Moderating role of leadership effectiveness in learning–innovation relationship

Purpose This study investigates the interactive effects of leadership effectiveness and organizational learning on workplace innovation within US federal agencies. Design/methodology/approach It uses data from the 2024 Federal Employee Viewpoint Survey and ordinary least squares regression to estimate the regression coefficients. Findings The results show that both leadership effectiveness and organizational learning are positively associated with workplace innovation. The interaction term is statistically significant, indicating that leadership effectiveness amplifies the effect of learning on innovation. Practical implications Findings suggest that federal agencies should invest in leadership development and learning infrastructure to foster innovation. Engagement strategies and decentralized innovation processes are recommended to overcome bureaucratic inertia and enhance responsiveness. Originality/value The study contributes to organizational theory and public administration by drawing on contingency explanations and moving beyond additive models to highlight the relational and contextual nature of innovation in bureaucratic settings.