DeRue, Ashford, and Myers (2012) revise the conceptualization of learning agility and propose a conceptual framework of antecedents and consequences of learning agility. Traditionally, learning agility has been defined as the ability and willingness to utilize past experiences in novel situations (De Muese, Guangrong, & Hallenbeck, 2010;Lombardo & Eichinger, 2000); however, DeRue et al. argue that past definitions of learning agility are limited by multiple problems, most notably the confounding of (a) the motivation to learn with the ability to learn and (b) success outcomes with the nature of learning agility. The authors propose a revised definition of learning agility based on processing speed (''the ability to come up to speed quickly in one's understanding of a situation'') and processing flexibility (the ability to ''move across ideas flexibly in service of learning both within and across experiences''), and argue that their definition eliminates the motivational and outcome
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