A Meta-Analytic Examination of the Relationship between Learning Agility and General Cognitive Ability
The construct of learning agility has been used as an important factor for identifying high potentials and selecting managers for many years. Other attributes of an individual such as emotional intelligence, various personality traits, and one's general cognitive ability also have been applied...
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Published in | Journal of managerial issues Vol. 35; no. 1; pp. 18 - 33 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
Pittsburg
Pittsburg State University - Department of Economics
22.03.2023
Pittsburg State University, Department of Economics |
Subjects | |
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Abstract | The construct of learning agility has been used as an important factor for identifying high potentials and selecting managers for many years. Other attributes of an individual such as emotional intelligence, various personality traits, and one's general cognitive ability also have been applied to select future and current leaders. Some critics of learning agility have asserted that the construct is largely a substitute measure of cognitive ability. The current paper investigates the empirical relationship between those two individual attributes. Initially, a meta-analytic review of the extant literature is performed. Subsequently, the results of a study that administered three different measures of cognitive ability--the Wonderlic, Watson Glaser, and a Numerical Test--as well as a measure of learning agility--the TALENTxl--are reported. In summary, both the meta-analysis and the empirical study found little relationship between the learning agility construct or its specific facets and general cognitive ability. The results were similar regardless of the instruments used to measure learning agility or cognitive ability. Implications for scholars and practitioners are highlighted. |
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AbstractList | The construct of learning agility has been used as an important factor for identifying high potentials and selecting managers for many years. Other attributes of an individual such as emotional intelligence, various personality traits, and one's general cognitive ability also have been applied to select future and current leaders. Some critics of learning agility have asserted that the construct is largely a substitute measure of cognitive ability. The current paper investigates the empirical relationship between those two individual attributes. Initially, a meta-analytic review of the extant literature is performed. Subsequently, the results of a study that administered three different measures of cognitive ability--the Wonderlic, Watson Glaser, and a Numerical Test--as well as a measure of learning agility--the TALENTxl--are reported. In summary, both the meta-analysis and the empirical study found little relationship between the learning agility construct or its specific facets and general cognitive ability. The results were similar regardless of the instruments used to measure learning agility or cognitive ability. Implications for scholars and practitioners are highlighted. The construct of learning agility has been used as an important factor for identifying high potentials and selecting managers for many years. Other attributes of an individual such as emotional intelligence, various personality traits, and one's general cognitive ability also have been applied to select future and current leaders. Some critics of learning agility have asserted that the construct is largely a substitute measure of cognitive ability. The current paper investigates the empirical relationship between those two individual attributes. Initially, a meta-analytic review of the extant literature is performed. Subsequently, the results of a study that administered three different measures of cognitive ability--the Wonderlic, Watson Glaser, and a Numerical Test--as well as a measure of learning agility--the TALENTxl--are reported. In summary, both the meta-analysis and the empirical study found little relationship between the learning agility construct or its specific facets and general cognitive ability. The results were similar regardless of the instruments used to measure learning agility or cognitive ability. Implications for scholars and practitioners are highlighted. Keywords: learning agility, leadership assessment, high potential talent, cognitive ability The construct of learning agility has been used as an important factor for identifying high potentials and selecting managers for many years. Other attributes of an individual such as emotional intelligence, various personality traits, and one's general cognitive ability also have been applied to select future and current leaders. Some critics of learning agility have asserted that the construct is largely a substitute measure of cognitive ability. The current paper investigates the empirical relationship between those two individual attributes. Initially, a meta-analytic review of the extant literature is performed. Subsequently, the results of a study that administered three different measures of cognitive ability - the Wonderlic, Watson Glaser, and a Numerical Test - as well as a measure of learning agility - the TALENTx7 - are reported. In summary, both the meta-analysis and the empirical study found little relationship between the learning agility construct or its specific facets and general cognitive ability. The results were similar regardless of the instruments used to measure learning agility or cognitive ability. Implications for scholars and practitioners are highlighted. |
Audience | Trade Academic |
Author | De Meuse, Kenneth P |
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Copyright | COPYRIGHT 2023 Pittsburg State University - Department of Economics Copyright Pittsburg State University, Department of Economics Spring 2023 |
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SubjectTerms | Analysis Book publishing Cognitive ability Emotional intelligence Employment services Intelligence tests Leadership Learning Managers Meta-analysis Personality traits Physical instruments |
Title | A Meta-Analytic Examination of the Relationship between Learning Agility and General Cognitive Ability |
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