Agile ascension

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Agile learning strategies and agile core competencies are crucial to the success of organizations in the digital economy. These principles can be adopted by others to gain and maintain competitive advantage. 10; 10; Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Agile learning strategies to compete in an uncertain business environment

Purpose The purpose of this study was to explore what agile learning strategies businesses need to develop agile core competencies to respond to the uncertainty of the rapidly changing business environment and sustain their competitive advantage. Technology advances and unexpected crises have created an ever-changing environment in which traditional static corporate training methods have failed to continuously provide employees with the ability to listen to and interpret the rapid changes and respond accordingly. Design/methodology/approach This qualitative exploratory multi-case study was useful to explore what agile learning strategies businesses need to develop agile core competencies to sustain their competitive advantage. Snowball sampling enabled the discovery of 15 participants who represented 10 different industries. Participants represented both management and non-management roles. Data were collected from multiple sources such as interviews, observations, researcher notes and document reviews. A thematic analysis model was used to analyze the collected data. Findings The findings substantiated that organizations are operating in a fast-changing environment where agile learning strategies are vital to surviving. The data also showed that agile learning strategies must include individual learning paths to continuously develop employees’ agile skills to build their organizations’ agile core competencies. Originality/value This study underlined the importance of adopting agile learning strategies to help employees listen and accurately interpret their organizations’ external environments to enable quick responses to changes. Without agile learning strategies, organizational agile core competencies and competitive advantage will progressively decline.

Developing Learning Agile Behavior

“Developing Learning Agile Behavior: A Model and Overview” focuses on how the development of learning agility creates a competitive advantage for leaders and their organizations. This chapter summarizes theories relevant to learning agility that have evolved over the past 50 years and the factors likely to influence learning agility development. An integrated learning agility model is proposed, the Learning Agile Process, consisting of (1) identifying the need for change, (2) planning for change, (3) implementing change, and (4) regulating and monitoring change. The model also outlines Learning Agile Behaviors that enable leaders to navigate this process: (1) observing, (2) doing, (3) connecting, (4) thinking, and (5) mobilizing. Thirty practical, learnable strategies for increasing learning agility are also provided. The chapter concludes with questions that remain to be answered in understanding the behaviors that contribute to agile learning.

Learning Agility

The evolution of learning agility is at a critical point, creating an opportunity to move forward the science and practice of this psychological construct. “What We Know, What We Need to Know, and Where Do We Go From Here?” summarizes the emerging understanding of learning agility and how to apply the lessons learned thus far. Change is very likely to accelerate in the future, and leaders will need to be more adept at agile learning than previously. While learning agility is a complex, multidimensional construct defined in a variety of ways, there is also a high level of agreement on its foundational elements that are highlighted in the chapter. In addition, the chapter describes how a learning mindset, cognitive control and flexibility, emotional regulation, and behavioral flexibility may be central mechanisms. Key implications for organizational culture, talent management practices, managers, and leadership coaches are identified. Finally, a nomonological net of learning agility is presented along with several research questions that should be addressed by future scholars.

IMPACT OF INTENTIONAL CHANGE THEORY AND INTRINSIC MOTIVATION ON AGILE TEACHERS

Higher educational institutions are in constant need of developing new operational strategies to prepare students to be responsive to ongoing demands from different avenues. Agility is most needed in educational institutions who prepare the future talent. Agility is all about maintaining a balance between learning, people and change. Students who experience agile learning environment can easily understand the importance of being relevant to any kind of change including pandemics. Teacher’s agility is the key ingredient to the successful accomplishment of this goal. With this intention this article focuses on to explore to understand the role of individual in transforming teacher to agile teacher. In this systematic attempt the insight of Intentional Change Theory (ICT) has been discussed in developing agility. It also attempts to bring forth the inspiration and impact of individual level desired change to organizational level, especially in Universities. A total of 525 teachers as sample respondents in the study from the select universities of Telangana State. The impact of adoption of five discoveries or stages of ICT on the development of the attributes of agility at workplace has been observed and analyzed through regression. The study also attempted to understand how intrinsic motivation of individual moderates the association of ICT and teachers agility. The outcome model of the study contributes to every teacher seeking to explore and understand or facilitate the sustainable change with the advancement of agility. KEYWORDS: Teacher’s Agility, Intentional Change, Intrinsic Motivation, Talents, Operational Strategies.

Learning Management System (LMS) pada E-Learning Menggunakan Metode Agile dan Waterfall berbasis Website

The education information delivery system at the MA Alwutsqo school is still being carried out as usual even though the pandemic outbreak in Indonesia is still not over. Because the school does not have a system to support distance learning. By implementing health protocols and teaching and learning time events, students often do not get an understanding of the material presented by the teacher. Learning Management System (LMS) is one of the systems needed by the school. Therefore, the authors designed a website-based E-learning application system with the aim of helping the learning and teaching process at MA Alwutsqo Depok City. The design of this information system uses waterfalls and system development is carried out using the Agile method. The result is that students can download the material that has been delivered and can do the exercises given by the teacher without recommendations by time and space.Keywords:E-learning, Webite, Metode Waterfall, Metode Agile, Learning Management System (LMS).

Making Projects Real in a Higher Education Context

Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.