A viewpoint on the impact of fundamental attribution error in organizational learning

Abstract

Purpose To explore the Fundamental Attribution Error (FAE) bias as a potential impediment to organizational learning and to develop a conceptual model for practitioners and scholars to consider. Design/methodology/approach Our methodology includes a review and adoption of concepts from social cognition, organizational psychology, and learning theory to examine the role of FAE bias in organizational learning. Findings FAE bias is characterized by providing implicit support for fostering employee cynicism and resistance behaviors and facilitates ongoing cognitive cycles that hinder collaborative learning and knowledge sharing. Practical implications By understanding the role of FAE bias in organizational learning, leaders can develop strategies to mitigate the negative impact of FAE bias on organizational learning dynamics and enhance a social cycle that can improve the organization's learning culture. Social implications This viewpoint highlights that FAE bias in the workplace can lead to a breakdown in how individuals process emotions (affect), actions (behavior) and thoughts (cognition) in social scenarios, exacerbating employee cynicism and resistance, which in turn undermines effective collaboration, communication and the overall social fabric essential for organizational learning. Originality/value This viewpoint presents a novel perspective by linking FAE bias directly to cognitive cycles that can impede organizational learning processes through cynicism and resistance behavior, which we propose should be proactively considered by organizations leveraging learning as a key management strategy.