The relationship between anger and learning from failure: The moderating effect of resilience and project commitment

Wang, Wenzhou; Chen, Xiaoxuan; Ning, Gengmiao; Wang, Yijie; Song, Shanghao

doi:10.1007/s12144-022-03330-5

Cited by 10 publications

(19 citation statements)

References 55 publications

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“…This perspective enriches the broader understanding of how emotions influence the learning process. Furthermore, our results amplify and complement the work conducted by Wang et al . (2023).…”

Section: Discussionsupporting

confidence: 92%

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CEO anger: a catalyst for error recognition and learning

Olson,

Parayitam,

Cristofaro

et al. 2023

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PurposeThis paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its strategic implications.Design/methodology/approachA double-layered moderated-mediated model was developed and tested using data from 744 Chinese CEOs. The psychometric properties of the survey instrument were rigorously examined through structural equation modeling, and hypotheses were tested using Hayes's PROCESS macros.FindingsThe findings reveal that anger is a precursor for recognizing the value of significant errors, leading to a positive association with learning behavior among top management team members. Additionally, the study uncovers a triple interaction effect of anger, EM culture and supply chain disruptions on the value of learning from errors. Extensive experience and positive grieving strengthen the relationship between recognizing value from errors and learning behavior.Originality/valueThis study uniquely integrates affect-cognitive theory and organizational learning theory, examining anger in EM and learning. The authors provide empirical evidence that anger can drive error value recognition and learning. The authors incorporate a more fine-grained approach to leadership when including executive anger as a trigger to learning behavior. Factors like experience and positive grieving are explored, deepening the understanding of emotions in learning. The authors consider both negative and positive emotions to contribute to the complexity of organizational learning.

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Section: Discussionsupporting

confidence: 92%

“…However, it is noteworthy to acknowledge the potential contrasts in the findings presented by Wang et al. (2023).…”

Section: Theoretical Underpinnings and Hypotheses Developmentmentioning

confidence: 78%

CEO anger: a catalyst for error recognition and learning

Olson,

Parayitam,

Cristofaro

et al. 2023

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“…Our sample consisted of technicians and engineers who worked collaboratively in teams to provide innovative information technology systems for corporate clients. As its use in prior work indicates (Nguyen et al , 2022; Wang et al , 2022; Zhao et al , 2022), this type of setting provides an appropriate research context for our study of subordinate learning from failure to achieve innovation, for several reasons. First, high-technology firms typically focus on updating previous products and developing innovative products to stay competitive in the market (Nguyen et al , 2022).…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, the April 2011 edition of the Harvard Business Review identified learning from failure as key to ensuring enterprise operation and management. Therefore, as a valuable phenomenon within organizations, learning from failure has attracted growing attention from scholars (Nguyen et al , 2022; Wang et al , 2022; Wilhelm et al , 2019; Zhao et al , 2022).…”

Section: Introductionmentioning

confidence: 99%

No big deal: how leader self-deprecating humor influences subordinate learning from failure

Wang

Yang

Liu

et al. 2023

JKM

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Purpose Based on social information processing theory, this paper aims to explore how and when leader self-deprecating humor may spark subordinate learning from failure. The authors cast perspective taking as a novel explanatory mechanism for this indirect effect, and further consider leader–member exchange as a boundary condition of the relationship. Design/methodology/approach The authors tested the hypotheses by conducting a multiwave and multisource survey of 604 members from 152 teams in a Chinese high-technology company. Findings Results of multilevel path analyses demonstrate that leader self-deprecating humor positively influences subordinate learning from failure via perspective taking. Further, this mediation effect is stronger at higher levels of leader–member exchange. Research limitations/implications This study contributes to the theoretical understanding of the relationship between leader self-deprecating humor and subordinate learning from failure. However, the research design was not longitudinal or experimental, and thus the authors were unable to make strong inferences about absolute causality. Practical implications The work yields useful insights for practitioners aiming to encourage subordinates to learn from failure. Originality/value This study provides evidence that leader self-deprecating humor can stimulate subordinate learning from failure via perspective taking, and the indirect effect is further strengthened by leader–member exchange. The findings offer new directions for research on leader self-deprecating humor and learning from failure.

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“…To date, existing research has conceptualized and developed a variety of valid psychometric instruments for evaluating resilience (Fisher & Law, 2021; Windle et al, 2011). Despite being beneficial for empirical research on resilience, most instruments primarily focus on the individual and their inherent traits that may disregard the unique aspects of the work setting (Lau et al, 2022; Wang et al, 2022). From a capacity perspective, several researchers (Raetze et al, 2021; Youssef & Luthans, 2007) have described resilience as a state-like and malleable ability that can be cultivated in environments that foster adaptive capacity (Luthans et al, 2013).…”

mentioning

confidence: 99%

Work Resilience Scale

Liu

Meng

et al. 2023

European Journal of Psychological Assessment

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This study aims to investigate the psychometric properties of the WRS-C (Work Resilience Scale – Chinese version) through two studies. In Study 1 (Sample 1: N = 463), we conducted an exploratory factor analysis (EFA) and identified the two-factor solution representing work resilience after translating the Work Resilience Scale (WRS) into Chinese. In Study 2, the psychometric properties of the WRS-C were investigated in two samples (Sample 2: N = 477; Sample 3: N = 374). The confirmatory factor analysis (CFA) confirms a two-factor structure. Furthermore, the WRS-C shows measurement invariance across groups by gender, age, job tenure, and education level. Furthermore, the results provide evidence for the convergent and concurrent validity of the WRS-C. In addition, its predictive validity has been demonstrated through its associations with mental health outcomes, performance outcomes, and attitude outcomes. Overall, the WRS-C is a reliable and valid instrument in the Chinese context, which can be utilized in future research and practice.

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The relationship between anger and learning from failure: The moderating effect of resilience and project commitment

Cited by 10 publications

References 55 publications

CEO anger: a catalyst for error recognition and learning

CEO anger: a catalyst for error recognition and learning

No big deal: how leader self-deprecating humor influences subordinate learning from failure

Work Resilience Scale

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