As organizations become more complex and dynamic, individuals' ability to learn from experience becomes more important. Recently, the concept of learning agility has attracted considerable attention from human resource professionals and consultants interested in selecting on and developing employees' ability to learn from experience. However, the academic community has been largely absent from this discussion of learning agility, and the concept remains ill defined and poorly measured. This article presents a constructive critique of the existing literature on learning agility, seeks to clarify the definition and conceptualization of the construct, and situates learning agility within a broader nomological network of related constructs. We conclude by discussing several important directions for future research on learning agility.

This article responds to and extends the commentaries offered in response to our focal article on learning agility. After summarizing the basic themes in the commentaries, we use this response to clarify points that were unclear in our original article and push back on certain points raised in a few of the responses. In particular, we reframe the rigor–relevance debate from an “either–or” to a “both–and” discussion, clarify the relationship between learning agility and ability to learn, explain how learning agility in organizations moves beyond cognition, and describe how exchanges such as the one we have collectively engaged in here are central to progressing the scientific study on learning agility and its effective use in practice.

In this article, we discuss how the fields of diversity in organizations and cross-cultural work psychology can benefit from greater attention to and integration with each other as well as more clarity regarding the distinctions between them. We first present—each in our own voice and from our individual perspective—past and current issues in the two respective areas. We then jointly identify and discuss key areas of commonality and difference between diversity and cross-cultural work psychology in theory, research, and practice. Subsequently, we point to ways the two fields might learn and benefit from each other's approaches and perspectives. We consider issues such as the interplay between culture and diversity, the dual impact of individuals on groups and vice versa, and the role of identity as an organizing principle in group diversity. Overall, this article provides illustrative examples of the benefits of more exchange and dialogue between the fields.