Mettl Learning Agility Assessment (Entry Level)

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Report Version as on:
Finish State: Normal
Registration Details
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First Name: Sample
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How to Interpret the Report?
When interpreting the results, it is important to remember that the scores are not good or bad. Since the results are based on one's own view of behavior, the accuracy of results depends upon both honesty and self-awareness while taking the test.

Learning Agility Assessment

The report is designed to help the respondent as well as the line manager to understand competencies and the preferred learning style of the respondent. This report is easy to interpret, and it is organized into three sections:

• Learning Agility competencies: The section explains whether the respondent possesses essential competencies which will predispose the respondent to learn new things faster than others. 

• Learning Dimensions: This section describes the three major dimension of the learning process – speed, variety and depth. It also explains the behavior displayed by someone scoring high on all the three dimensions.  

• Learning Preference: This section describes the preferred learning approach of the respondent in a learning situation. This will help the candidate as well as the reporting manager to design and optimize the learning process more effectively.

Overall Learning Agility Score

Overall score is based on competency scores only. The scores of learning dimensions and learning preference are not included in overall learning agility score. 

Use of Response Styles

The ideal response style is “Genuine” and it is recommended for further analysis. However, if any candidate’s response style displays Social Desirability, he/she needs to be considered with caution.

We do not recommend candidates who display Extreme Responding/Central Tendency/Careless Responding as they indicate that the candidate has not attempted the assessments in the desired manner, and that interferes with an understanding of his/her personality since it would not evoke genuine responses from the candidate's answers. This, in turn, is expected to interfere with the proceeding decisions, so the candidate may be considered for a re-test. Such cases are usually not considered for a statistical/detailed analysis of scores if required further.
Response Style: Genuine

Explanation of response style:

Genuine: No concerns or red flags just based on response style of candidate.

Social Desirability: If more than 75% of the questions are answered in a manner that indicates an attempt to appear in a falsely positive light or seem ‘socially desirable’.

Extreme Responding: If more than 75% of the questions are answered in a manner that indicates that an individual agrees with the statements at the lower and higher end consistently.

Central Tendency: If the middle response (‘neutral’) is selected more than 30% of the time.

Careless Responding: If more than 95% of the responses selected are from the same direction (i.e. if the candidate selected ‘most like me’ or ‘like me’ from the right-side statement or from the left-side statement alone).

Level of Agility
Values shown in above chart are sten scores
Low Moderate High

Moderate Agility

Evaluation of Competencies
Values shown in above chart are sten scores
Low Moderate High
Inquisitiveness: Moderate

Somewhat likely to try various ways to seek unique solutions to situations rather than settling for tried and tested solutions. Somewhat likely to possess a high thirst for knowledge and may at times be intrinsically driven to gather information from others. May at times inquire, ask questions and become relentless in finding out the answers. At times look for opportunities that provide new information to be added to one’s knowledge. Moderately likely to be curious to seek out answers to one's questions. Likely to engage and interact with others to keep oneself up to date with the current learning trends.

Open Mindedness: Moderate

Somewhat likely to have an open mindset and may at times be willing to consider and accept new ideas. Sometimes seeks feedback from others and incorporates them to improve learning, and may at times get disheartened by negative feedback. Somewhat likely to display readiness to learn something new by welcoming novel and challenging situations. May at times display willingness to try new things beyond routine work related activities.

Drive for Mastery: Moderate

Moderately willing to gain required knowledge to excel and become a master in a particular field. May be ready to take up new challenges to learn and grow. Somewhat likely to proactively work towards achieving one's learning goals and take accountability to accomplish them. Will be moderately self-motivated to improve one's knowledge and abilities.

Planning and Organization: High

More likely to take an organized approach towards learning by defining goals clearly and by creating a timeline for completion. More likely to keep a check on the timelines and monitor progress towards one's work, on a regular basis. More likely to take a step-wise approach and refrain from short-cuts. Likely to establish a framework to accomplish one's learning milestones and accordingly prioritize tasks to meet them.

Focus and Perseverance: Moderate

Likely to display moderate degree of commitment to one's learning goals and is fairly determined to achieve them. May at times confront the obstacles one encounters during the learning process, and occasionally overcomes them despite repeated failures. Likely to remain optimistic, persistent and unaffected by failure, which may occur while learning new things. May at times take necessary action to overcome the hurdles.

Fluid Intelligence: Low

Unlikely to have the ability to quickly identify patterns and the logical rule underlying those patterns to arrive at solutions. May not be able to gather work related information quickly from various sources. May not be able to to learn and absorb information to solve problems. May not be creative in thinking and in integrating data logically to arrive at solutions.

Values shown in above chart are sten scores
Speed of Learning: A person who scores high on this dimension can learn quickly. He/she has an organized approach, takes right direction, follows through, and makes the corrections necessary to stay on track to achieve the learning goals. Such a person is always able to achieve the learning goals timely, despite the barriers or difficulties. He/she could work effectively in roles which demand in-time solutions and delivery in a short span of time.

• Variety of Learning: A person who scores high on this dimension is oriented towards learning varied subjects/ topics and does not limit oneself to a single perspective. Such a person is inclined towards seeking feedbacks, especially when he/she is primarily learning from peers, subordinates or seniors. He/she could work effectively in roles which demand variety and are boundaryless.

• Depth of Learning: A person who scores high on this dimension is oriented towards in-depth learning to gain a deep comprehension of concepts and its application. Such a person is more interested in becoming a master/expert in the subject/topic. He/she could work effectively in roles which demands expertise and specialization.
Learn from Mentors


Highly Preferred


Prefer to learn from experienced people like mentors or coaches.

How to Facilitate Learning

• Pair the candidate with a more experienced member of the team (Coach/Mentor)
• Candidate should shadow their Coach/Mentors or meet with them regularly.
• With the coach, the candidate can choose the activities. Then he/she can prepare a presentation, meeting or conversation or for example set up a tight schedule with the coach.
• Afterwards, the coach will evaluate the status of attainment of learning goal set by both.

Classroom Learning


Moderately Preferred


Prefer to learn from an instructor in formal classroom setting.

How to Facilitate Learning

• Provide the chance to attend formal training, workshops and programs.
• Provide opportunities to go to conferences/workshops or attend various academic programs offered from reputed institutions.

Self Learning


Moderately Preferred


Prefer to self learn with e-learning resources.

How to Facilitate Learning

• Provide challenging assignments which requires self learning and delivering project outcomes.
• Provide e-learning opportunities like microlearning, just-in-time learning (small and informal self-directed learning experience) designed to meet an extended learning goal.
• Provide the opportunity to learn from tiny chunks of information in short bursts of time.
• Provide the opportunity to design self- learning schedules.

Test Log