TY - JOUR
T1 - Trainers’ responses to errors matter in trainees’ learning from errors
T2 - evidence from two studies
AU - Zhao, Bin
AU - Seifried, Jürgen
AU - Sieweke, Jost
PY - 2018/7/10
Y1 - 2018/7/10
N2 - Purpose: Learning from errors is important for employees, particularly at early stages of their career. The purpose of this paper is to examine the influence of perceived trainer responses to errors on trainee learning from errors in a workplace setting. In Study 1, the authors test a model that examines the associations between perceived trainer responses to errors and trainee learning from errors, which are mediated by affective-motivational adaptivity. In Study 2, the authors further hypothesize that the link between perceived trainer responses and affective-motivational adaptivity is moderated by perceived error climate. Design/methodology/approach: The authors test the hypotheses using data from 213 Swiss apprentices (Study 1) and 1,012 German apprentices (Study 2) receiving dual vocational training. Findings: Study 1 suggests that negative trainer reaction impedes trainee learning from errors by impairing trainees’ affective-motivational adaptability. Trainer tolerance of errors and trainer support following errors were not related to trainee learning from errors. Study 2 indicates that perceived error climate is an important boundary condition that affects the relationship between trainer responses and trainee learning from errors. Originality/value: This study contributes to research on learning from errors in three ways. First, it enriches the understanding regarding the role of trainers in enhancing learning from errors in organizations. Second, it extends research on learning from errors by investigating the interaction effects between perceived trainer responses and error climate. Third, it refines knowledge about the role of positive affect in learning from errors. Findings of this study also offer practical insights to trainers and managers regarding what they should do to encourage trainee learning from errors.
AB - Purpose: Learning from errors is important for employees, particularly at early stages of their career. The purpose of this paper is to examine the influence of perceived trainer responses to errors on trainee learning from errors in a workplace setting. In Study 1, the authors test a model that examines the associations between perceived trainer responses to errors and trainee learning from errors, which are mediated by affective-motivational adaptivity. In Study 2, the authors further hypothesize that the link between perceived trainer responses and affective-motivational adaptivity is moderated by perceived error climate. Design/methodology/approach: The authors test the hypotheses using data from 213 Swiss apprentices (Study 1) and 1,012 German apprentices (Study 2) receiving dual vocational training. Findings: Study 1 suggests that negative trainer reaction impedes trainee learning from errors by impairing trainees’ affective-motivational adaptability. Trainer tolerance of errors and trainer support following errors were not related to trainee learning from errors. Study 2 indicates that perceived error climate is an important boundary condition that affects the relationship between trainer responses and trainee learning from errors. Originality/value: This study contributes to research on learning from errors in three ways. First, it enriches the understanding regarding the role of trainers in enhancing learning from errors in organizations. Second, it extends research on learning from errors by investigating the interaction effects between perceived trainer responses and error climate. Third, it refines knowledge about the role of positive affect in learning from errors. Findings of this study also offer practical insights to trainers and managers regarding what they should do to encourage trainee learning from errors.
KW - Employee development
KW - Learning processes
KW - Workplace learning
UR - http://www.scopus.com/inward/record.url?scp=85048374427&partnerID=8YFLogxK
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U2 - 10.1108/JMP-10-2017-0364
DO - 10.1108/JMP-10-2017-0364
M3 - Article
AN - SCOPUS:85048374427
SN - 0268-3946
VL - 33
SP - 279
EP - 296
JO - Journal of Managerial Psychology
JF - Journal of Managerial Psychology
IS - 3
ER -