Individual competencies driving innovative work behavior in generative AI–enabled environments: AI literacy, expertise and metacognition

Purpose Drawing on innovation diffusion theory, this study examines how AI literacy (AIL) promotes innovative work behavior (IWB) in generative AI–enabled work environments and investigates the moderating roles of occupational expertise and metacognition. Design/methodology/approach This study examines the individual competencies that shape IWB in generative GAI–enabled work environments. Data were collected through an online survey using a stratified sampling method targeting employees with experience using GAI at work. A total of 600 valid responses were analyzed using hierarchical and moderated regression analyses. Findings The results of the analysis demonstrate that AIL has a positive effect on IWB. Moreover, this effect was moderated by both occupational expertise and metacognition. Specifically, the positive impact of AIL on IWB was stronger among individuals with higher occupational expertise. Similarly, the effect of AIL on IWB was amplified among those with higher metacognition levels. These findings have theoretical and practical implications for research and practice in organizational behavior, human resource management and human resource development. Originality/value This study makes a significant contribution to the relevant research field by identifying individual competencies that enhance employees' IWB in GAI-enabled work environments. Specifically, by highlighting the roles of AIL, occupational expertise and metacognition, this study provides a theoretical foundation for understanding how individual competencies influence IWB. Beyond its theoretical contributions, this study also offers practical guidance for managers and policymakers by suggesting strategies for talent development, selection and placement to promote sustainable growth and maintain a competitive advantage.