This research examines the effects of learning agility on a sales workforce’s performance within an Information Technology multinational. The investigation also considers the influence learning consumption and of organisational climate, rooted in psychological safety, as a moderator of learning agility. The research was conducted in multiple sites across the globe of a Fortune 100 listed organisation, posting revenues in excess of $90 billion and employing approximately 157,000 people globally. The study uses a single case study organisation, Technologyco, to test the research question using an employee survey (n = 165) to measure learning agility, psychological safe climate and personality. Secondary research data is obtained in the form of participants’ yearlong sales performance, along with learning consumption data. Both data sources were linked to produce a comprehensive data source for analysis and recommendations for the organisation’s sales workforce. The study finds an inconclusive relationship between learning agility and performance. The study finds evidence of a positive association with the Big Five personality trait of openness to experience, including an interaction effect. Additionally, learning agility is found to be associated with the Big Five personality traits of conscientiousness and neuroticism. Finally, although no relationship is seen between learning consumption and learning agility, a positive relationship is seen between learning agility and psychological safe climate. The study, firstly, contributes to theory by furthering the understanding of the conceptualisation of the learning agility framework within a broader nomological network of related constructs. Secondly, conceptual boundaries and causal relationships in the form of individual level antecedents (i.e. openness to experience), contextual and environmental factors (i.e. psychological safe climate and learning consumption) within the learning agility framework are advanced and discussed. Thirdly, several new findings which contribute to the field are presented through empirical evidence including the influence of associated variables (individual-level antecedents and contextual factors) on learning agility in relation to longitudinal performance. Exploratory analyses are used to better understand the data and the organisational context in which the results occurred. Finally, directions for future research are discussed along with the practical implications of this study for consideration.