MARMARA ÖĞRENME ÇEVİKLİĞİ ÖLÇEĞİNİN GELİŞTİRİLMESİ, GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Araştırmanın amacı, bireylerin öğrenme çevikliğini belirlemek için kullanabilecek Likert tipi bir ölçek geliştirmektir. Araştırma nicel araştırma modellerinden betimsel tarama modeline göre yürütülmüştür. Araştırmada üç farklı çalışma grubundan veri toplanmıştır. Araştırmaya 2018-2019 eğitim-öğretim yılında İstanbul ili Küçükçekmece ilçesinde ilkokul, ortaokul ve ortaöğretim kademelerinde görev yapan öğretmenler katılmıştır. Çalışmanın birinci aşamasında 690 öğretmenden veri elde edilmiş ve ölçeğin geçerliliği ve güvenirliği test edilmiştir. Açımlayıcı Faktör Analizi sonucunda 30 maddelik ve 5 alt boyutlu (İnsan İlişkilerinde Çeviklik, Sonuç Yaratmada Çeviklik, Zihinsel Çeviklik, Değişimde Çeviklik, Özfarkındalık) bir yapı ortaya çıkmıştır. İkinci aşamada ise ikinci örneklem grubundan oluşan 444 öğretmenden veri elde edilerek Doğrulayıcı Faktöre Analizi (DFA) yapılmış ve 5 alt boyutlu yapı doğrulanmıştır. AFA ve DFA sonrası ölçeğin Cronbach Alpha güvenirlik değerleri 0.938 ve 0.936 olarak hesaplanmıştır. Ölçeğin madde-toplam korelasyonu katsayıları r=0.49 ile r=0.69 arasında; madde-kalan korelasyon katsayıları ise r=0.45 ile r=0.65 arasında değişmektedir. 79 öğretmenden elde edilen verilerle test-tekrar test çalışması yapılmış ve test tekrar test korelasyon kat sayılarının r=0.21 ile r=0.64 değerleri arasında değiştiği belirlenmiştir. Alt-üst %27’lik bağımsız gruplar t testine göre maddelerinin ayırt edici özellikte olduğu tespit edilmiştir. Yapılan analizler sonucu Marmara Öğrenme Çevikliği Ölçeği’nin (MÖÇÖ) geçerli ve güvenilir bir ölçek olduğu ortaya konulmuştur.

Development of Marmara Learning Agility Scale, Validity and Reliability Study

The aim of the research is to develop a Likert type scale that can be used to determine the learning agility of individuals. The research was carried out according to the descriptive survey model, one of the quantitative research models. In the study, data were collected from three different study groups. In the 2018-2019 academic year, teachers participated in the primary school, secondary school and high school education levels in Küçükçekmece district of Istanbul province. In the first stage of the study, data was obtained from 690 teachers and the validity and reliability of the scale were tested. As a result of Exploratory Factor Analysis (EFA), a structure consisting of 30 items and 5 sub-dimensions (Agility in Human Relations, Agility in Creating Results, Mental Agility, Agility in Change, Self-awareness) has emerged. In the second stage, data was obtained from 444 teachers consisting of the second sample group and the Confirmatory Factor Analysis (CFA) was performed and 5 sub-dimensional structures were confirmed. Cronbach Alpha reliability values of the scale after AFA and DFA were calculated as 0.938 and 0.936. The item-total correlation coefficients of the scale were between r=0.49 and r=0.69; The item-remaining correlation coefficients ranged from r=0.45 to r=0.65. The test-retest study was conducted with the data obtained from 79 teachers and it was determined that the test-retest correlation coefficients ranged between r=0.21 and r=0.64 values. Items analysis revealed that upper 27% group differs significantly from the lower 27% group (p

PDF

___

Allen, J. (2016). Conceptualizing learning agility and investigating its nomological network. Doctoral Dissertation. Florida International University.
Anseel, F. (2017). Agile learning strategies for sustainable careers: a review and integrated model of feedback-seeking behavior and reflection. Current Opinion in Environmental Sustainability, 28, 51-57.
Arun, N., Coyle, P. T., & Hauenstein, N. (2012). Learning agility: Still searching for clarity on a confounded construct. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5(3), 290-293.
Bedford, C. L. (2011). The role of learning agility in workplace performance and career advancement. Doctoral Dissertation. University of Minnesota Digital Conservancy.
Briscoe, J. P., & Hall, D. T. (1999). Grooming and picking leaders using competency frameworks: Do they work? An alternative approach and new guidelines for practice. Organizational Dynamics, 28, 37-52.
Burke, W. W. (2018). A Guide for learning about learning agility. Technical report.
Büyüköztürk, Ş. (2018). Sosyal bilimler veri analiz el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum. Pegem akademi.
Catenacci-Francois, L. (2018). Learning agility in context: Engineers’ perceptions of psychologically safe climate on performance. Doctoral Dissertation. Columbia University.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge/Taylor & Francis Group.
Cohen, R. J. & Swerdlik, M. E. (2018). Psikolejik test ve değerleme: Testlere ve ölçmeye giriş (Çev. E. Tavşancıl). Nobel.
Connolly, J. J. (2001). Assessing the Construct Validity of a Measure of Learning Agility. Doctoral Dissertation. Florida International University.
Corporate Leadership Council. (2005). Realizing the Full Potential of Rising Talent. Corporate executive board.
Creswell, J. W. (2017). Eğitim Araştırmaları: Nitel ve Nicel Araştırmanın Planlanması, Yürütülmesi ve Değerlendirilmesi (Çev. Ed. H. Ekşi). Edam.
Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2018). Sosyal Bilimler için Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. Pegem akademi.
De Meuse, K. P. (2015). Using Science to Identify Future Leaders: Part II – The Measurement of Learning Agility. Technical report.
De Meuse, K. P. (2017). Learning Agility-Beyond the Hype: What Science has to Say. Wisconsin management group.
De Meuse, K. P., Dai, G. & Swisher, V. V. (2012). Leadership development: Exploring, clarifying and expanding our understanding of learning agility. Industrial and Organizational Psychology, 5, 280-315.
De Meuse, K. P., Dai, G., Eichinger, R. W., Page, R. C., Clark, L. P., & Zewide, S. (2011). The Development and Validation of a Self-Assessment of Learning Agility [Technical Report]. Korn/Ferry International.
De Meuse, K. P., Dai, G., Eichinger, R. W., Page, R. C., Clark, L. P., & Zewdie, S. (2011). The Development and Validation of a Self-Assessment of Learning Agility (Technical Report). Korn/Ferry International
De Meuse, K. P., Dai, G., Hallenbeck, G. S., & Tang, K. Y. (2012). Global Talent Management: Using Learning Agility to Identify High Potentials Around the World. Korn Ferry Institute.
De Meuse, K.P., Dai, G. & Hallenbeck, G. S. (2010). Learning agility: Construct whose time has come. Consulting Psychology Journal: Practice and Research, 62(2), 119-30.
Demir. S., Gürer, C., Köksal. T. & Dolu. O. (2009). Kavram oluşturma ve ölçüm (Ed. K. Böke). Sosyal Bilimlerde Araştırma Yöntemleri, 61-102. Alfa.
DeRue, D. S., Ashford, S. J. & Myers, C. G. (2012). Learning agility: In Search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology,5(3), 258-279.
DeVellis, R. F. (2017). Ölçek Geliştirme: Kuram ve Uygulamalar. Nobel.
Douglas, T., & Chandler, D. (2005). Psychologal success: When the career is calling. Journal of Organisational Behavior, 26, 155-176.
Dries, N., & Pepermans, R. (2012). How to identify leadership potential: Development and testing of a consensus model. Human Resource Management, 51(3), 361-385.
Dries, N., Vantilborgh, T., Pepermans, R., & Venneman, L. (2008). Leervermogen als metacompetentie: Ontwikkelbaarheid en loopbaanuitkomsten [Learning agility as metacompetency: Developability and career outcomes]. Gedrag en Organisatie, 21(4), 365-385.
Drinka, G. A. O. (2018). Coaching for Learning Agility: The İmportance of Leader Behavior, Learning Goal Orientation, and Psychological Safety. Doctoral Dissertation. Columbia University.
Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040-1048.
Eichenger, R. W. & Lombardo, M. M. (2004). Learning agility as aprime indicator of potantial. Human Resource Planning, 27(4), 12-15.
Everitt, B.S., Landau, S., Leese, M. & Stahl, D. (2011). Cluster Analysis. J.Wiley.
Gallard, D. & Cartmell, K.M. (2015). Psychology and Education. Abingdon: A Simple Guide and Reference Oxon. Routledge.
George, D. & Mallery, P. (2016). IBMM SPSS Statistics Step by Step. Routledge.
Goebel, S., & Baskerville, R. (2013, September). From self-discovery to learning agility in senior executives. In Third Annual International Conference on Engaged Management Scholarship.
Gravett, L. S., Caldwell, S. A. (2016). Learning Agility: The Impact on Recruitment and Retention. Palgrave Macmillan.
Gravetter, F., Wallnau, L. B. & Forzano, L. B. (2018). Essentials of Statistics for the Behavioral Sciences. CENGAGE Learning.
Hair Jr., J.F., Black, W.C., Babin, B.J. & Anderson, R.E. (2014) Multivariate Data Analysis: A Global Perspective, Pearson Education.
Howard, D. (2017). Learning Agılity in Education: An Analysıs of Pre-Servıce Teacher’s Learning Agility and Teaching Performance. Doctoral Dissertation. Tarleton State University.
Hoyle, R. H. (2012). Handbook of Structural Equation Modeling. The Guilford.
Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Hunter, J. E., & Schmidt, F. L. (1996). Intelligence and job performance: Economic and social implications. Psychology, Public Policy, and Law, 2(3-4), 447-472.
İslamoğlu, A. H. (2011). Sosyal Bilimlerde Araştırma Yöntemleri. Beta. Jonier, B. & Josephs, S. (2007). Leadership Agility. Jossey- Bass.
Karasar, N. (2018). Bilimsel İrade Algı Çerçevesi ile Bilimsel Araştırma Yöntemi Kavramlar İlkeler Teknikler. Nobel.
Kaya, A. (2019). Öğrenme Çevikliği, Öğretmen Kalitesi ve Öğretmenin Okulda Kalma Tutumuna İlişkin Öğretmen Görüşleri. Doktora Tezi. Bolu Abant İzzet Baysal Üniversitesi.
Kline, R. B. (2016). Yapısal Eşitlik Modellemesi ve Uygulaması (Çev. S. Şen, Ed.). Nobel.
Laxson, E. N. (2018). Within and Between Person Effects of Learning Agility: A Longitudinal Examination of How Learning Agility İmpacts Future Career Success. Doctoral dissertation. Colorado State University.
Lewis, J.L. (2015). Korn Ferry Four Dimensional Executive Assessment. http://static.kornferry.com/media/sidebar_downloads/KF4D_ Executive_Manual_FINAL.pdf
Lombardo, M. M., & Eichinger, R. W. (2000). High potentials as high learners. Human Resource Management, 39, 321-330.
Maviş-Sevim, F. Ö. & Alkan, M. F. (2018, Nisan). Öğrenme çevikliği öz değerlendirme ölçeğinin Türk dili ve kültürüne uyarlanması. X. Uluslararası Eğitim Araştırmaları Kongresi.
McCall, M. W. (2004). Leadership development through experience. Academy of Management Executive, 18(3), 127-130.
McCall, M. W., Lombardo, M. M., & Morrisson, A. M. (1988). The Lessons of Experience. The Free press.
McCauley, C. D., DeRue, D. S., Yost, P. R. & Taylor, S. (2014). Experience- Driven Leader Development. Wiley
Mitchinson, A., & Morris, R. (2012). Learning About Learning Agility. Center for creative Leadership.
Mumford, M. D., Marks, M. A., Zaccaro, S. J. & Reiter-Palmon, R. (2000). Development of leadership skills: Experience and timing. Psychology Faculty Publications, 64.
Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
O’Rourke, N. & Hatcher, L. (2013). A Step-By-Step Approach to Using SAS for Factor Analysis and Structural. Sas.
Ogasi. M. (2016). Assessing Learning Agility and its Relationship to Personality, Cognitive Ability, and Learning Styles. Doctoral dissertation. Northern Kentucky University.
Özdamar, K. (2017). Eğitim, Sağlık ve Davranış Bilimlerinde Ölçek ve Test Geliştirme Yapısal Eşitlik Modellemesi.
Pallant, J. (2015). SPSS Kullanma Kılavuzu SPSS ile Adım Adım Veri Analizi (Çev. S. Balcı ve B. Ahi). Anı yayıncılık.
Pituch, K. A., & Stevens, J. P. (2016). Applied Multivariate Satistics for the Social Sciences: Analyses With SAS and IBM's SPSS. Routledge.
Salkind, N J. (2017). Statistics for People Who (Think They) Hate Statistics. SAGE.
Saputra, N., Abdinagoro, S. B. & Kuncoro (2018). The mediating role of learning agility on the relationship between work engagement and learning culture. Pertanika J. Soc. Sci. & Hum. 26, 117-130.
Schermelleh-Engel, K., Moosbrugger, H. & Müler, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online 8(2), 23-74.
Schumacker, R. E., & Lomax, R. G. (2010). A beginner's Guide to Structural Equation Modeling (3rd ed.). Routledge/Taylor & Francis Group.
Seçer, İ. (2017). SPSS ve LISREL ile Pratik Veri Analizi: Analiz ve Raporlaştırma. Anı.
Smith, B. C. (2015). How Does Learning Agile Business Leadership Differ? Exploring a Revised Model of the Construct of Learning Agility in Relation to Executive Performance. Doctoral dissertation. Colombia University.
Spreitzer, G. M., McCall, M. W. & Mahoney, J. D. (1997). Early identification of international executive potential. Journal of Applied Psychology, 82, 6- 29.
Sternberg, R. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.
Stockomer, D. (2019). Quantitative Methods fort he Social Scienses: A Practical İntroduction with Examples in SPSS and Stata (e-book). Springer.
Swisher, W. (2013). Learning agility: The ‘‘X’’ factor in identifying and developing future leaders. Industrial and Commercial Training, 45, 139- 142.
Şeker, H. & Gençdoğan, B. (2014). Psikolojide ve Eğitimde Ölçme Aracı Geliştirme. Nobel.
Tabachnick, B. G. & Fidell, L. S. (2015). Çokdeğişkenli İstatistiklerin Kullanımı. Nobel.
Tavşancıl, E. (2018). Tutumların Ölçülmesi ve SPSS ile Veri Analizi. Nobel.
Wagner, R. K., & Sternberg, R. J. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. Journal of Personality and Social Psychology, 49(2), 436-458.
Wang, S., & Beier, M. (2012). Learning agility: Not much is new. Industrial and Organizational Psychology, 5(3), 293-296.
Yadav, N., & Dixit, S. (2017). A conceptual model of learning agility and authentic leadership development: Moderating effects of learning goal orientation and organizational culture. Journal of Human Values, 23(1), 40-51.
Yockey, S. D. (2015). Creation and Validation of a Research-Oriented Learning Agılity Measure. Doctoral Dissertation. Western Illinois University, macomb.