DeRue, Ashford, and Myers (2012) take on the valuable task of scrutinizing the definition and measurement of learning agility. As a relatively recent construct that has been receiving popular attention in the leadership development arena, the evaluation of this construct is timely from both a scientific and practical perspective. Additional research is needed to avoid a potentially useful concept from becoming a fad that ultimately fades from use. DeRue et al. close their article with suggestions for a research agenda. In this article, we discuss in more detail what learning agility research is needed to improve understanding of learning agility and hopefully improve its utility as a practical tool. We believe the research that is most pressing focuses on three broad questions: (a) What does learning agility predict? (b) How is learning agility similar to and distinct from other constructs? and (c) What influences the development of learning agility?
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