Examining the Impact of Learning Agility on Career Adaptability Through Workforce Agility in the Banking Sector

Abstract

In this study, learning agility and its influence on career adaptability among banking employees was explored, in relation to workforce agility. The study employed a quantitative approach consisting of cross-sectional type which was conducted in the collection of the data in this study, the researcher used a structured questionnaire with respondents being 300 employees in the banking field. Openness to learning, learning from experience, feedback seeking, adaptability to new situations, and application of new knowledge were assessed as facets of learning agility. Workforce agility was measured as adaptability, proactivity, flexibility, responsiveness to change and resilience; and career adaptability was measured as career concern, control, curiosity and confidence. The proposed relationships were tested using descriptive and mediation analyses. The results indicated the learning agility (M = 3.82; SD = 0.64), workforce agility (M = 3.76; SD = 0.67) and career adaptability (M = 3.88; SD = 0.61) each had a mean score. The direct effects of learning agility on workforce agility were 0.62 and the effect of workforce agility on career adaptability was 0.44. The low direct effect of learning agility on career adaptability (e=0.27) was also observed. The indirect effect on the workforce agility was 0.34 with the 95% bootstrap confidence interval of 0.27-0.42, which failed to include zero. The results showed that the effect of Career Adaptability was fully mediated by Workforce Agility. The study emphasized the need for employees' learning and adaptability at work in order to give effective adjustment to the career in banking sector.

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