Learning Agility: The Impact on

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LINDA S. GRAVETT AND SHERI A. CALDWELL

LEARNING
AGILITY
THE IMPACT ON RECRUITMENT AND RETENTION
Learning Agility
 Linda S. Gravett • Sheri A. Caldwell

Learning Agility
The Impact on Recruitment and Retention
Linda S. Gravett Sheri A. Caldwell
Just the Basics, Inc. The Andersons, Inc.
Gravett and Associates; Maumee and Lourdes, Sylvania
Cincinnati, Ohio, USA OH, USA

ISBN 978-1-137-59964-3 ISBN 978-1-137-59965-0 (eBook)

DOI 10.1057/978-1-137-59965-0

Library of Congress Control Number: 2016936507

© The Editor(s) (if applicable) and The Author(s) 2016

The author(s) has/have asserted their right(s) to be identified as the author(s) of this work
in accordance with the Copyright, Design and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
publisher nor the authors or the editors give a warranty, express or implied, with respect to
the material contained herein or for any errors or omissions that may have been made.

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Nature America Inc. New York
 ACKNOWLEDGMENTS

Linda
There was a time, years ago, when I believed I was not smart enough
to be really successful in life. I’d like to acknowledge the people who have
disabused me of that theory over the years, and they are my friend and
coauthor, Sheri, who has always encouraged me to learn and share my
knowledge; my husband, Ron, who for over 30 years has been my main
source of love and encouragement; and my mom, Vivian, who watches
over me—and still nudges me to keep learning—from Heaven.
Sheri
When I was a little girl, looking out the window of my grandparents’
townhouse, I used to say that I couldn’t wait to be able to go to school
and carry real books. Once I got to school, it seemed like I was never
going to leave. Several years and degrees later, I began teaching. I thank
God for a mother who, while a “little girl” herself, raised me to be a life-
long learner. My husband supported me when I was getting my terminal
degree, and my family, friends, and colleagues have kept me going with an
abundant supply of stories and examples that continue to motivate me to
keep writing. How appropriate that I am now writing about learning agil-
ity! A special shout out to my inspiration, Lou Holtz, who agreed to be
my keynoter for the Ohio HR Conference in 2016. When I asked him 2
years in advance if he’d be my keynote speaker, he told me he didn’t even
buy green bananas! I’m grateful the bananas are now ripe. Here’s to being

v
vi ACKNOWLEDGMENTS

daring, taking risks, and asking for the things you want! To quote Agatha
Christie’s acknowledgment in The Secret Adversary, “To all those who
lead monotonous lives, in the hope that they may experience at second
hand the delights and dangers of adventure.” The last year of my life has
been an adventure to say the least, but who wants monotony?
 CONTENTS

1 What is Learning Agility? 1

References 7

2 Why Organizations Should Concentrate

on Learning Agility 9
References 16

3 Interviewing and Testing for Learning Agility 19

Interview Questions for Learning Agility 20
Testing for Learning Agility 29
Learning Agility Self-Assessment 31
Scoring Interpretation for Column Scores 33
Reference 35

4 Developing and Fostering an Environment

for Learning Agility 37
Ways to Enhance Verbal Abilities 56
Enhancing Your Visual/Spatial Abilities 58
Enhancing Intrapersonal Skills 59
Enhancing Interpersonal Skills 60
Competency Mapping 62

vii
viii CONTENTS

Process Maps for Job Functions 65

Objectives 68
Goals 68
Tactics 68
References 69

5 Metrics and R.O.I. of Learning Agility 71

Why Metrics? 71
Benefits of Metrics 72
Four Steps to Implement Effective Metrics 73
State Metrics 73
Obtain Buy-In 74
Review and Revise 75

6 Applying Learning Agility: Some Case

Studies and Role-Plays 79
Reference 94

7 How to Sustain a Culture of Learning Agility 95

Implications for Practice 96
Align Succession Plan with Strategic Objectives 96
Leadership Development 96
Identify Critical Positions 96
Identify Core Leadership Competencies 97
Succession Planning Set as Goals for Senior Managers 97
Differentiate Between High Potentials
and High Performers 97
Create Position Profiles 97
Conduct an Integrated Key Talent Review Session 98
Conduct Multi-Rater Feedback 98
Determine Individual Leadership Gaps 98
Develop List of Potential Directed Assignments 98
Create Leadership Development Curriculum 98
Create Individual Development Plans 99
Implement IDPs 99
Set Quarterly Checkpoint Meetings 99
Schedule Annual Talent Review Discussion 99
 CONTENTS ix

Review HR for Alignment 99

Determine Outcomes, Communication Method,
and Metrics of the Succession-Planning Process 99
Measure Results 100
Advantages to the 360-Degree Process 100
Pitfalls in the 360-Degree Process 101
References 107

8 The Future of Learning Agility 109

Steps to identify the important causes
using simple rule (80/20) Pareto analysis[2][edit] 113
References 115

Appendix A: Sample Career Matrix 117

Appendix B: Pareto Analysis Description 121

Appendix C: PACE of Change Model 123

Appendix D: Change Management Style Self-Assessment 125

Appendix E: Change Readiness Checklist 129

Appendix F: Learning-Agility Self-Assessment 131

Appendix G: Learning-Agility Assessment 135

Appendix H 137

Appendix I: Preparing for Difficult Conversations 141

Index 143
 LIST OF FIGURES

Fig. 3.1 Turnover 28

Fig. 3.2 Duration of screening process (Months) 28
Fig. 3.3 Duration of screening process (Weeks) 28
Fig. 4.1 QEC example 42
Fig. 4.2 Change Management Dashboard 55
Fig. 4.3 Advantages of Emotionally Intelligent Training 55
Fig. 4.4 Retirement/Termination Process—Disability Benefit 66

xi
 LIST OF TABLES

Table 3.1 Results from adding learning agility self-assessment

to hiring process: company A 35
Table 3.2 Results from adding learning agility self-assessment
to hiring process: company B 35

xiii
 CHAPTER 1

What is Learning Agility?

Can a round peg fit into a square box? Can an old dog learn new tricks?
It depends….
While this answer may seem like a cop out, it’s true. The answer to these
questions depends on the individual involved. A person who has learning
agility could fit into a square box and learn a new trick, regardless of age.
What is learning agility? It sounds cool, and Sheri remembers hearing
Eddie Cochrane, her gymnastics coach, telling her mother when she was
younger and brought to Parents’ Day that she wasn’t as agile as Sheri was.
The coach meant flexible. So, if you add the word learning to agility, does
that translate to flexible learning? Yes.
Learning agility looks at both current performance and long-term
potential. The concept of learning agility has been used to describe indi-
viduals who possess skills such as openness, willingness to learn, and flex-
ibility. In addition, a learning-agile person is curious about the world and
has high tolerance for ambiguity, good people skills, vision, and innova-
tion (Eichinger & Lombardo, 2004).
In general, learning agility relates to adaptability and willingness to
confront the unknown. Specifically, learning agility attempts to predict an
individual’s potential performance in new tasks.
Interviewers do this all the time. The thought is that past performance
is a predictor of future behavior, so they structure their interview ques-
tions to assess whether or not a candidate has the potential to transfer what
they’ve done or learned previously to a new and/or different situation.

© The Editor(s) (if applicable) and The Author(s) 2016 1

L.S. Gravett, S.A. Caldwell, Learning Agility,
DOI 10.1057/978-1-137-59965-0_1
2 LEARNING AGILITY

There are four types of learning agility:

1. Mental
2. People
3. Change
4. Results

Mental agility refers to individuals who are comfortable with complex-

ity, examine problems carefully, and make connections between different
things. Sheri has a coworker who can solve math problems in his head. He
breaks down the equation into smaller parts and then puts the pieces back
together with ease. This is mental agility.
People agility refers to individuals who know themselves well and can
readily deal with diverse people and tough situations. For example, Sheri’s
former boss hired her specifically because her personality style was the
opposite of the boss’ style. Her boss sometimes got too emotional and
wanted someone on the team who could handle conflict without a lot of
noise. Those with high people agility understand the value of different
perspectives and surround themselves with a diverse team instead of sur-
rounding themselves with others just like them.
Change agility refers to individuals who like to experiment and can cope
effectively with the discomfort of rapid change. They say that Thomas
Edison took over 1000 trials to find the right element for his lightbulb.
When asked about his high failure rate, he is purported to have said, “Now
I know 999 ways not to invent the lightbulb.” This is an example of some-
one who is high in change agility.
Finally, results agility refers to those resourceful individuals who can
deliver results in first-time situations by inspiring teams and having sig-
nificant impact (Ferry, 2015). While many individuals may consistently
deliver strong results in situations similar to those they have faced before,
the key differentiator is their ability to repeatedly deliver top results in
new and challenging situations—in other words, being results agile. An
often-cited example of change agility is when Lou Gerstner, former CEO
of IBM, had a young MBA managing a business and lost 2 million dollars
in the venture. When Mr. Gerstner called this individual into the office,
the MBA said, “I’m assuming you want my resignation?” Mr. Gerstner
said, “I just invested 2 million dollars in your education. I don’t want you
to quit, I want to know what you learned.”
14 Learning Agility

In a sales relationship, for example, if you’re meeting someone for the

first time and you notice them to be direct and forceful, you are probably
dealing with a dominant person, who values action and achievement and
tends to be fast paced and task focused. If you are more of a social person
who likes to small talk, you can quickly adjust your style if you know the
customer’s profile, and not “waste his/her time” by chatting about the
weather and instead get to the point of your visit.
Change agility was a close second to people agility (78 %) in our survey
responses.
A common thread throughout the comments we received was the need
for flexibility in a dynamic marketplace and the ability to change direction
quickly to meet customer needs. One CEO said firmly, “You need to be
able to switch gears, think outside of the box, and move quickly in order
to make it in this market.” Another CEO said, “My employees and leader-
ship team have to be able to acquire knowledge quickly and know how to
apply it, and when.”
One retailer who sold premium food products failed to take notice of
the gluten-free habits of its consumers, and, instead of making significant
adjustments to its product offerings, it continued down the same path it
had been on for 50 years, watching sales decrease every year. Its main com-
petitor, however, showed change agility. They were flexible in the market-
place and changed direction in the middle of their busiest season to meet
customer demands. Their sales saw significant increases in a down economy.
We have found that CEOs in all our client organizations are seeking
employees who find better ways—consistently—to do their work. This
means that employees are regularly designing plans to serve customers
better, make improvements in existing products, and generally come up
with ideas that will save time and energy. 3M’s Post-its and Apple’s per-
sonal computers are examples of this type of innovation in the workplace.
Both of these examples were failures at first. It took many attempts to get
them right, but look at what perseverance yielded.
Linda is consulting with a major chemical plant headquartered in the
USA that has established the objective of building learning agility specifi-
cally of employees who serve on virtual teams. This international organiza-
tion brings together virtual teams on a frequent basis to help accomplish
critical business objectives. Team members have to quickly grasp the
desired deliverables, design a work process that will achieve results, and
find ways to share technical expertise in a virtual environment. Through
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 ERICA Plukenetia nana.

CHARACTER SPECIFICUS.

Erica antheris muticis, longissimis, exsertis; floribus solitariis, cernuis,

bracteis remotis; corolla sub cylindrica, sub-truncata, atro-purpurea; oris
laciniis minutis, erectis; calycibus simplicibus; foliis ternis, confertis,
inflexis.

DESCRIPTIO.

Caulis sub-pedalis, erectus, robustus; rami verticillati, patenti; ramuli

frequentissimi, sub-erecti.
Folia terna, linearia, glabra, arcuata, inflexa, subtus sulcata; petiolis ferè
nullis.
Flores in medio ramorum ex axillis foliorum verticillati, solitarii;
pedunculi longissimi, bracteis minutis, remotis.
Calyx. Perianthium tetraphyllum, foliolis glabris, carinatis, ovatis, acutis,
coloratis, adpressis.
Corolla sub-cylindrica, sub-truncata, glabra, atro-purpurea; laciniis
limbi obtusis, obsoletis, viridibus, erectis.
Stamina. Filamenta octo, plana, longitudine corollæ. Antheræ muticæ,
exsertæ, filamentorum longitudine, attenuata in filamenta.
Pistillum. Germen ovatum, glabrum. Stylus filiformis, exsertus,
staminibus paulo longior. Stigma obsolete tetragonum.
Habitat ad Caput Bonæ Spei.
Floret a mensi Junii, in Novembrem.

REFERENTIA.

1. Calyx et Corolla.
2. Calyx, lente auctus.
 3. Stamina, et Pistillum.
4. Stamina a Pistillo diducta, anthera una lente aucta.
5. Stylus, et Stigma, Stigma auctum.
6. Germen auctum.

SPECIFIC CHARACTER.

Heath with beardless tips, very long, and without the blossom; flowers grow
solitary, hanging down, with the floral leaves at a distance; blossom nearly
cylindrical, appearing nearly as if cut off at the mouth, of a deep purple; the
segments of the mouth are small, and upright; the cups simple; leaves grow
by threes, crowded together, and turned inwards.

DESCRIPTION.

Stem grows nearly a foot high, upright, and sturdy; the branches grow in
whorls, spreading; the smaller branches are numerous, and nearly upright.
Leaves grow by threes, linear, smooth, bent like a bow, turned inward,
and furrowed beneath; scarce any foot-stalks.
Flowers grow in the middle of the branches, from the base of the leaves
in whorls, and singly; the foot-stalks the length of the blossoms, having very
small floral leaves at a distance from the cup.
Empalement. Cup three-leaved, leaflets smooth, keeled, egg-shaped,
pointed, coloured, and pressed to the blossom.
Blossom nearly cylindrical, appearing almost as if cut off at the end,
smooth, and of a deep purple; the segments of the border blunt, very small,
green, and upright.
Chives. Eight flat threads, the length of the blossom. Tips beardless,
without the blossom, the length of the threads, and tapered into them.
Pointal. Seed-bud egg-shaped, and smooth. Shaft thread-shaped, without
the blossom, and a little longer than the chives. Summit slightly four-
cornered.
Native of the Cape of Good Hope.
Flowers from the month of June, till November.
 REFERENCE.

1. The Empalement, and Blossom.

2. The Empalement, magnified.
3. The Chives, and Pointal.
4. The Chives detached from the Pointal, one Tip magnified.
5. The Shaft, and Summit, the Summit magnified.
6. The Seed-bud, magnified.
 ERICA pubescens.

CHARACTER SPECIFICUS.

Erica, antheris aristatis, inclusis; stylo sub-exserto; corollis ovatis,

pubescentibus; foliis quaternis, arcuatis, incurvatis, hirtis; caule piloso.

DESCRIPTIO.

Caulis fruticosus, ramosus, pilosus; rami et ramuli pilosi, filiformes,

virgati.
Folia quaterna, sæpe terna, obtusa, villosa, incurva, arcuata, subtus
sulcata; petiolis brevissimis adpressis.
Flores in ramulis terminales, umbellati, bini, terni, vel plures, copiosi,
purpurei; pedunculi capillares, bracteis tribus, hirsutis, instructi.
Calyx. Perianthium tetraphyllum, foliolis pilosis, rufescentibus,
subulatis, apicibus coloratis, obtusis.
Corolla, ovata, obtusa, villosa; oris laciniis minutis, erectis.
Stamina. Filamenta octo capillaria. Antheræ aristatæ, inclusæ.
Pistillum. Germen ovatum, ad basin glandulosum. Stylus filiformis,
purpureus. Stigma ad basin peltatum, apice tetragonum.
Habitat ad Caput Bonæ Spei.
Floret a mensi Augusti, in Februarium.

REFERENTIA.

1. Folium, auctum.
2. Calyx, et Corolla.
3. Calyx, auctus.
4. Stamina et Pistillum.
5. Stamina, lente aucta.
 6. Germen, Stylus et Stigma, lente aucta.

SPECIFIC CHARACTER.

Heath, with bearded tips, within the blossom; shaft just without; blossoms
egg-shaped and downy; leaves grow by fours, bowed, turned inwards, and
hairy; stem hairy.

DESCRIPTION.

Stem shrubby, branching and hairy; the large and small branches are
hairy; thread-shaped, and twiggy.
Leaves grow by fours, often by threes, blunt, hairy, turned inwards,
bowed, and furrowed beneath; having very short foot-stalks pressed to the
stem.
Flowers terminate the small branches in umbels of two, three, or more,
are very abundant, and purple; foot-stalks are hair-like, having three hairy
floral-leaves on them.
Empalement. Cup of four leaves, which are hairy, rough, awl-shaped,
coloured at the ends, and blunt.
Blossom egg-shaped, blunt, and hairy; the segments of the mouth are
small and upright.
Chives. Eight hair-like threads. Tips bearded, and within the blossom.
Pointal. Seed-bud egg-shaped and glandular at the base. Shaft thread-
shaped and purple. Summit shield-shaped at the base, and four-cornered at
the top.
Native of the Cape of Good Hope.
Flowers from August, till February.

REFERENCE.

1. A leaf, magnified.
2. The Empalement, and Blossom.
3. The Empalement, magnified.
4. The Chives, and Pointal.
5. The Chives, magnified.
6. The Seed-bud, Shaft, and its Summit, magnified.
 ERICA pulchella.

CHARACTER SPECIFICUS.

Erica, antheris muticis, inclusis; flores sub-globosi, incarnati, axillares,

paniculati; caulis filiformis, flexuosus; folia terna, trigona, sexfariam
imbricata.

DESCRIPTIO.

Caulis flexuosus, pedalis, glaber; rami flexuosi, sub-simplices,

filiformes, longi.
Folia terna, trigona, glabra, obtusa, sexfariam imbricata, sub-erecta;
petiolis brevissimis, adpressis.
Flores in summis ramulis paniculati, axillares; pedunculi longissimi,
bracteis tribus, minutis, remotis, instructi.
Calyx. Perianthium tetraphyllum, foliolis ciliatis, concavis, adpressis,
ovatis.
Corolla sub-globosa, parva, incarnata, laciniis minutis, erectis.
Stamina. Filamenta octo capillaria, receptaculo inserta. Antheræ muticæ,
inclusæ.
Pistillum. Germen globosum. Stylus cylindricus, inclusus. Stigma
tetragonum.
Habitat ad Caput Bonæ Spei.
Floret a mensi Augusti, in Februarium.

REFERENTIA.

1. Folium unum, lente auctum.

2. Corolla, et Calyx.
3. Calyx, lente auctus.
 4. Stamina a Pistillo diducta.
5. Stamen unum lente auctum.
6. Germen, Stylus, et Stigma, lente aucta.

SPECIFIC CHARACTER.

Heath, with beardless tips, within the blossom; the flowers nearly globular,
flesh-coloured, and grow from the lower part of the leaves, close to the
branches, forming a loose spike; stem thread-shaped, growing zig-zagged;
leaves grow by threes, three-sided, tiled, and forming six edges.

DESCRIPTION.

Stem grows zig-zagged, a foot high, and smooth; branches like the stem,
grow nearly simple, thread-shaped, and long.
Leaves grow by threes, three-sided, smooth, blunt, forming six edges, and
almost upright; the foot-stalks are very short, and pressed to the branches.
Flowers grow in loose spikes, near the ends of the small branches from
the lower part of the leaves; the foot-stalks very long, having three small
floral leaves near the lower part.
Empalement. Cup of four leaves, which are fringed, concave, pressed to
the blossom, and egg-shaped.
Blossom, almost globular, small, and flesh-coloured; the segments small,
and upright.
Chives. Eight hair-like threads, fixed into the receptacle. Tips beardless,
and within the blossom.
Pointal. Seed-bud globular. Shaft cylindrical, and within the blossom.
Summit four-cornered.
Native of the Cape of Good Hope.
Flowers from August, till February.

REFERENCE.
1. A Leaf, magnified.
2. The Blossom, and Empalement.
3. The Empalement, magnified.
4. The Chives detached from the Pointal.
5. A Chive, magnified.
6. The Seed-bud, Shaft, and Summit, magnified.
 ERICA purpurea.

CHARACTER SPECIFICUS.

Erica, antheris muticis, exsertis; corollis verticillatis, tubulosis, a basi

incurvata, sensim ampliatis; foliis subsenis.

DESCRIPTIO.

Caulis fruticosus, erectus, bipedalis, pubescens, basi simplicissimus, dein

verticillatim ramosus, ramis simplicibus, adscendentibus.
Folia subsena, linearia, recurvato patentia, supra plana, subtus revoluta,
acuta, rigida, brevissimis adpressis petiolis.
Flores verticillati, subterminales, dilute purpurei, pedunculis brevissimis
instructi.
Calyx. Perianthium tetraphyllum, foliolis erectis, ovato-oblongis,
acuminatis; bracteis binis adpressis.
Corolla tubulosa, basi incurvata, sensim versus apicem dilatata; ore
quadrilobo æquali patente.
Stamina. Filamenta octo capillaria, receptaculo inserta. Antheræ muticæ,
exsertæ, bipartitæ.
Pistillum. Germen turbinatum. Stylus filiformis, filamentis longior.
Stigma tetragonum.
Habitat ad Caput Bonæ Spei.
Floret a mensi Julii ad Decembrem.

REFERENTIA.

1. Calyx et Corolla.
2. Calyx et Bractea lente aucta.
3. Stamina et Pistillum.
 4. Stamina a Pistillo diducta, anthera una lente aucta.
5. Stylus et Stigma lente aucta.

SPECIFIC CHARACTER.

Heath, with beardless tips, without the blossoms; which grow in whorls, are
tubular, gradually widening from an incurved base; leaves growing mostly
by sixes.

DESCRIPTION.

Stem shrubby, upright, grows two feet high, downy, quite intire at the
base, then throws out a number of whorled, simple, ascending branches.
Leaves growing generally in sixes, linear, bent backward and spreading,
plain on their upper, and rolled back on their under, surface, sharp-pointed,
inflexible, with short leaf-stalks pressed closely to the stem.
Flowers grow in whorls, nearly at the top of the branches, of a fine light
purple, and furnished with very short foot-stalks.
Empalement. Cup four-leaved, which are of an oblong-oval shape,
upright, and pointed; with two floral-leaves close to it.
Blossom tubular, with an incurved base, gradually widening towards the
mouth, which is cut into four equal, spreading lobes.
Chives. Eight hair-like threads, fixed in the receptacle. Tips beardless,
without the blossom, and deeply divided.
Pointal. Seed-vessel turban-shaped. Shaft thread-shaped, longer than the
threads. Summit four-cornered.
Native of the Cape of Good Hope.
In bloom from July till December.

REFERENCE.

1. The Empalement with the Blossom.

2. The Empalement and Floral-leaves magnified.
3. The Chives and Pointal.
4. The Chives detached from the Pointal, one tip magnified.
5. The Shaft and its Summit magnified.