How daily work reflection influences exploration behaviour: A randomised field experiment

Vollständiger Abstract

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Abstract Based on the framework of the experiential learning cycle, prior research has widely assumed that reflection promotes exploration, which subsequently facilitates learning from past experiences. However, empirical evidence regarding how and when this process unfolds remains limited. Based on affective events theory, this study aims to explore how daily work reflection influences exploration behaviour through emotional mechanisms. Data were collected from 102 full‐time employees for 10 consecutive working days with experience sampling methodology. In the morning of each workday, participants were randomly assigned to one of three reflection conditions: reflecting on previous workday's success experiences, error experiences or neutral work events (i.e., the control group). Results from multilevel analyses showed that reflecting on successful working experiences had positive effects on daily exploration behaviour via increased attentiveness, whereas reflecting on error working experiences showed negative effects on daily exploration behaviour via decreased attentiveness and increased shame. Besides, performance‐prove goal orientation (PPGO) had a cross‐level moderating effect on the relationship between error experience reflection and attentiveness. That is, the negative relationship between error experiences reflection intervention and attentiveness was stronger for employees with higher levels of PPGO. Theoretical contributions and practical implications are discussed.