학습민첩성의 수렴 및 판별 타당도 검증 연구

Despite the growing interest in learning agility among researchers and practitioners, there is still no agreement on the definition of this concept. Because the concept of learning agility is criticized for not being clearly differentiated from the existing variables, it is necessary to clarify the concept by examining the convergent and discriminant validity of learning agility in order for subsequent studies to be carried out. Some limitations are found in a small number of studies that have verified the validity of learning agility, and it is difficult to generalize the findings for domestic organization members because the studies were conducted overseas. In this study, data were collected using a measurement developed for domestic organization members and factor analysis was conducted to investigate whether learning agility can be differentiated from the Big 5 personality traits and emotional intelligence. It was found that among the sub-factors of learning agility, flexible thinking and reflective behavior seeking can be integrated into one factor and that self-awareness can be integrated with self emotional perception, which is a sub-factor of emotional intelligence. In addition, the sub-factors of learning agility could be distinguished from personality traits, such as openness, extraversion, conscientiousness, and emotional stability. Based on the results of this study, the authors proposed opinions on the definition and measurement of learning agility.