Higher levels of learning adaptability at work are expected to help performance when individuals encounter an unfamiliar environment, such as during organizational entry. However, little is known about how and when newcomer learning adaptability drives innovative behaviors. Drawing on and extending individual adaptability theory, we propose that two mediating mechanisms, positive framing and task mastery, may transmit the effect of learning adaptability on innovative behavior, with supervisor's tendency to avoid uncertain situations posited as a boundary condition. The proposed hypotheses were tested using multi-source, multi-wave data from three companies. We found that learning adaptability indirectly impacts innovative behavior via positive framing but not via task mastery. In addition, supervisor uncertainty avoidance moderated the relationship between learning adaptability and positive framing, and task mastery moderated the relationship between positive framing and innovative behavior, supporting a pattern of moderated mediation, such that the indirect relationship between learning adaptability and innovative behavior via positive framing was more positive when both moderators were low. The research findings are discussed in terms of implications for socialization research and practice.

中文翻译：

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适应学习的新人如何以及何时进行创新？检查机制和限制

当个人遇到不熟悉的环境时，例如在进入组织期间，更高水平的工作学习适应性将有助于提高绩效。然而，人们对新手学习适应性如何以及何时推动创新行为知之甚少。借鉴和扩展个体适应性理论，我们提出两种中介机制，积极框架和任务掌握，可以传递学习适应性对创新行为的影响，并将主管避免不确定情况的倾向作为边界条件。使用来自三个公司的多源、多波数据对提议的假设进行了测试。我们发现学习适应性通过积极框架而不是通过任务掌握间接影响创新行为。此外，主管不确定性规避调节了学习适应性和积极框架的关系，任务掌握调节了积极框架和创新行为的关系，支持了一种有调节的中介模式，使得通过积极框架的学习适应性和创新行为之间的间接关系更加积极当两个主持人都低。研究结果在对社会化研究和实践的影响方面进行了讨论。因此，当两个调节器都较低时，通过积极框架的学习适应性和创新行为之间的间接关系更为积极。研究结果在对社会化研究和实践的影响方面进行了讨论。因此，当两个调节器都较低时，通过积极框架的学习适应性和创新行为之间的间接关系更为积极。研究结果在对社会化研究和实践的影响方面进行了讨论。