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The more severe the merrier: Severity of error consequences stimulates learning from error
Journal of Occupational and Organizational Psychology ( IF 5.119 ) Pub Date : 2020-04-22 , DOI: 10.1111/joop.12312
Nina Keith 1 , Dorothee Horvath 1 , Alexander Klamar 2
Affiliation  

Errors at work can lead to learning but little is known about error attributes and person attributes that make learning more or less likely. This research tested the role of severity of error consequences (error attribute) and trait negative affectivity (person attribute) for learning from error. In two experimental vignette studies, participants responded to written error scenarios that typically happen to university students (Study 1, N = 216) or to employees at work (Study 2, N = 121). In support of the view that error consequences need to be severe enough to attract attention, severity of error consequences increased both affective learning (perceived utility of the error; Studies 1 and 2) and cognitive learning (correctly recalled error scenarios; Study 2). In both studies, trait negative affectivity was associated with decreased affective learning when error consequences were severe (interaction effect). The results suggest that some errors at work – at least errors with minor consequences – may not receive much attention and are easily forgotten. To fully exploit learning opportunities, organizations should give attention to all errors and take them seriously, irrespective of severity of immediate error consequences.

中文翻译:

越严重越好:错误后果的严重性会刺激从错误中学习

工作中的错误会导致学习,但对错误属性和人属性的了解很少,这使得学习的可能性或多或少。这项研究测试了错误后果严重性(错误属性)和特质负面情感(人属性)对于从错误中学习的作用。在两项实验性小插图研究中,参与者对大学生(研究1,N  = 216)或工作中的员工(研究2,N)通常发生的书面错误情景做出了回应。 = 121)。为了支持错误后果必须足够严重以引起注意的观点,错误后果的严重性增加了情感学习(错误的效用;研究1和2)和认知学习(正确回忆的错误场景;研究2)。在两项研究中,当错误后果严重时(交互作用),特质负面情感与情感学习减少有关。结果表明,一些工作中的错误-至少是造成轻微后果的错误-可能不会引起太多关注,并且很容易被忘记。为了充分利用学习机会,组织应注意所有错误,并认真对待它们,无论直接错误后果的严重性如何。
更新日期:2020-04-22
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