z-logo
Premium
The more severe the merrier: Severity of error consequences stimulates learning from error
Author(s) -
Keith Nina,
Horvath Dorothee,
Klamar Alexander
Publication year - 2020
Publication title -
journal of occupational and organizational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.257
H-Index - 114
eISSN - 2044-8325
pISSN - 0963-1798
DOI - 10.1111/joop.12312
Subject(s) - psychology , exploit , trait , vignette , social psychology , cognitive psychology , mean squared prediction error , error detection and correction , computer science , machine learning , computer security , algorithm , programming language
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. Practitioner points Whether errors in organizations receive attention seems to depend on severity of error consequences, rather than on errors per se and their informational value. This implies that valuable learning opportunities of errors may be missed. To fully exploit learning opportunities, managers should encourage open communication and learning from error and avoid unproductive blaming. This particularly applies to dispositionally anxious individuals who may feel threatened by errors more easily and who may, in turn, respond defensively.

This content is not available in your region!

Continue researching here.

Having issues? You can contact us here