Skip to Main Content
HBS Home
  • About
  • Academic Programs
  • Alumni
  • Faculty & Research
  • Baker Library
  • Giving
  • Harvard Business Review
  • Initiatives
  • News
  • Recruit
  • Map / Directions
Working Knowledge
Business Research for Business Leaders
  • Browse All Articles
  • Popular Articles
  • Cold Call Podcasts
  • About Us
  • Leadership
  • Marketing
  • Finance
  • Management
  • Entrepreneurship
  • All Topics...
  • Topics
    • COVID-19
    • Entrepreneurship
    • Finance
    • Gender
    • Globalization
    • Leadership
    • Management
    • Negotiation
    • Social Enterprise
    • Strategy
  • Sections
    • Book
    • Cold Call Podcast
    • HBS Case
    • In Practice
    • Lessons from the Classroom
    • Op-Ed
    • Research & Ideas
    • Research Event
    • Sharpening Your Skills
    • What Do You Think?
    • Working Paper Summaries
  • Browse All
    • COVID-19 Business Impact Center
      COVID-19 Business Impact Center
      ‘My Bad!’ How Internal Attribution and Ambiguity of Responsibility Affect Learning from Failure
      09 May 2014Working Paper Summaries

      ‘My Bad!’ How Internal Attribution and Ambiguity of Responsibility Affect Learning from Failure

      by Christopher G. Myers, Bradley R. Staats and Francesca Gino
      As scholars and practitioners have observed, failure clearly presents a valuable opportunity for learning in organizations. All too often, however, the opportunity is lost. Indeed, prior studies on the topic suggest that, perhaps ironically, such learning often fails to occur. In this paper the authors begin to uncover when and why individuals are more likely to learn from failed experiences. Specifically, they present evidence from three studies that support a conceptual model of learning from failure as operating through individuals' internal attributions of failure, driven in part by low ambiguity of responsibility, that lead to increased learning effort and subsequent improvement. The paper thus makes theoretical advances and carries implications for managers. Theoretically, the authors focus attention on the role of attribution in learning from failure, showing that attribution style is an important moderator of the relationship between failure and learning. Next, they identify a key situational determinant of individuals' responses to failure: ambiguity of responsibility. Third, they highlight the key role of effort as a mechanism for the effects of learning from failure. For managers, these results emphasize a specific measure that organizational leaders might take before an experience to enhance learning: actively managing perceptions of ambiguity of responsibility. Key concepts include:
      • This paper offers a more nuanced view of learning that provides an integrated conceptual model for understanding individual learning from failure.
      • Managers in organizations should think carefully about how ambiguity of responsibility is likely to play out in their context, utilizing strategies such as job design to help to limit this effect.
      • Upfront planning might remove possible barriers that would increase ambiguity of responsibility. Feedback could influence these ambiguity perceptions as well.
      LinkedIn
      Email

      Author Abstract

      Learning in organizations is a key determinant of individual and organizational success, and one valuable source of this learning is prior failure. Previous research finds that although individuals can learn from failed experiences, they do not always do so. To explain why this is true, we explore how individuals process failed experiences as a potential source of learning. Drawing on attribution theory, we conceptualize the differential impact that internal (self-focused) and external (factors outside of one's control) attributions after failure may have on individuals' learning and identify a key factor that shapes whether individuals attribute failure internally or externally, namely perceived ambiguity of responsibility. We hypothesize that when perceived ambiguity of responsibility is low rather than high, individuals will be more likely to attribute their failure internally and in turn devote more effort to learning and improving. We test our hypotheses using data collected in field and laboratory settings. This multi-method approach supports our theoretical model and permits us to gain further insight into how learning from failure occurs for individuals in work organizations.

      Paper Information

      • Full Working Paper Text
      • Working Paper Publication Date: April 2014
      • HBS Working Paper Number: 14-104
      • Faculty Unit(s): Negotiation, Organizations & Markets
        Trending
          • 25 Feb 2019
          • Research & Ideas

          How Gender Stereotypes Kill a Woman’s Self-Confidence

          • 24 Oct 2016
          • Research & Ideas

          Bernie Madoff Explains Himself

          • 08 Mar 2021
          • In Practice

          COVID Killed the Traditional Workplace. What Should Companies Do Now?

          • 14 Apr 2021
          • Research & Ideas

          The High Cost of the Slow COVID Vaccine Rollout

          • 17 May 2017
          • Research & Ideas

          Minorities Who 'Whiten' Job Resumes Get More Interviews

      Francesca Gino
      Francesca Gino
      Tandon Family Professor of Business Administration
      Contact
      Send an email
      → More Articles
      Find Related Articles
      • Decision Making
      • Problems and Challenges
      • Theory

      Sign up for our weekly newsletter

      Interested in improving your business? Learn about fresh research and ideas from Harvard Business School faculty.
      ǁ
      Campus Map
      Harvard Business School Working Knowledge
      Baker Library | Bloomberg Center
      Soldiers Field
      Boston, MA 02163
      Email: Editor-in-Chief
      →Map & Directions
      →More Contact Information
      • Make a Gift
      • Site Map
      • Jobs
      • Harvard University
      • Trademarks
      • Policies
      • Digital Accessibility
      Copyright © President & Fellows of Harvard College