随着中国经济发展进入新常态，经济增长面临着巨大压力。传统的以要素 和投资规模为主的发展动力在不断减弱，粗放型的经济增长方式难以为继。因 此，迫切需要依靠创新驱动打造经济发展的新引擎、培育新的经济增长点进而 提升我国经济发展的效率和质量。作为国民经济的基本单位，企业是创新的主 力军，激发其创新活力是实现创新驱动发展模式的关键。创新是对未知领域的 探索，其本质使得企业在创新过程中面临不确定性和风险性，失败常有发生。 如何在创新失败中进行有效学习是当下企业普遍面临的问题。员工作为企业的 基本构成单位，是企业失败学习行为的主体，忽略员工失败学习行为探讨企业 如何从失败中学习将注定是“无源之水，无本之木”。 由于创新的风险性和复杂性，企业常常以团队形式开展创新活动，这使得 员工在创新失败学习时，既受到自身因素的作用，又受到所在团队的影响。因 此，需要综合考虑团队与个人多层面因素才能与企业实际情况贴近，从而有效 促进员工开展失败学习活动。在企业创新失败情境下，领导者如何通过自身行 为对团队和个体层面因素施加影响，进而促进员工从企业创新失败中有效学习， 既任重道远又极富价值。 近年来，领导力理论逐步将多层次视角融入到研究之中。变革型领导阵营 走在这个议题的前沿（蔡亚华，2013）。自从Kark和Shamir（2002）将变革型 领导行为划分为聚焦于团队层和聚焦于个体层之后，有关双层次变革型领导与 员工行为关系的研究成为了企业界和学术界的前沿问题之一。然而，创新失败 情境下，作为企业失败学习基本单元，员工失败学习行为与双层次变革型领导 关系及二者间作用机制的研究却极为匮乏。 基于上述背景，本研究在创新失败情境下，从社会认知理论出发，结合领 导力理论、组织支持感理论和组织学习理论探寻员工失败学习行为的形成机制。 围绕两条主线：个体导向的变革型领导——组织支持感——员工失败学习行为， 以及团队导向的变革型领导——团队心理安全感——员工失败学习行为，重点 关注双层次变革型领导在不同层面对员工失败学习行为的影响、影响机制（组 织支持感与团队心理安全感的中介作用）以及影响过程中的边界条件（传统性 的调节作用）等三个问题。针对上述问题，本研究运用问卷调查法获取了92 个团队的478份有效问卷，综合运用SPSS21.0、LISREL8.8以及HLM6.0等软 件对数据进行分析和实证检验。本研究主要研究结论为： （1）在创新失败情境下，个体导向的变革型领导与团队导向的变革型领导 II 均对员工失败学习行为产生显著的正向影响。 （2）个体导向的变革型领导行为对组织支持感产生显著的正向影响，组织 支持感对员工失败学习产生显著的正向影响，组织支持感在个体导向的变革型 领导和员工失败学习行为之间具有中介作用。 （3）团队导向的变革型领导对团队心理安全感产生显著的正向影响，团队 心理安全感对员工失败学习行为产生显著的跨层次正向影响，团队心理安全感 在团队导向的变革型领导与团队成员失败学习行为之间具有中介作用。 （4）传统性在个体导向的变革型领导与员工失败学习行为间具有负向调节 作用，传统性在组织支持感与员工失败学习行为间具有负向调节作用。 本研究基于现有理论研究空白，综合运用社会认知理论、领导力理论、社 会交换理论和组织学习理论，针对理论界与实践界共同关注的热点问题——如 何从失败中有效学习，构建双层次变革型领导对员工失败学习行为影响机制的 概念模型。研究结论能够丰富和完善现有理论研究，创新之处具体如下： （1）整合领导力理论与组织学习理论，探讨了变革型领导对员工失败学习 行为的多层面影响，既丰富了不同层面的变革型领导与失败学习的研究，又加 深了对变革型领导与员工失败学习行为关系的理解。 第一，本研究聚焦于个体层面的失败学习行为，在区分个体、团队和组织 三个不同层面失败学习行为特征的基础上，对员工失败学习行为的产生过程进 行了深入分析，丰富了失败学习行为不同层面的研究。 第二，本研究将双层次变革型领导与员工失败学习行为纳入到一个模型中， 从不同层面探寻变革型领导对员工失败学习行为的促进作用，以突破现有研究 仅关注单一层面的局限。本研究在丰富了领导力多层面研究的同时，也系统而 深入地剖析了变革型领导行为对员工失败学习行为的影响。 （2）从社会信息加工视角出发，探讨了变革型领导对员工失败学习行为的 跨层影响机制模型，深化了员工失败学习行为的形成机制研究。 本研究在领导力理论的基础上整合社会信息加工理论，构建了变革型领导 对员工失败学习行为的跨层影响机制模型。研究结论更加系统深入地阐释了变 革型领导影响员工失败学习行为的路径，有助于深入理解员工失败学习的形成 过程，进一步深化了员工失败学习行为形成机制的研究。 （3）将传统性纳入研究框架之中，推动了失败学习行为本土化研究的同时， 也丰富了变革型领导有效性的研究。 第一，将表征中国传统文化的传统性纳入到影响路径中，将其与领导行为、 员工心理认知与失败学习行为相融合，识别出传统性在个体层面变革型领导与 员工失败学习行为间以及组织支持感与员工失败学习行为间的负向调节作用， III 有效地推动了失败学习行为本土化的研究。 第二，本研究将员工个人因素——传统性纳入到变革型领导与员工失败学 习行为的研究中，明确了变革型领导行对员工失败学习行为影响过程中的边界 条件，进一步丰富了变革型领导有效性的研究。 关键词： 双层次变革型领导，组织支持感，团队心理安全感，员工失败学习行为， 传统性，创新失败 IV Abstract Economic growth has been under tremendous pressure as China's economic development enters a new normal. The traditional development momentum dominated by factors and investment scales is waning, which also means that extensive growth mode is now unsustainable. Therefore, in order to enhance the quality and efficiency of China's economic development, it is especially urgent to rely on innovation to drive a new engine and foster new economic growth points. As basic units of social economy, enterprises are the main force of innovation, so stimulating their innovation vitality has become the key to achieve the innovation-driven development. However, innovation is a process of exploring of the unknown, whose essence makes enterprises always face uncertainty as well as risk during the innovation, and failure often occurs. Under this ground, how to learn from the failure of innovation effectively turns to be a common problem. Being the basic constituent unit of enterprises, employees are the behavior subjects of learning behavior from failure at the macro level of enterprises. So, it is destined to be things without foundation when discussing learning from failure without taking employees’ behavior into account. Due to the risk and complexity of innovation, enterprises often carry out innovation activities in the form of teams, which makes employees participating in the innovation affected both by factors of their team and themselves. Therefore, comprehensive consideration of team and individual multi-faceted factors is needed to make the study be closer to the actual situation of enterprises, thus to promote employees to carry out learning from the failure activities effectively. Therefore, in the context of enterprise innovation failure, in order to promote employees to learn from failure effectively, leaders should take responsibilities on how to influence team and individual factors through their leadership behavior. It is also meaningful and valuable. Leadership theory has gradually taken its focus on integrating multiple perspectives. The transformational leadership is at the forefront of this topic (Cai Yahua, 2013), Kark and Shamir (2002) divided transformational leadership behaviors into the following two types, one of which is focusing on the team level, while the other is focusing on the individual level. And after this division, study on V relationship between dual-level transformational leadership and employee behavior has become one of the forefront issues both in the corporate and academic world. However, existing research has paid little attention to the relationship between dual-level transformational leadership and employees’ learning behaviors from failures, neither the action mechanism between them. Based on the above background and in the context of innovation failure, this paper explores the formation mechanism of employees’ learning behaviors from failures, on basis of social cognitive theory, leadership theory, perceived organizational support theory as well as organizational learning theory. Taking individual-focused transformational leadership-perceived organizational support- employees’ learning behaviors from failures, and transformational leadership team-focused-team psychological safety-employees’ learning behaviors from failures as the two main lines, this paper has paid attention to the three issues including the influence of dual-level transformational leadership on employees’ learning behaviors from failures at different levels, the mechanis