This dissertation consists of two studies examining the utility and distinctiveness of learning agility in the workplace. The first study examines the nomological networks of two proprietary measures of learning agility in sample of 832 individuals. The learning agility simulation is designed to be an objective measure of learning agility ability. The learning agility indicator is a self-report measure designed to measure the preference towards learning agile behaviors. The results of study one indicate two different nomological networks for the learning agility simulation and the learning agility indicator. Specifically, the learning agility simulation was related to cognitive personality variables (i.e., tolerance for ambiguity and cognitive flexibility) and cognitive ability, and the learning agility indicator was more strongly related to personality variables.
The second study explores the work-related outcomes associated with the learning agility simulation, and the incremental validity of the learning agility simulation over traditional predictors of performance (i.e., Big Five personality variables, cognitive ability). The second study was performed with a sample of early career employees with supervisor rated performance/potential measures in a sample of 89 paired responses. The results of study two indicated that the learning agility simulation was significantly related to two areas of employee potential (learning from experience and speed-to-competence) and provided incremental validity over traditional predictors of performance/potential for these areas of performance.