Nina Keith

Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects.

In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.

Effectiveness of error management training: a meta-analysis

Error management training (EMT) is a training method that involves active exploration as well as explicit encouragement for learners to make errors during training and to learn from them. Past evaluation studies, which compared skill-based training outcomes of EMT with those of proceduralized erroravoidant training or of exploratory training without error encouragement, have yielded considerable variation in effect sizes. The present meta-analysis compiles the results of the existing studies and seeks to explain this variation. Although the mean effect of EMT across all 24 identified studies (N = 2,183) was positive and significant (Cohens d = 0.44), there were several moderators. Moderator analyses showed effect sizes to be larger (a) for posttraining transfer (d = 0.56) than for within-training performance and (b) for performance tasks that were structurally distinct (adaptive transfer; d = 0.80) than for tasks that were similar to training (analogical transfer). In addition, both active exploration and error encouragement were identified as effective elements in EMT. Results suggest that EMT may be better suited than error-avoidant training methods for promotion of transfer to novel tasks.

Deliberate practice among South African small business owners : Relationships with education, cognitive ability, knowledge, and success

The study examines antecedents and outcomes of deliberate practice activities in South African small businesses. Deliberate practice consists of individualized self-regulated and effortful activities aimed at improving ones current performance level. Interview and questionnaire data from 90 South African business owners showed a direct impact of deliberate practice on entrepreneurial knowledge as well as an indirect effect on business growth via entrepreneurial knowledge. Cognitive ability and education were identified as antecedents of deliberate practice. Findings underline the importance of continuous proactive learning efforts in small business. The results of this study are relevant for policy makers, consultants, and credit providers.

Action Errors, Error Management, and Learning in Organizations

Every organization is confronted with errors. Most errors are corrected easily, but some may lead to negative consequences. Organizations often focus on error prevention as a single strategy for dealing with errors. Our review suggests that error prevention needs to be supplemented by error management--an approach directed at effectively dealing with errors after they have occurred, with the goal of minimizing negative and maximizing positive error consequences (examples of the latter are learning and innovations). After defining errors and related concepts, we review research on error-related processes affected by error management (error detection, damage control). Empirical evidence on positive effects of error management in individuals and organizations is then discussed, along with emotional, motivational, cognitive, and behavioral pathways of these effects. Learning from errors is central, but like other positive consequences, learning occurs under certain circumstances--one being the development of a mind-set of acceptance of human error.

Cross-sectional and longitudinal confirmatory factor models for the German Test Anxiety Inventory: A construct validation

Construct validity of the German Test Anxiety Inventory (TAI-G) was tested in two respects. Firstly, the purported four-dimensional structure of the TAI-G (comprising subscales Emotionality, Worry, Interference, and Lack of Confidence) as well as relations of the test anxiety dimensions to self-efficacy were tested. Secondly, the trait conception of the TAI-G was tested within the framework of Latent State-Trait theory. The TAI-G was given to a student sample (N=302) on three occasions with a time interval of 2 weeks along with a study-specific self-efficacy scale on occasion 1. Dimensionality assumptions as well as relations with self-efficacy were tested using cross-sectional second-order confirmatory factor analysis. The trait conception was tested separately for TAI-G subscales by specifying longitudinal confirmatory factor models (Latent State-Trait models) and by calculating variance proportions of manifest variables (Latent State-Trait coefficients) referring to different sources of systematic variance (person, situation, and method) based on parameter estimates of the models. Results were supportive of both the purported four-dimensional structure and hypothesized relationships to self-efficacy (i.e., acceptable model fit) as well as of the trait conception of test anxiety (i.e., acceptable model fit and high proportion of variance due to person component). Implications for further validation studies were discussed.

Decomposing Person and Occasion-Specific Effects: An Extension of Latent State-Trait (LST) Theory to Hierarchical LST Models.

An extension of latent state-trait (LST) theory to hierarchical LST models is presented. In hierarchical LST models, the covariances between 2 or more latent traits are explained by a general 3rd-order factor, and the covariances between latent state residuals pertaining to different traits measured on the same measurement occasion are explained by 2nd-order latent occasion-specific factors. Analogous to recent developments in multitrait-multimethod methodology, all factors are interpreted in relation to factors taken as comparison standards. An empirical example from test anxiety research illustrates how estimates of additive variance components due to general trait, specific trait, occasion, state residual, method, and measurement error can be obtained using confirmatory factor analysis. Advantages and limitations of these models are discussed.

High construal level can help negotiators to reach integrative agreements: The role of information exchange and judgement accuracy

In negotiations, a focus on interests (why negotiators want something) is key to integrative agreements. Yet, many negotiators spontaneously focus on positions (what they want), with suboptimal outcomes. Our research applies construal-level theory to negotiations and proposes that a high construal level instigates a focus on interests during negotiations which, in turn, positively affects outcomes. In particular, we tested the notion that the effect of construal level on outcomes was mediated by information exchange and judgement accuracy. Finally, we expected the mere mode of presentation of task material to affect construal levels and manipulated construal levels using concrete versus abstract negotiation tasks. In two experiments, participants negotiated in dyads in either a high- or low-construal-level condition. In Study 1, high-construal-level dyads outperformed dyads in the low-construal-level condition; this main effect was mediated by information exchange. Study 2 replicated both the main and mediation effects using judgement accuracy as mediator and additionally yielded a positive effect of a high construal level on a second, more complex negotiation task. These results not only provide empirical evidence for the theoretically proposed link between construal levels and negotiation outcomes but also shed light on the processes underlying this effect.

Managing Errors During Training

Errors are ubiquitous and may be expected particularly during training, when trainees’ knowledge and skills still need to be developed. Traditional approaches to training tend to focus on correct behavior and – implicitly or explicitly – attempt to avoid errors during training. The present chapter takes a different approach and reviews research on how errors can be integrated into training to benefit learning. Evidence suggests that exploration and encouragement to learn from errors during training (i.e., error management training) leads to better performance than traditional approaches, particularly when adaptation of learned task strategies to novel tasks is required (i.e., adaptive transfer). This effect is mediated by cognitive and emotional self-regulatory processes that are instigated in error management training – more than in traditional training – and which in turn benefit learning and performance. Research further suggests that error management training may mitigate negative effects of low trainee motivation and cognitive ability. Trainers may consider giving trainees the opportunity to work independently and make errors during training, at least if the skills to be used on the job are diverse and cannot be covered completely during training. Future research may continue to explore domains in which error management training can be applied successfully and to investigate how learning from errors can be integrated in informal learning on the job.