A Three‐way Interaction Model of Innovative Behavior, Task‐Related Learning, and Job Characteristics

This study investigates the circumstances under which the task‐related learning potential of the workplace (T‐LPW) fosters employees' innovative work behavior (IWB) by testing the moderating role of job characteristics. A cross‐sectional design survey was conducted among 391 employees of an Italian vending enterprise, and multiple regression analysis was performed to test the hypotheses. The results indicate a positive relationship between T‐LPW and IWB, and it is strengthened in cases of high autonomy and high task significance. Furthermore, the combined presence of both conditions has a greater impact, underlining the existence of a three‐way interaction. The main contribution of this study is to provide empirical evidence of the value of work‐based learning processes in enhancing individual innovation, underlining how specific conditions can influence the link between learning and innovative behaviors. This article adds to a more complex understanding of innovation by highlighting the relevance of the simultaneous interplay of contextual and personal factors.