Innovation failure refers to a deviation of innovation projects between the actual situation and the target expectation. Due to the increasing volatility, uncertainty, complexity and ambiguity in modern business environment, innovation projects tend to fail more often than they succeed. Enterprises can only obtain competitive advantages through continuous trial and error. Employees' learning from failure describes the process in which individuals spontaneously reflect on innovation failure events and avoid similar failures by adjusting behaviors. The existing literature has explored the causes and effects of learning from failure from the perspectives of attribution, cognition, emotion and so on. However, there is little attention to the mode of learning from failure. It is not clear what factors can affect the choice of learning mode. In addition, with the word “996” (working from 9:00 a.m. to 9:00 p.m. every day for six days a week) appearing on various network media platforms, the effect of challenge stressors has become a hot issue again. In practice, challenge stressors are essential for enterprises to maintain innovation performance after failure. According to the theory of learning under occupational stressors, there is a reciprocal relationship between stress and learning. However, few scholars have focused on the relationship between challenge stressors and learning from failure, and there is insufficient response to the double-edged effect of stress. Therefore this study aims to open the black box between challenge stressors and learning from failure by exploring the relationship among challenge stressors, dualistic work passion and employee′s learning from failure (single loop learning and double loop learning) based on the cognitive appraisal theory of emotion.#br# This study selects employees from technology-intensive enterprises as the sample, because they experience challenge stressors more frequently compared with employees from traditional manufacturing industries and service industries. The survey is limited in Guagndong Province, the most economically active region in China. Shenzhen and Zhuhai are selected as the representative cities. After consulting the management committee, the enterprises whose innovation projects failed to reach the expected goals in the past three years are screened out. With the help of executives, employees with failure experiences are selected as research samples, and a total of 500 questionnaires are commissioned. Finally, 267 valid questionnaires are collected.#br# The results show that challenge stressors have a positive effect on single loop learning, and an inverted U-shaped effect on double loop learning; challenge stressors have an inverted U-shaped effect on harmonious passion, and a positive effect on obsessive passion; both harmonious passion and obsessive passion have a mediating effect on challenge stressors and single loop learning or double loop learning. Moreover, the mediating effect of harmonious passion between challenge stressors and double loop learning is more significant, while the mediating effect of obsessive passion between challenge stressors and single loop learning is more significant.#br# The theoretical contributions of this research are as follows. First, from the perspective of learning depth, this study breaks the cognitive entrenchment of the mode of learning from failure in previous literature, and provides new directions for the future. Second, the empirical results show that challenge stressors can activate learning behaviors to a certain extent, but also induce defensive behaviors. This conclusion is a supplement and extension of the theory of learning under occupational stressors. Third, this study confirms the mediating role of dualistic work passion between challenge stressors and employees′ learning from failure. On the one hand, it responds to scholars' call for research on the complex relationship between stress and passion. On the other hand, it deeply explains the reason why employees choose different modes of learning from failure under the same level of challenge stressors, providing a new perspective for understanding the formation process of employees′ learning from failure.#br#Enterprises are suggested to attach importance to the mode of learning. The empirical results show that employees are more inclined to adopt single loop learning after innovation failure. Single loop learning pursues efficiency and short-term performance, while double loop learning contributes to the improvement of strategic goals and long-term performance. Both of them are indispensable. Enterprises should also treat the challenge stressors dialectically and focus on cultivating harmonious passion, including establishing a post rotation system, providing professional skills training courses, improving fault tolerance and correction mechanism.#br#
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