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

• Zhenjiao Chen

  Beijing Institute of Technology

• Ding-tao Zhao

  University of Technology and Science of China

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.

1. Zhenjiao Chen, Beijing Institute of Technology
   School of Management and Economics

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