The present study examines a model linking perceived information sharing as a Human Resource Management practice to employee innovative work behavior, using survey data collected from 756 employees of a military organization. Work‐based learning, challenging tasks, and organizational commitment were used as factors that could account for the relationship between information sharing and innovative behavior. Using structural equation modeling, findings indicated that information sharing had a positive relationship with task‐related and interactional dimensions of work‐based learning. Task‐related learning had a positive relationship with innovative behavior through challenging tasks while interactional learning had an indirect, positive relationship to innovative behavior via organizational commitment and challenging tasks. This article contributes to extend knowledge about the role of information sharing and work‐based learning in innovative work behavior. It also breaks new ground by uncovering potential antecedents of innovative behavior in military organizations.

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This study examines the extent to which proactive goal generation is a self‐regulatory mechanism that explains how individual and contextual factors influence employee innovative work behaviour. Specifically, it is proposed that learning goal orientation (LGO), psychological climate for innovation, and task variety positively and indirectly influence innovative behaviour via proactive goal generation activities, namely envisioning and planning. Additionally, LGO is expected to positively moderate the planning–innovation link. Based on data collected at two points in time on a sample of 107 employees from 12 small Italian enterprises, we found that envisioning and planning mediated the positive impact of LGO, psychological climate for innovation, and task variety on innovative behaviour. Furthermore, the relationship between planning and innovative behaviour was stronger when LGO was higher. Theoretical and managerial implications of these findings are discussed. Practitioner points Individual engagement in proactive goal‐regulatory activities is an important driver of workplace innovative behaviour. It is hence worthwhile for managers to provide employees with practical tools and guidelines to develop their proactive goal‐setting and goal‐planning skills. Learning goal orientation, psychological climate for innovation, and task variety indirectly shape innovative work behaviour by affecting envisioning and planning processes. In order to increase employees' motivation to engage in proactive goal generation tasks, managers should thus promote the development of a change‐oriented work environment, ensure an adequate amount of variety in the execution of work activities, and retain and develop a learning‐oriented workforce. Learning goal orientation is a boundary condition associated with planning's effects on innovative behaviour. Managers should hence emphasize skill development and the use of flexible approaches in the execution of plans and tasks.

Organizations have increasingly recognized that employee innovation-defined as the intentional generation, promotion, and implementation of new and useful ideas aimed at benefiting role performance, the group, or the organization (West & Farr, 1990)-is a critical resource for ensuring effectiveness, growth, and continuous development in rapidly changing and uncertain environments (Hammond, Neff, Farr, Schwall, & Zhao, 2011). Employee innovation entails in-role and extra-role components (Poto nik & Anderson, 2016) because it can either be part of the prescribed work tasks or go beyond formal role descriptions (West, 2002). Considering the significance of employee innovation, a vast body of research has identified a range of affective and motivational drivers that can have energizing effects on employees' engagement in innovative endeavors, such as positive affect, intrinsic motivation, job satisfaction, and psychological empowerment (for a recent review, see Anderson, Poto nik, & Zhou, 2014). Theories and research on organizational commitment have emphasized affective commitment as a critical motivational force binding individuals to effective courses of action that sustain the organization and its goals (Meyer & Herscovitch, 2001; Solinger, Van Olffen, & Roe, 2008). However, prior empirical research has yielded contradictory findings on the relationship between affective commitment and employee innovation (Vinarski-Peretz, Binyamin, & Carmeli, 2011), with some studies finding positive effects and others reporting non-significant effects (e.g., Thompson & Heron, 2006). These premises thus underscore the importance of further research to illuminate how organizations can ensure that highly committed employees are motivated and enabled to perform innovatively in the workplace. To address this issue, our study aims to test a multilevel moderation model in which participative leadership acts as a key team-level h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / j wo p

Nurse managers may increase support perceptions and commitment among their staff by rewarding their contributions and caring about their well-being, as well as concentrating on training strategies that improve work-related skills.