Negative Emotional Reactions to Project Failure and the Self‐Compassion to Learn from the Experience

By Dean A. Shepherd, Melissa S. Cardon. 2009

331 citations recorded by the source corpus.

Subfields: Business and International Management, Information Systems and Management, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/9c5c091d158aa54f221292af66f087887b44f042

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Business and International Management

In Information Systems and Management

In Organizational Behavior and Human Resource Management

Citations in the corpus

When does proactivity have a cost? Motivation at work moderates the effects of proactive work behavior on employee job strain (2017, background): “Such a strong sense of accountability for, and ownership over, one’s actions can also enhance self-regulatory requirements (Shepherd & Cardon, 2009).”
When Do Global Leaders Learn Best to Develop Cultural Intelligence? An Investigation of the Moderating Role of Experiential Learning Style (2013, background): “However, learning in these settings can involve a lengthy time period and require certain personal attributes such as a divergent learning style, self-compassion to learn from experience (Shepherd & Cardon, 2009), a coping orientation (Shepherd, Patzelt, & Wolfe, 2011), among others.”
Causal ascriptions and perceived learning from entrepreneurial failure (2015, background): “2003), and more specifically that there is heterogeneity in individual abilities to maximize learning from failures (Jenkins 2012; Sardana and Scott-Kemmis 2010; Shepherd and Cardon 2009).”
The entanglement of leader character and leader competence and its impact on performance (2017, background): “When studying negative emotional reactions to project failures, Shepherd and Cardon (2009) proposed that the need for competence increased the intensity of the negative emotion and interfered with learning, while self-compassion (self-kindness, common humanity, and mindfulness), lead to less…”
‘It’s good to be angry’: Enacting anger in construction project management to achieve perceived leader effectiveness (2011, background): “Since negative emotions can decrease commitment and trust toward the organization, as well as increase turnover intentions and work slowdowns (see Shepherd and Cardon, 2009), such a line of inquiry would lend itself for further research.”
When passion fades: disentangling the temporal dynamics of entrepreneurial passion for founding (2016, background): “Given that such identity threats have been shown to negatively affect positive emotions (Marcussen et al., 2004; Shepherd and Cardon, 2009; Thoits, 1991), we believe a decrease in entrepreneurs’ intense positive feelings towards founding is likely.”
Rising from the Ashes: Cognitive Determinants of Venture Growth after Entrepreneurial Failure (2015, background): “…learning thereby resulting in subsequent growth, after a certain threshold, we predict that too much failure attributed internally may dampen the effectiveness of learning by decreasing entrepreneurial self-efficacy and leading to the buildup of negative emotions (Shepherd & Cardon, 2009).”
Deciding to Persist: Adversity, Values, and Entrepreneurs’ Decision Policies (2013, background): “Negative discrepancies can evoke strong emotional reactions, increase information processing, and lead individuals to be more aware of the potential of future negative outcomes (Shepherd & Cardon, 2009).”
Narrative attributions of entrepreneurial failure (2013, background): “Attribution of failures is important for entrepreneurship, because failures represent a potential source for learning and the outright denial of responsibility can inhibit learning from failure (Shepherd, 2003; Shepherd and Cardon, 2009).”
Different Strokes for Different Folks: Entrepreneurial Narratives of Emotion, Cognition, and Making Sense of Business Failure (2015, background): “…to narrow attention and obstruct information processing (Ellis & Ashbrook, 1988; Forgas, 2003; Gladstein & Reilly, 1985; Sutton & D'Aunno, 1989; Wells & Matthews, 1994), which adversely impact sensemaking activities—such as scanning, processing and learning (Daft & Weick, 1984; Shepherd, 2009).”
Sensemaking in Crisis and Change: Inspiration and Insights from Weick (1988) (2010, background): “Negative emotions are also prevalent in organizational change (Ashford, 1988; Huy, 2002; Kiefer, 2005; Shepherd and Cardon, 2009), and, as in crises, these emotions are often intense.”