The more severe the merrier: Severity of error consequences stimulates learning from error
The more severe the merrier: Severity of error consequences stimulates learning from error
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DOI：
10.1111/joop.12312
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发表时间：
2020-04
影响因子：
6.2
通讯作者：
Nina Keith;D. Horvath;A. Klamar
中科院分区：
文献类型：
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作者：
Nina Keith;D. Horvath;A. Klamar
工作中的错误会导致学习，但人们对错误属性和人的属性知之甚少，这些属性会使学习的可能性增加或减少。本研究考察了错误后果严重程度（错误属性）和特质负性情感（人属性）在错误学习中的作用。在两项实验性小插图研究中，参与者对通常发生在大学生（研究1，N = 216）或工作人员（研究2，N = 121）身上的书面错误场景做出反应。为了支持错误后果需要足够严重才能引起注意的观点，错误后果的严重性增加了情感学习（错误的感知效用；研究1和2）和认知学习（正确回忆错误场景；研究2）。在两项研究中，当错误后果严重时，特质负性情感与情感学习下降有关（相互作用效应）。研究结果表明，工作中的一些错误——至少是后果轻微的错误——可能不会受到太多关注，而且很容易被遗忘。为了充分利用学习机会，组织应该关注所有的错误，并认真对待它们，而不管错误的直接后果有多严重。
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.