Study goals
We analyze threat rigidity as a potential antecedent for team learning and emotional reaction, along with their joint effect on sabotage during changes to digitalized workplaces.
Relevance / originality
Given that current literature suggests threat rigidity produces a top-down sharp decrease or even interruption in information flows, it is a candidate for anteceding team learning and emotional reaction.
Methodology / approach
Using partial least squares structural equation modeling (PLS-SEM), we tested a model with four constructs (threat rigidity, team learning, emotional reaction, and sabotage). Multigroup analysis was employed to ascertain differences between developed and developing countries
Main results
Threat rigidity is directly responsible for a higher degree of negative emotional reactions. While both threat rigidity and negative emotional reaction are shown to be drivers of sabotage, threat rigidity overpowers negative emotional reaction.
Theoretical / methodological contributions
Contrary to our expectations, threat rigidity did not diminish team learning. Differences between developed and developing countries towards sabotage are significant. Threat rigidity, team learning and emotional reaction are consistent as antecedents to sabotage in processes of change to digitalized workplaces.
Social / management contributions
Important differences when comparing developed and developing countries emerge. Team learning is not affected by threat rigidity, possibly due to habituation to crises.