The cross‐level moderating effect of team task support on the nonlinear relationship between proactive personality and employee reflective learning
基于特质激活理论，研究了主动性人格与团队任务支持如何共同影响员工反思性学习，发现主动性人格对反思性学习有非线性影响，且团队任务支持弱时该效应更强。
Summary Reflective learning is a fundamental part of human learning and development and has attracted attention from management scholars as well as practitioners. In this study, we build on trait activation theory and investigate how proactive personality and team task support jointly influence employee reflective learning. Using a questionnaire survey, we collected data at two time points from 154 participants nested in 37 teams in five organizations in the United Kingdom. The results from multilevel analyses showed that proactive personality had a positive effect on reflective learning up to a certain point. Over and above this inflection point, this positive effect ceased to further increase. In addition, the nonlinear effect of proactive personality on reflective learning was much stronger when team task support was weak than when it was strong. The finding regarding the nonlinear relationship extends our understanding of the effect of proactive personality. The cross‐level moderating effect of team task support suggests a complementary perspective to appreciate the interactions between proactive personality and its relevant situational characteristics. Practitioners can use these findings to design effective intervention plans and facilitate employee reflective learning in specific settings and in workplace learning in general.