Standardization of Measurement Scale of Agile Learning as a Leadership Competency in the Workplace

Forouhar, Mohammad; Radi Afsouran, Naghi; Davarpanah, Seyed Hedayatallah

doi:10.22055/edus.2025.46933.3603

Standardization of Measurement Scale of Agile Learning as a Leadership Competency in the Workplace

10.22055/edus.2025.46933.3603

Volume 32, Issue 2
December 2025

Pages 161-184

Document Type : Research Paper

Authors

Mohammad Forouhar ¹

Naghi Radi Afsouran ²

Seyed Hedayatallah Davarpanah ³

¹ Ph.D. in Educational Administration, Lecturer at the University of Guilan, Rasht, Iran.

² Assistant Professor, University of Guilan, Rasht, Iran

³ Assistant Professor, University of Isfahan, Isfahan, Iran.

Abstract

The present research aims to study agile learning as a leadership competency in the workplace and to standardize its measurement scale. The literature review revealed that according to the theory of Lombardo and Echenberg (2000), agile learning could be identified in the four elements of mental agility, change agility, people agility, and results agility. Other components related to agile learning can be placed within these four main elements. To collect our data, 217 full-time employees with managerial experience in a governmental company in Tehran were selected using stratified sampling method. Hence, first, Kraut and Caldwell's (2016) agile learning questionnaire which included 25 items, was translated by the researchers. Then, its face and content validity were confirmed by the experts. Finally, it was completed by the participants in the research. The results of the survey analysis showed that the construct validity of the mentioned scale, using the first and second-order factor analysis, in all the items except for seven items (9, 20, 7, 3, 10, 2, and 23), have an acceptable factor load with its related element and are confirmed. Also, all elements of the translated scale have significant correlation coefficients and have an acceptable factor load with agile learning (t≥1.96). In addition, elements of people agility and agility of results have the highest correlation coefficient, and elements of agility of change and agility of results have the lowest correlation coefficient with together. Also, the results of Cronbach's alpha coefficient showed that the agile learning scale and all its elements have acceptable reliability. According to the theory of Lombardo and Echenberg (2000), Kraut and Caldwell (2016) developed the learning agility scale, which includes four components of mental agility, change agility, and agility and has 25 items. At the end of our standardization process, 18 items had an acceptable factor load with their related factor. Also, all dimensions had an acceptable factor load with agile learning. Therefore, this scale can be used as a valid one to measure learning agility in the field of recruitment, succession, identification of high-potential people, and potential leaders, as well as leadership development.

Keywords

Agile learning

scale standardization

leadership competence

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