Abstract
ABSTRACT This study investigates explicit and tacit knowledge acquisition influences on group reflexivity and innovation behaviour in small and medium-sized enterprises (SMEs) and examines how relationships are moderated according to learning climate types, for example, structured or autonomous. This study provides a strategic view on how to link group reflexivity to innovative behaviour, according to learning climate types in SME contexts. Data were derived from participants employed in SMEs, enrolled in the Human Resource Development Council, and registered as panel informants of Korea research. In the hypotheses model, 335 responses were analysed, and group comparison analysis between structured and autonomous learning climates extracted 162 and 155 responses, respectively. The results show that tacit knowledge acquisition relates more highly than explicit knowledge to all relationships in promoting group reflexivity and innovative behaviours. Mediation effects strengthen under autonomous learning climates and disappear under structured learning climates.
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