Duration: 1 hour
In times of change, leaders need to be more agile than ever. Adapting to new business strategies, working across cultures, dealing with temporary virtual teams, and taking on new assignments all demand that leaders be flexible and agile. But what does being “agile” really mean? Are some leaders better at this than others and, if so, how did they get to be that way? Researchers at Teachers College, Columbia University, have spent the last two years studying ‘learning agility.’ In a recent collaboration with researchers from CCL, new insights have been discovered on how learning-agile individuals behave at work. This session will introduce a framework for understanding what it means to be ‘learning-agile’ and will offer insights and tactics on how to use the framework to increase your own learning agility.
At the end of this session participants will:
- Have a clear understanding of learning agility, a concept that sometimes has multiple meanings and explanations.
- Be able to apply a 5 facet framework (4 Learning Enablers & 1 Learning Derailer) for assessing their own learning-agile behaviors.
- Have a set of tactics for increasing their learning agility.
This session is designed for both practicing leaders interested in increasing their individual learning agility and assessing the learning agility of subordinates and for human resource and talent leaders interested in building a learning agility framework into their organizational talent systems.
Adam Mitchinson is currently pursuing his Ph.D. in Social-Organizational Psychology at Teachers College, Columbia University, where he also received his Master's degree in the same field. In addition to studying learning agility, Adam is actively involved in research on understanding paradox in leadership, specifically how leaders can embody both behavioral flexibility and authenticity in stressful work environments. Adam also does consulting work specializing in individual, group and organizational assessment and development.
Phillip Braddy, Ph.D. is a Psychometrician at the Center for Creative Leadership. He develops and validates CCL's assessment instruments and conducts research on a variety of topics related to leadership. Phillip has received multiple awards and recognitions for his research, and his articles have been published in numerous peer-reviewed journals including the Journal of Applied Psychology, Leadership Quarterly, and the Journal of Managerial Psychology. Phillip holds a Ph.D. in Industrial-Organizational Psychology from North Carolina State University.