个人领导力是当今招聘和选拔中最有价值的素质之一。领导力在某种程度上是通过经验获得的，但从过往经验中吸收、总结、继而转移到新项目的能力是不同的。近年来，工作岗位轮换的重要性众所周知，任务的复杂多变对员工、管理者以及组织提出了更高要求。因此，管理者需要反思自己在实际管理中的领导行为，从中吸取教训，灵活、迅速地对当前任务进行变革或转换到全新领域，完善自己的领导行为。本研究包括两个子研究，使用解释性序列混合研究设计的范式，以目标导向理论和目标设置理论为基础，从学习敏锐度、主动性人格、领导行为等变量入手，探究学习目标导向对个体领导行为的影响。

研究一以问卷调查法对模型进行检验。首先对学习敏锐度量表进行双向互译，经过 45名心理测量学研究生被试的预测验结果和建议修改量表；再采用三波纵向问卷调查，从多种职业、管理层级的被试群体中，收集到 1048 份问卷，有效问卷 789 份。第一轮测量了被试的人口学信息、学习目标导向和主动性人格；第二轮测量了学习敏锐度；第三轮测量了领导行为。采用 SPSS 26.0、Mplus 8.0 和 Process 插件进行数据分析。研究二采用半结构化访谈对研究一结果进行补充解释。以 6 道开放式问题，对不同组织中 7 名员工、6 名初级管理者、10 名中级管理者和 7 名高级管理者进行访谈，通过了解职工突出体现领导力的经历、对自我和他人领导力的行为评价指标、对目标导向的倾向性以及学习敏锐度的看法，丰富了实际工作环境中有效的领导行为种类及其他可能的影响因素。

研究一结果表明，学习目标导向显著正向影响学习敏锐度；学习敏锐度显著提升其领导行为的产生；学习目标导向显著正向影响学习敏锐度，进而促进领导行为的涌现；主动性人格在学习敏锐度和领导行为之间起到了显著的正向调节作用；主动性人格正向调节学 习敏锐度在学习目标导向和领导行为之间的中介作用；主动性人格在管理层和非管理层的 调节作用不同。研究二结果表明，在工作中目标的设立倾向对领导行为显露形式的影响存 在差异，且发现学习敏锐度在不同主动性人格水平上对领导行为表现的影响也存在不同。

本研究探索了学习目标导向通过学习敏锐度影响领导行为的内在机制，以及主动性人格的调节作用，丰富了领导行为的影响因素及其展现形式，对个人和组织发展领导力具有 借鉴意义。

Personal leadership is one of the most valuable qualities in recruitment and selection today. Leadership is acquired to some extent through experience, but the ability to assimilate from past experience and then transfer it to new projects is different. The importance of job rotation is well known in recent years, and the complexity and variety of tasks places greater demands on employees, managers and organisations. Managers therefore need to reflect on their leadership behaviour in practical management, learn from it, and improve their leadership behaviour by being flexible and quick to make changes to current tasks or shift to completely new areas. This study includes two sub-studies using an explanatory mixed method design, based on goal orientation theory and goal setting theory, to explore the impact of learning goal orientation on individual leadership behaviour, starting with the variables of learning agility, proactive personality and leadership behaviour.

Study one tested the model using a questionnaire approach. A two-way interpreter of the learning agility scale was first conducted, and the scale was modified after pretest results and suggestions from 45 psychometric graduate student subjects; then a three-wave longitudinal questionnaire was used to collect 1048 questionnaires with 789 valid questionnaires from a group of subjects at multiple occupational and management levels. Wave 1 measured demographic information, learning goal orientation and proactive personality of workers; Wave 2 measured learning agility; and the third wave measured leadership behaviour. SPSS 26.0, Mplus 8.0 and Process plug-in were used to analyse the data. Study 2 used semi-structured interviews to supplement the interpretation of the results of Study 1. Using six open-ended questions, seven employees, six junior managers, ten middle managers and seven senior managers in different organisations were interviewed to enrich the types of effective leadership behaviours and other possible influencing factors in the actual work environment by understanding workers' experiences that highlight leadership, behavioural indicators to evaluate self-leadership and IIleadership of others, perceptions of their propensity for goal orientation and learning acumen.

The results of Study 1 show that: learning goal orientation significantly and positively influences learning agility; learning agility significantly enhances the emergence of leadership behaviours; learning goal orientation significantly and positively influences learning agility, which in turn facilitates the emergence of leadership behaviours; proactive personality plays a significant positive moderating role between learning agility and leadership behaviours; proactive personality positively moderates the role of learning agility in mediating the relationship between learning goal orientation and leadership behaviours. The mediating role between learning goal orientation and leadership behaviour. The moderating role of proactive personality differs between management and non-management. The results of Study 2 indicate that there is variation in the tendency to set goals at work on the manifestation of leadership behaviour, and that learning agility is found to differ across levels of proactive personality in relation to leadership behaviour.

This study explores the mechanisms underlying the influence of learning goal orientation on leadership behaviour through learning agility, and the moderating role of proactive personality, enriching the influences and manifestations of leadership behaviour, with implications for individual and organisational leadership development.