Learning at work by reflexivity on emotion. Definition, operationalization, and application of Reflexivity on Emotion in correctional officer cadets’ learning processes

While workplaces are traditionally portrayed as de-emotionalized, reality shows that emotions permeate organizational settings, shaping and being shaped by actions. Despite increasing attention to emotions in the workplace, their role in organizational processes, particularly learning, remains insufficiently explored. This dissertation investigates reflexivity on emotion as a metacognitive capacity that enables individuals to navigate the emotional complexity of organizations and enhance organizational learning. Part I presents a systematic literature review examining the relationship between reflexivity and emotions in the workplace. Fifteen studies were analyzed, revealing that reflexivity influences emotions when considered as its application domain, while emotions can also trigger reflexivity. Outcomes of this relationship include learning, as well as the increasing commitment to the role and identification of workers, particularly in emotionally demanding professional contexts. Part II presents two empirical studies conducted with Italian correctional officer cadets. The first study operationalized reflexivity on emotions and developed a reliable nine- item scale, validated with 609 participants. Latent Profile Analysis identified emotional- reflexive profiles associated with different levels of transfer of learning, highlighting reflexivity on emotion as a key capacity for managing workplace emotions concerning transfer of learning. The second study employed a three-wave longitudinal design with 93 correctional officer cadets to examine the effects of positive and negative emotions on transfer of learning, focusing on reflexivity on emotion as an emotion regulation mechanism. Findings indicate that reflexivity on emotion mitigates the detrimental effects of negative emotions, supporting the transfer of learning, whereas the beneficial impact of positive emotions is attenuated when reflexivity on emotion is engaged. These findings clarify the interplay between emotions and reflexivity in organizational learning and provide insights into the effective role of emotions in training contexts. The dissertation concludes by highlighting the role of reflexivity on emotion as a metacognitive capacity that supports emotion regulation and facilitates learning from emotionally challenging experiences, offering organizations a novel lens for enhancing training effectiveness and organizational learning.