Introduction: Learning agility is key in the selection and development of future leaders. However, prior research has failed to clearly conceptualize learning agility and to empirically clarify its dimensions.
Method: We developed the Leadership Learning Agility Scale (LLAS) by using a combination of both deductive and inductive approaches and established scale development and validation procedures. We administered the LLAS among three independent samples of workers and leaders (N = 907; N = 196; N = 219).
Results: Our results indicate that our 18-item LLAS measures the willingness to learn from social experiences, and the drive to apply those lessons in new and challenging leadership roles, and comprises a Developing Leadership, Seeking Feedback, and Developing Systematically dimension. Furthermore, the LLAS showed adequate internal consistency. Leadership learning agility was positively related to achievement motivation, extraversion, and conscientiousness but unrelated to openness to experience.
Discussion: We provided a new scale to measure leadership learning agility that can be applied in both research and practitioner settings.
Keywords: construct validity; empirical article; leadership; learning agility; scale development.
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