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This study conceptualized exploratory and exploitative learning as distinct team-level activities, constructed measures of them, and examined their relationships with psychological safety, task conflict, and team performance. Structural equation analysis in a sample of 142 innovation project teams indicated that psychological safety was linearly and nonlinearly related to team exploitative and exploratory learning, respectively; whereas task conflict positively moderated the relationship between psychological safety and exploitative learning. Furthermore, exploratory and exploitative learning were additively related to team performance, as rated by team managers, and mediated its relationship with psychological safety. The findings contribute to understanding how and under what conditions organizational teams engage in exploratory and exploitative learning to maximize their performance.

This study developed and tested a model that posited employability and job performance as intervening variables in the relationship between receipt of mentoring and career success. Participants were 207 information technology (IT) professionals employed in small and medium-sized enterprises (SMEs) in three European countries. Mentoring receipt was related to both employability and job performance. Employability mediated the relationship of mentoring receipt with objective and subjective career success, as well as its relationship with job performance. The findings indicate that receipt of mentoring is connected to job performance, a link that has hitherto lacked empirical evidence. In addition, they suggest a pivotal role for employability in the relationship of mentoring receipt with job performance and career success. Overall, this study helps unveil the mechanism through which mentoring affects career outcomes. Moreover, it shows that the benefits of mentoring hold outside the context of large corporations.