Developing an conceptual integrated model and measurement for the employee’s learning agility

목차 (Table of Contents)

• CHAPTER 1. INTRODUCTION 1
• 1. Statement of the Problem 1
• 2. Purpose of the Study 2
• 3. Research Questions 5
• 4. Implications and Limitations 6
• 5. Definitions of Terms 9
• CHAPTER 2. REVIEW OF RELEVANT LITERATURES 11
• 1. Understanding learning agility 12
• 1.1 Definition of Learning Agility 12
• 1.2 Approaches to Learning Agility 15
• 1.2.1 Bandwidth Approach to Learning Agility 15
• 1.2.2 Narrow Approach to Learning Agility 17
• 2. Theories of Learning Agility 19
• 2.1 Experiential Learning Theory 20
• 2.1.1 Concepts of Experience Learning Theory 21
• 2.1.2 Relationship Between Experiential Learning and Learning Agility 22
• 2.2 Transformational Learning Theory 24
• 2.2.1 Concepts of Transformational Learning Theory 25
• 2.2.2 Relationship Between Experiential Learning and Learning Agility 26
• 2.3 Behavioral Theory of the Firm 28
• 2.3.1 Concepts of Behavioral Theory of the Firm 28
• 2.3.2 Relationship Between Behavioral Theory of the Firm and Learning Agility 31
• 2.4 Organizational Learning Theory 33
• 2.4.1 Concepts of Organizational Learning Theory 33
• 2.4.2 Relationship Between Organizational Learning Theory and Learning Agility 35
• 2.5 Integration for Research 37
• 2.5.1 Concept of I-ADAPT Theory 37
• 2.5.2 Learning Agility based on I-ADAPT Theory 39
• 3. Models of Learning Agility 44
• 3.1 Lombardo and Eichinger’s Model 45
• 3.2 De Meuse et al. Model 46
• 3.3 Smith’s Model 48
• 3.4 DeRue et al. Model 50
• 4. Research on Learning Agility 54
• 4.1 Theoretical Study on Learning Agility and an Empirical Study 54
• 4.1.1 A Theoretical Approach to Learning Agility 54
• 4.1.2 An Empirical Study on the Relationship Between Learning Agility and Other Variables 56
• 4.2 A Study on the Learning Agility Measurement 58
• 4.2.1 Choices Architecture®, viaEGDE 58
• 4.2.2 Learning Agility Assessment Inventory: LAAI 61
• 4.2.3 Smith’s Measurement 63
• 4.2.4 Bedford’s Measurement 64
• 4.2.5 Im, Wee, and Lee’s measurement 65
• CHAPTER 3. METHODOLOGY 68
• 1. Integrated Literature Review 69
• 1.1 Setting Criteria to Select Targets for Analysis 71
• 1.2 Collecting Data and Selecting Targets 71
• 1.3 Developing a Conceptual Model for the Study 73
• 1.4 Analyzing Selected Targets 74
• 2.Measurement Development 79
• 2.1 Develop a Conceptual Integration Model 80
• 2.2 Organizing Measurements 80
• 2.3 Validate Preliminary Measurements and the Expert Review 82
• 2.4 Collecting Data 83
• 2.5 Evaluating the Items 85
• 3. Factor Analysis 86
• 3.1 Exploratory Factor Analysis 87
• 3.2 Confirmatory Factor Analysis 88
• 4. Statistical Verification of Reliability and Validity 89
• 4.1 Reliability 89
• 4.2 Validity 89
• 5. Measurement Invariance 92
• 6. Common Method Variance 93
• CHAPTER 4. RESULTS 94
• 1. Conceptual Integrated Model of Learning Agility 94
• 1.1 Self-Directed Learning 96
• 1.2 Seeking Constructive Feedback 97
• 1.3 Critical Reflection 98
• 1.4 Challenging Experience 99
• 1.5 Rational Problem Solving 100
• 1.6 Adaptation to the Job Environment 101
• 2. The Development of a Measurement 101
• 2.1 Validation of Content Validity 103
• 3. Factor Analysis 105
• 3.1 Results of the Exploratory Factor Analysis 108
• 3.1 Results of the Confirmatory Factor Analysis 110
• 4. Reliability and Validity of Measurement Validation 112
• 4.1 Verification of Reliability 112
• 4.2 Validation Verification 114
• 4.2.1 Validation contents and construct validity 114
• 4.2.2 Validation criterion validity 116
• 5. Measurement Invariance 119
• 6. Common Method Variance 125
• 7. Final Item Confirmation 126
• CHAPTER 5. DISCUSSION 127
• 1. Summary 127
• 2. Discussion 130
• 3. Implications 131
• 3.1 Academic Implications 131
• 3.2 Practical Implications 133
• 4. Limitations and Suggestions 135
• REFFERENCES 137
• APPENDICES 155
• Appendix A. Questionnaires for Survey 155
• Appendix B.Learning Agility Measurement 164