Learning agility is being in an unfamiliar situation, not knowing what to do and figuring it out. Ability takes you to a certain point.

1. Learning Agility:
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THROUGH LEARNING

2. In his 1970 book, Future Shock,
American Author Alvin Toffler wrote
that
“The illiterate of the
21st century will not be
those who cannot read
and write, but those
who cannot learn,
unlearn, and relearn”.
What he was explaining was the
learning agility definition. And he
was way ahead of his time.

3. Seta A. Wicaksana
0811 19 53 43
wicaksana@humanikaconsulting.com
• Managing Director of Humanika Amanah Indonesia – Humanika
Consulting
• Managing Director of Humanika Bisnis Digital – hipotest.com
• Wakil Ketua Asosiasi Psikologi Forensik Indonesia wilayah DKI
• Business Psychologist
• Certified of Human Resources as a Business Partner
• Certified of Risk Professional
• Certified of HR Audit
• Certified of I/O Psychologist
• Dosen Tetap Fakultas Psikologi Universitas Pancasila
• Pembina Yayasan Humanika Edukasi Indonesia
• Penulis Buku : “SOBAT WAY: Mengubah Potensi menjadi kompetensi”
Elexmedia Gramedia 2016, Industri dan Organisasi: Pendekatan
Integratif menghadapi perubahan, DD Publishing, 2020
• Organizational Development Expertise
• Sedang mengikuti tugas belajar Doktoral (S3) di Fakultas Ilmu Ekonomi
dan Bisnis Universitas Pancasila Bidang MSDM
• Fakultas Psikologi S1 dan S2 Universitas Indonesia
• sekolah ikatan dinas Akademi Sandi Negara

4. Wind of
Change
• In today’s kinetic business
environment: individuals,
leaders, and organizations
can no longer rely on
strategies that have worked
in the past, or even those
that are working today.
• VUCA: the Volatile,
Uncertain, Complex, and
Ambiguous
• Learning is central to
functioning effectively in this
VUCA environment, and by
its sheer definition, has to be
essentially agile
• These individuals have
‘learning agility’.

5. Wind of
Change:
Demographic
dividend
"the economic growth
potential that can result
from shifts in a population’s
age structure, mainly when
the share of the working-age
population is larger than the
non-working-age share of
the population"

6. The future of jobs is being shaped by:
• Technologies like AI, robotics (leading to
automation),
• Increased competition due to globalization
and
• A constant need to innovate
• The younger generations pushing against
traditional notions of work and demanding
careers that look different
This has given rise to:
• Gig workers who by several estimates will
constitute 50% of the global workforce in the
next 5 years
• Multiple generations at workforce with
widely differing personal and professional
objectives
A Peek into the Future of Workplace

7. • Work tasks are becoming novel and require
strong analytical and interpersonal skills.
• Jobs that require employees to do manual and
repetitive work are disappearing fast.
• Automation is taking care of work tasks that are
repetitive and do not need the use of high
cognitive abilities or human touch.
• As businesses transform to meet changing
customer demands and technology enables
automation of jobs that are simple and repetitive,
a lot of present jobs will go out of existence, and
many new jobs will come into existence.
• Additionally, most of the jobs will transform to
accommodate changing customer demands.
• To be able to keep up with the change,
organizations need to develop a future-ready
workforce that can be trained on futuristic skills.
A Peek into the Future of Workplace

8. The ratio of Man-Machine Working Hours
2018 vs. 2022

9. A Peek into the Future of Workplace

10. • The willingness to learn has
multifold benefits.
• Provides career growth and
promotion opportunities
• Enhances the readiness to face
challenges and uncertainty
• Assists in innovation and
ideation
• Improves flexibility and
adaptability
The Willingness to Learn

11. Research in Learning Agility
• Researcher Scott DeRue at the University of
Michigan established a model that identifies
speed and flexibility as the two most
important factors determining learning agility.
• DeRue also made a distinction between
learning agility and learning ability. “Ability”
means cognitive ability or “smarts.” Ability is
important to a point, but then, smarter is not
necessarily better.
• DeRue says there are both cognitive and
behavioral components to learning agility. The
cognitive ones – the “hard wiring,” if you will –
are difficult, if not impossible, to change. The
behavioral ones are more learnable, because if
you do the things described by the behavior,
then you are demonstrating that part of
learning agility.
• Learning agility is being in an unfamiliar
situation, not knowing what to do and figuring
it out. Ability takes you to a certain point.

12. Impacts of Learning Agility
An organization with a learning agile workforce has:
• Improved employee productivity
• Future-ready workforce
• Increase in number of high potentials
• Higher overall organizational productivity and profitability

13. • Potential to Learn: The competencies that make you
successful in a specific role today might not be sufficient
tomorrow. A learning agile person has an open and receptive
mindset to constantly experience new things to reach new
goals.
• Motivation to Learn: Learners need to be engaged and
inspired by the learning process for learning to take hold
because changing ingrained behaviors and long-held habits is
hard work.
• Adaptability to Learn: If you remember, sometime back
Google and Procter & Gamble had organized an employee
swap — for about two months, their marketing and HR
employees worked at the other organization to see how they
managed operations differently. Once their tour was
completed, they brought those ideas back to their respective
companies. Instead of following a business-as-usual routine,
learning agile employees have an adaptability to learn
attitude, consistently working on improving their skills.
Three Essential Components Of
Learning Agility

14. DATA HIPOTEST
14
Data yang digunakan adalah database hipotest.com
sejak Oktober 2020 sampai dengan April 2021.
Database berasal dari piskotes online yang dilakukan oleh
pelajar, pekerja, maupun pencari kerja dari berbagai organisasi:
Institusi pendidikan
Institusi pemerintahan
Perusahaan dari berbagai sektor bisnis
Pengguna perorangan

15. DEMOGRAFI
15
n = 9,561
13%
63%
15%
6% 4%
<20 20-30 30-40 40-50 50+
47%
53%
Laki-
Laki
Peremp
uan

16. LEARNING AGILITY
Kemampuan dan kemauan untuk mempelajari hal baru dengan cepat
melalui berbagai pengalaman dan tantangan
16
Learning Ability
Intellectual Intelligence (g)
Learning Orientation
Personal Growth (β)
Extraversion (I+) Openness (V+)

17. PERKEMBANGAN LEARNING AGILITY
17
Pola perkembangan Learning Agility sepanjang usia
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57
SEBELUM 20
MENINGKAT DRASTIS
20-30 OPTIMAL
DENGAN PUNCAK DI 25
30-45 STABIL
TERDAPAT BEBERAPA
PUNCAK DI 35, 40, 45
SETELAH 45
MENURUN PERLAHAN

18. Learning Agility Matrix
From: Mercer | Mettl’s
performing routine,
non-novel, and
straightforward tasks
involves performing work
that requires creativity,
people skills, passion
involves performing work that
requires attention to detail,
focus, and perseverance
involves performing work that
requires very strong
interpersonal, cognitive,
analytical, problem-solving,
logical thinking, and decision-
making skills

19. • Find the gap using learning agility assessments
• Celebrate mistakes as learning opportunities
• Foster a culture that challenges the status quo
• Equip individuals, leaders and organizations with
the skills to deal with uncertainty
How Can Learning
Agility Be
Improved?

20. Learning and Giving
for Better Indonesia
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