DeRue, Ashford, and Myers (2012) revise the conceptualization of learning agility and propose a conceptual framework of antecedents and consequences of learn- ing agility. Traditionally, learning agility has been defined as the ability and willingness to utilize past experiences in novel situ- ations (De Muese, Guangrong, & Hallen- beck, 2010; Lombardo & Eichinger, 2000); however, DeRue et al. argue that past def- initions of learning agility are limited by multiple problems, most notably the con- founding of (a) the motivation to learn with the ability to learn and (b) success out- comes 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 situa- tion") and processing flexibility (the ability to "move across ideas flexibly in service of learning both within and across expe- riences"), and argue that their definition eliminates the motivational and outcome confounds. However, clarity remains a con- cern because the use of processing speed is inconsistent with an understanding of cognitive aptitude, and cognitive flexibil- ity has not been adequately developed. Furthermore, success and motivation are still implied in the representation of learn- ing agility, but more importantly, lack of specification of learning contexts makes it difficult to differentiate learning agility from any constellation of antecedents positively related to learning outcomes.
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