Engagement in learning after errors at work: enabling conditions and types of engagement

Bauer, Johannes; Mulder, Regina H.

doi:10.1080/13639080.2011.573776

Cited by 38 publications

(63 citation statements)

References 43 publications

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“…In addition, the current research should be extended to the level of work teams for which reflective activities are a crucial means to foster team performance in general and team innovation in particular (Müller et al ., ; Rupprecht et al ., ; West, ). Finally, in future research, a closer look should be taken at critical incidents, such as errors or structural transformations in organizations, which trigger work‐related reflection and IWB (Bauer & Mulder, ; Leicher et al ., ).…”

Section: Discussionmentioning

confidence: 97%

Reflection as a facilitator of teachers' innovative work behaviour

Messmann

Mulder

2015

Int J Training Development

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The aim of this study was to investigate the role of reflection as a preparatory mechanism for employees' engagement in innovative work behaviour (IWB). This issue was explored in a study with 67 teachers at the highest level of German secondary education. Specifically, we investigated whether teachers who reflected on work tasks, the social context and their work performance were more engaged in the exploration of opportunities for innovation as well as the generation, promotion and realization of innovative ideas. By applying path modelling, we found that work-related reflection facilitated all dimensions of IWB. Teachers' IWB most strongly depended on their performance-related reflection. Also, reflecting on work tasks and the social context affected teachers' IWB indirectly by benefitting their performance-related reflection. As a consequence, reflection should be valued as a resource for innovation and professional development as well as a vital component of work routines, organizational cultures and job training.

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Section: Discussionmentioning

confidence: 97%

Reflection as a facilitator of teachers' innovative work behaviour

Messmann

Mulder

2015

Int J Training Development

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“…Errors can be defined as Ba deliberate action (or deliberate omission of actions) characterized by the unintended failure to achieve personal goals and/or the unintended deviation from organizational norms and goals which could have been avoided by alternative behaviors of the acting person^ (Putz et al 2012, p. 108). As a consequence, organizations wanting to benefit from learning from errors need to create an environment in which individuals can overcome the negative short-term connotations in order to engage in learning behavior after making an error (Bauer and Mulder 2013;Billett 2012;van Dyck et al 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Learning from errors requires a process of deriving new knowledge, new skills, and new methods from information provided by errors (Bauer and Mulder 2013;Billett 2012;Harteis et al 2007;Zhao 2011). The concept of learning from errors has received most attention in the business and management literature when addressing learning at the organizational level (for a review, see Frese and Keith 2015).…”

Section: Introductionmentioning

confidence: 99%

Enabling Young Professionals to Learn from Errors - the Role of a Supportive Learning Climate in Crossing Help Network Boundaries

Grohnert

Meuwissen

Gijselaers

2018

Vocations and Learning

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Learning from errors is crucial for individuals' as well as organizations' performance. Yet, learning does not automatically follow from erring: the fear of negative consequences may prevent professionals from learning. These social costs of making an error, receiving negative judgments or experiencing feared punishment, need to be lowered for learning from error to take place. This study explores whether a supportive learning from error climate enables young professionals to engage in helpseeking behavior for learning after making an error. Using a social network approach, information from 157 young professionals in the domain of auditing reveals that not all help-seeking after errors is learning-oriented. Especially help-seeking from hierarchical superiors depends on the organization's learning from error climate: perceptions of this climate moderate the relationship between social costs of help seeking within a hierarchical work setting and the learning value of help sought. This study contributes to existing literature through its focus on a specific learning from error behavior, helpseeking, its triangulation of climate measures, as well as its focus on professionals' actual error experiences in their work environment.

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“…We developed a confirmatory factor analysis (CFA) to validate our scale and showed that the four-item scale was unidimensional with high reliability (a = .92, AVE = .70). Scales that measure organizational learning based on the main participants have been widely used in recent studies (e.g., Bauer and Mulder 2013;Chang et al 2011;García-Morales et al 2006;Hsiao and Chang 2011;Rhee and Sigler 2010).…”

Section: Organizational Learningmentioning

confidence: 99%

The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator

Hsiao

Chang

Chen

2013

Asia-Pacific Edu Res

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The purpose of this study was to examine the role of organizational learning as a mediator variable between support for innovation and organizational innovation. Samples for this study were randomly selected from 22 technological colleges in Taiwan. The final sample included 322 participants in the full sample which accounted for 58.42 % of the sample. A structural equation modeling (SEM) approach was used to evaluate the complex structure of the proposed research constructs. The study concluded that organizational learning was an important determinant of organizational innovation in technological colleges. Support for innovation had a positive relationship on organizational learning and organizational innovation.

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Engagement in learning after errors at work: enabling conditions and types of engagement

Cited by 38 publications

References 43 publications

Reflection as a facilitator of teachers' innovative work behaviour

Reflection as a facilitator of teachers' innovative work behaviour

Enabling Young Professionals to Learn from Errors - the Role of a Supportive Learning Climate in Crossing Help Network Boundaries

The Influence of Support for Innovation on Organizational Innovation: Taking Organizational Learning as a Mediator

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