Cynthia R. Nordstrom

LEARNING FROM OUR MISTAKES: ERROR MANAGEMENT TRAINING FOR MATURE LEARNERS

This research explored the effects of training goal (learning goal vs. performance goal) and training type (error management vs. error avoidance) on word processing skill acquisition with older workers. Sixty-seven participants were randomly assigned to one of four experimental conditions and attended two interactive tutorial training sessions. Results indicated that error management training lead to significantly higher performance test scores, learning quiz scores, and requests for assistance compared to error avoidant training. Additionally, learning goals generated significantly higher performance test scores and intrinsic motivation levels relative to performance goals. Other applications of error management training are discussed.

Sexual Harassment Training: Person versus Machine

Computer-based training is rapidly being implemented in organizations. Many advantages of this approach have been suggested (e.g., self-paced instruction, uniform content, and long-run cost efficiency) along with several potential disadvantages (e.g., noncompletion rates, computer availability). Despite the purported advantages of computer-based training, little research has examined the effect of computer-based training on learning. This field study systematically compared computer-based sexual harassment training with traditional instructor-led training. Overall, the results suggested that having a training course on sexual harassment, regardless of method of training, increased learning among the university employees who participated in these sessions. Reactions to both types of training were positive.

“But Everyone Else is Doing It:” A Social Norms Perspective on Classroom Incivility

Abstract Classroom incivility includes many student behaviors that detract from learning, such as texting, carrying on side conversations, leaving class early, etc. Uncivil behaviors distract faculty and students during class time and undermine the learning environment. This study examines classroom incivility from a social norms perspective. Social norms have been found to be powerful predictors of behavior in many contexts. In this study, we asked students to rate the frequency of classroom incivilities (descriptive norms) and the appropriateness of uncivil behaviors (injunctive norms) for themselves and for “most college students.” We found that social norms were strong predictors of classroom incivilities. The more that students believed that most college students engaged in classroom incivilities, the more the students engaged in these uncivil behaviors themselves. These findings suggest classroom interventions targeting social norms may be effective in reducing classroom incivilities. Future research should examine the influence of other norm comparison groups.