A pragmatic multi-method investigation of discrepant technological events: Coping, attributions, and ‘accidental’ learning

• Published in: Information & management Vol. 53; no. 6; pp. 787 - 802
• Main Author: Ortiz de Guinea, Ana
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier B.V 01.09.2016; Elsevier Sequoia S.A
• Subjects: Adoption; Attribution; Continuance; Coping; Emotion; Errors; Events; Frustration; Information technology; Learning; Organizational behavior; Organizational learning; Post-adoption; Studies; Technology; Technostress; Use; Usage; Use; Technostress; Continuance; Post-adoption; Attribution; Learning; Errors; Technology; Events; Coping; Emotion; Frustration; Adoption
• ISSN: 0378-7206; 1872-7530
• DOI: 10.1016/j.im.2016.03.003

•Pragmatic approach with deductive and inductive theorizing of coping with IT events.•Multi-method with two studies: a critical incident study and an experiment to study the temporal sequence of coping with IT events.•Responses include negative emotions, external attributions, and engagement coping, and learning can occur as accident as a result of the latter.•Eventually, users switch to a disengagement coping strategy.•Primary and secondary appraisals of events are not concurrent but sequential. Discrepant technological events or situations that entail a problem, a misunderstanding or a difficulty with the Information Technology (IT) being employed, are common in the workplace, and can lead to frustration and avoidance behaviors. Little is known, however, about how individuals cope with these events. This paper examines these events by using a multi-method pragmatic approach informed by coping theory. The results of two studies – a critical incident study and an experiment – serve to build and test, respectively, a theoretical model that posits that individuals use a variety of strategies when dealing with these events: they experience negative emotions, make external attributions, and adopt engagement coping strategies directed at solving the event, eventually switching to a disengagement coping strategy when they feel they have no control over the situation. Furthermore, users’ efforts may result in ‘accidental’ learning as they try to overcome the discrepant IT events through engagement coping. The paper ends with a discussion of the results in light of existing literature, future opportunities for research, and implications for practice.