Zwinne uczenie się przez doświadczenie – propozycja kwestionariusza odpowiadającego koncepcji learning agility
DOI:
https://doi.org/10.15678/ZNUEK.2022.0998.0408Słowa kluczowe:
zwinne uczenie się, zwinność myślenia, zwinność w sytuacji zmian, zwinność w osiąganiu wyników, zwinność w relacjach z ludźmi, zwinne przywództwoAbstrakt
Cel: Przedstawienie własnej propozycji kwestionariusza do pomiaru cech według koncepcji learning agility w kontekście teorii i znanych narzędzi pomiarowych.
Metodyka badań: Badanie empiryczne w modelu mieszanym (korelacyjnym i ex post facto) przeprowadzono w 2021 r. w Polsce wśród 221 pracowników różnych firm.
Wyniki badań: Kwestionariusz stanowi rzetelne narzędzie o adekwatnej strukturze czynnikowej. Większą zwinność myślenia odnotowano u kadry menedżerskiej. Wielozadaniowość okazała się ujemnie powiązana ze zwinnością myślenia. Wykształcenie wiązało się dodatnio prawie ze wszystkimi składnikami zwinności.
Wnioski: Analizy statystyczne kwestionariusza pozwoliły na stwierdzenie, że posiada on odpowiednie wskaźniki psychometryczne, a w jego strukturze czynnikowej w wysokim stopniu zostały uwzględnione wszystkie składniki pojęcia learning agility. Nie jest on obciążony aprobatą społeczną w warunkach neutralnych. Narzędzie to wymaga jeszcze badania trafności.
Wkład w rozwój dyscypliny: Opracowanie kwestionariusza do badania zwinności myślenia, stanowiącego nowatorskie w polskiej teorii i praktyce narzędzie do pomiaru wyznaczników sukcesu zawodowego.
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Prawa autorskie (c) 2023 Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie / Cracow Review of Economics and Management
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.
