Learning Agility: Many Questions, a Few Answers, and a Path Forward. DeRue, D. S., Ashford, S. J., & Myers, C. G. Industrial and Organizational Psychology, 5(3):316-322, 2012. [Author Response to Commentary on: DeRue, D.S., Ashford, S.J., & Myers, C.G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding.]
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Plumx doi abstract bibtex 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.
@article{Derue:2012wb,
author = "D. Scott {DeRue} and Susan J. {Ashford} and Christopher G. {Myers}",
title = {Learning Agility: Many Questions, a Few Answers, and a Path Forward},
journal = {Industrial and Organizational Psychology},
year = {2012},
volume = {5},
number = {3},
pages = {316-322},
doi = {10.1111/j.1754-9434.2012.01465.x},
note = {[Author Response to Commentary on: DeRue, D.S., Ashford, S.J., & Myers, C.G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding.]},
type = {Academic Journal Articles & Chapters},
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.},
url = {http://doi.wiley.com/10.1111/j.1754-9434.2012.01465.x},
url_paper = {http://www.christophergmyers.net/iop2012_response.pdf},
url_google_scholar = {http://scholar.google.com/citations?view_op=view_citation&hl=en&user=egFSOjcAAAAJ&sortby=pubdate&citation_for_view=egFSOjcAAAAJ:2osOgNQ5qMEC},
url_altmetric = {https://www.altmetric.com/details/doi/10.1111/j.1754-9434.2012.01465.x},
url_plumx = {https://plu.mx/a/?doi=10.1111/j.1754-9434.2012.01465.x&display-tab=summary-content},
keywords = {Learning},
}
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