of Management, 37(4), 997-1018. https://doi.org/10.1177/0149206310367948
De Meuse, K. P. (2017). Learning agility: Its evolution as a psychological construct and its empirical relationship to leader success. Consulting Psychology Journal: Practice and Research, 69(4), 267–295. https://doi.org/10.1037/cpb0000100
De Meuse, K. P., & Harvey, V. S. (2022). The science and application of learning agility: Introduction to the special issue. Consulting Psychology Journal, 74(3), 207-214. https://doi.org/10.1037/cpb0000233
De Meuse, K. P., Dai, G., & Swisher, V. V. (2012). Leadership development: Exploring, clarifying, and expanding our understanding of learning agility. Industrial and Organizational Psychology, 5, 280-315. https://doi.org/10.1111/j.1754-9434.2012.01445.x
De Meuse, K., P. (2019). A Meta-Analysis of the Relationship between Learning Agility and Leader Success. Journal of Organizational Psychology. https://doi.org/10.33423/jop.v19i1.1088
DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology, 5(3), 258-279. https://doi.org/10.1111/j.1754-9434.2012.01444.x
Drinka, G. A. O. (2018). Coaching for Learning Agility: The Importance of Leader Behavior, Learning Goal Orientation, and Psychological Safety. Columbia University.
Eichinger, R. W., & Lombardo, M. M. (2004). Learning agility as a prime indicator of potential. Human Resource Planning, 27, 12-15.
Gelb, M. J. (2010). Five Keys to High Performance: Juggle Your Way to Success. Hachette.
Ghosh, S., & Muduli, A. (2021). Learning agility, culture and outcome: An empirical study. International Journal of Indian Culture and Business Management, 23(1), 95-110. https://doi.org/10.1504/IJICBM.2021.115413
Gravett, L. S., & Caldwell, S. A. (2016). Learning Agility: The Impact on Recruitment and Retention. Palgrave Macmillan.
Gregory, J. B., & Levy, P. E. (2015). Using Feedback in Organization Consulting. American Psychological Association.
Hafenbrack, A. C. (2017). Mindfulness meditation as an on-the-spot workplace intervention. Journal of Business Research, 75, 118-129. https://doi.org/10.1016/j.jbusres.2017.01.017
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. (2019). Multivariate Data Analysis (8th ed.). Cengage Learning.
Hallenbeck, G. (2016). Learning Agility: Unlock the Lessons of Experience. Center for Creative Leadership.
Hezlett, S. A., & Kuncel, N. R. (2012). Prioritizing the learning agility research agenda. Industrial and Organizational Psychology, 5(3), 296-301. https://doi.org/10.1111/j.1754-9434.2012.01449.x
Janssen, O., & Van Yperen, N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368-384. https://doi.org/10.5465/20159587
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Mediation in Everyday Life. Hyperion.
Kate, P. T. (2022). Embedded Finance is Changing Thailand’s Financial Services and Banking Ecosystem. https://www.pwc.com/th/en/press-room/press-release/2022/press-release-09-12-22-en.html
Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). The Guilford Press.
Kok, J., Kobus., & Jordann, B. (2019). The metanarraphors we lead and mediate by: Insights from cognitive metaphor theory in the context of mediation in a VUCA world. In J. K. Kok & S. V. D. Heuvel (Eds.), Leading in a VUCA World: Integrating Leadership, Discernment, and Spirituality (pp. 1-26). Springer Open.
Lombardo, M. M., & Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management Review, 39(4), 321–329. https://doi.org/10.1002/1099-050X(200024)39:4<321:: AID-HRM4>3.0.CO;2-1
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). McGraw-Hill.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of goal orientation nomological net. Journal of
Applied Psychology, 92(1), 128-150. https://doi.org/10.1037/0021-9010.92.1.128
Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467. https://doi.org/10.1002/nur.20199
Porath, C. L., & Bateman, T. S. (2006). Self-regulation: From goal orientation to job performance. Journal of Applied Psychology, 91(1), 185-192. https://doi.org/10.1037/0021-9010.91.1.185
Pradhan, R. K., & Jena, L. K. (2017). Employee performance at workplace: Conceptual model and empirical validation. Business Perspectives and Research, 5(1), 69-85. https://doi.org/10.1177/2278533716671
Proyer, R. T. (2017). A new structural model for the study of adult playfulness: Assessment and exploration of an understudied individual differences variable. Personality and Individual Differences, 108, 113-122. https://doi.org/10.1016/j.paid.2016.12.011
Putri, Y., & Suharti, L. (2021). Learning agility and innovative behavior: The roles of learning goal orientation and learning organization. International Journal of Economics, Business and Accounting Research, 5(3), 711-722.
Reb, J., Narayanan, J., & Ho, Z. W. (2015). Mindfulness at work: Antecedents and consequences of employee awareness and absent-mindedness. Mindfulness, 6, 111-122. https://doi.org/10.1007/s12671-013-0236-4
Rego, L., Viswanathan, V., & Ross, P. (2014). Cultivating learning agility: Lessons from the microfinance sector. In C. D. McCauley, D. S.
DeRue, P. R. Yost, & S. Taylor (Eds.), Experience-Driven Leader Development (pp. 381-387). John Wiley & Sons.
Saputra, N., Abdinagoro, S. B., & Kuncoro, E. A. (2018). The mediating role of learning agility on the relationship between work engagement and learning culture. Pertanika Journal of Social Sciences & Humanities, 26, 117-130.
Schumacker, R. E., & Lomax, R. G. (2015). A Beginner's Guide to Structural Equation Modeling (4th ed.). Routledge.
Smith, B. C. (2015). How Does Learning Agile Business Leadership Differ? Exploring a Revised Model of the Construct of Learning Agility in Relation to Executive Performance. Columbia University.
Tiwari, S., & Garg, P. (2019). Promoting Basic Need Satisfaction at Workplace: The Relevance of Mindfulness in Support of Job Performance of Employees. Jindal Journal of Business Research, 8(1), 1-15. https://doi.org/10.1177/2278682118785812
Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015. https://doi.org/10.1177/0013164497057006009
Wong, E. M., Haselhuhn, M. P., & Kray, L. J. (2012). Improving the future by considering the past: The impact of upward counterfactual reflection and implicit beliefs on negotiation performance. Journal of Experimental Social Psychology, 48(1), 403-406. https://doi.org/10.1016/j.jesp.2011.07.014
Yadav, N., & Dixit, S. (2017). A conceptual model of learning agility and authentic leadership development: Moderating effects of learning goal orientation and organizational culture. Journal of Human Values, 23(1), 40-51. https://doi.org/10.1177/0971685816673487
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 The Periodical of Behavioral Science
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Behavioral Science Research Institute, SWU
114 Sukhumvit 23, Bangkok 10110, Thailand.
Tel.02-649-5000 # 17600
