When and how employees learn: The effect of task conflict on learning behavior

Zhenjiao Chen1, Ding-tao Zhao2
1School of Management and Economics, Beijing Institute of Technology, People’s Republic of China
2University of Technology and Science of China, People’s Republic of China
Cite this article:  Chen, Z., & Zhao, D. (2012). When and how employees learn: The effect of task conflict on learning behavior. Social Behavior and Personality: An international journal, 40, 47-54.

Volume 40 Issue 1 | e2386 | Published: January 2012 | DOI: https://doi.org/10.2224/sbp.2012.40.1.47

Abstract
Full Text
References
Tables and Figures
Acknowledgements
Author Contact
In this paper the information perspective was adopted to explore how and when task conflict affects employees’ learning behavior. A total of 170 employees in China completed a survey and it was found that task conflict increases learning behavior through information elaboration. More interestingly, the positive relationship between task conflict and information elaboration is significant only when task reflexivity is high, and not when it is low. Furthermore, the positive and indirect effect of task conflict on learning behavior is significant only when task reflexivity is high, and not when it is low. Theoretical and practical implications of these findings are discussed.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.