This study aims to explore the relationship between learning climate, in the dimensions of learning facilitation and error avoidance, learning potential of the workplace (task-related and interactional) and innovative work behavior. Survey data were collected from a sample of 374 employees and their supervisors from an automatic food distribution company in central Italy. Structural equation models have been conducted to empirically test the hypotheses. Results showed that both dimensions of learning climate were related interactional and task-related learning potential and that task-related learning potential mediated the relationship between climate and innovative behavior. Furthermore, the climatic dimension of learning facilitation had a direct relationship with innovative work behavior. Advancing from existing organizational behavior and individual learning literature, this article contributes to extend knowledge about the role of learning climate and workplace learning potential in innovative work behavior. The findings offer guidance for organizations that aim to strengthen employee-driven innovation, highlighting the importance of learning climate and potential.

中文翻译：

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学习氛围和创新工作行为，工作场所学习潜力的中介作用

这项研究旨在探讨学习氛围，学习促进和避免错误，工作场所的学习潜力（与任务相关和互动）和创新工作行为之间的关系。调查数据来自意大利中部一家自动食品配送公司的374名员工及其上司的样本。已经进行了结构方程模型以凭经验检验假设。结果表明，学习气氛的两个维度都与交互作用和与任务相关的学习潜能相关，而与任务相关的学习潜能调节了气氛与创新行为之间的关系。此外，促进学习的气候维度与创新工作行为有直接关系。从现有的组织行为和个人学习文献出发，本文有助于扩展有关学习氛围和工作场所学习潜力在创新工作行为中的作用的知识。研究结果为旨在加强员工驱动型创新的组织提供了指导，强调了学习氛围和潜力的重要性。