Human Fallibility and Learning from Errors at Work

Bauer, Johannes; Gartmeier, Martin; Harteis, Christian

doi:10.1007/978-90-481-3941-5_10

Cited by 18 publications

(17 citation statements)

References 35 publications

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“…Additionally, apprentices may compare routine experiences to 30 extraordinary cases such as mistakes or masterpieces. Especially learning from mistakes is an important form of learning from experience (Gruber, Harteis, and Rehrl 2006;Bauer, Gartmeier, and Harteis 2012;Wuttke and Seifried 2012;Leicher, Mulder, and Bauer 2013). Ryle (2002) and Oakeshott (1991) observed that practical work may initially be based on following rules without 35 reflection.…”

Section: A Space For Reflecting On Experiencementioning

confidence: 99%

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

Schwendimann

Cattáneo²,

Zufferey

et al. 2015

Journal of Vocational Education & Training

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Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multidimensional pedagogical model, called the 'Erfahrraum', for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The 'Erfahrraum' model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasises the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the 'Erfahrraum' model.

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Section: A Space For Reflecting On Experiencementioning

confidence: 99%

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

Schwendimann

Cattáneo²,

Zufferey

et al. 2015

Journal of Vocational Education & Training

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“…As the above definition indicates, learning from errors is a self-instructive and self-organized effort that includes not only the conscious analysis and reflection of root causes of errors but also the active implementation of the changes required to preventor reduce the probability offuture errors (Zhao, 2011;Bauer et al, 2012;Bauer and Mulder, 2013). Therefore, in order to learn from errors, an employee must have the motivation and required resources.…”

Section: The Mediating Role Of Positive Moodmentioning

confidence: 99%

“…Errors are prevalent in the workplace, and previous studies have demonstrated that employees' learning from errors is highly useful for organizations to improve service quality, adaptability, and productivity (Cannon and Edmondson, 2005;Bauer et al, 2012;Naveh et al, 2015); therefore, it is more reasonable and essential for organizations to strive to promote employees' learning from errors instead of trying to completely eliminate all errors in organizations (Bauer and Mulder, 2013;Zhao, 2011;Putz et al, 2013). Thus, by exploring the stimulating factors of employees' learning from errors, this study has particularly important implications for organizations and managers aiming to facilitate employees' learning from errors.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Therefore, the Promoting employees' learning from errors scope of this research is limited to individual-level learning from errors, that is, employees' learning from errors. According to many prior studies, employees' learning from errors has far-reaching importance for organizations' survival and prosperity, especially in today's competitive world (Bauer et al, 2012;Naveh et al, 2015). However, these studies also indicate that the way to facilitate employees' learning from errors is one of the most fundamental challenges that many organizations face (Baumard and Starbuck, 2005;Bauer and Mulder, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of the team influence relations scale (TIReS)

Kozusżnik

Paliga

Smorczewska

et al. 2017

BJM

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Purpose-Past research about workplace promotion has focussed on factors that shape employees' perceptions for promotion. Yet, we still know little about how such undesirable factors as the fear of success (henceforth FoS) syndrome and perceived workplace discrimination affect perceived promotion and even less so how this relationship is mediated by self-efficacy and intrinsic motivation. The purpose of this paper is to propose a conceptual framework integrating these factors. Design/methodology/approach-A structural equation modelling procedure was employed to empirically test the model using data collected from employees in wide-ranging Israeli industries (n ¼ 553). Findings-The path model indicates that initially, FoS and perceived discrimination negatively affect perceived chances of promotion. When however, self-efficacy and intrinsic motivation mediate this relationship, subjects perceive their promotion chances positively. Practical implications-Self-efficacy and intrinsic motivation may be employed to attenuate the potentially adverse effects of FoS and discrimination effects. Originality/value-FoS and perceived workplace discrimination are common phenomena, yet the authors show that they may be mitigated by heightened self-efficacy and amplified intrinsic motivation that help in sustaining perceived workplace promotion.

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“…In research exploring this theme, errors have been conceptualized as individual actions or decisions that lead to negative deviations from a desired outcome (Bauer, Gartmeier, & Harteis, 2012). Due to such negative impact on reaching anticipated goals, errors are most often unwanted .…”

Section: Introductionmentioning

confidence: 99%

Interactional Processes of Handling Errors in Vocational School: Students Attending to Changes in Vocational Practices

Jonasson

2014

Vocations and Learning

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Making errors is an inevitable part of work and learning situations. Recent research has shown that errors can provide important learning opportunities, in particular in education or training, where there may be ample time and support to learn from them. Yet, more knowledge is needed of how learning from errors is developed through interactional processes in a particular context. Adding to prior research of learning from errors in education, the present study is conducted in a vocational school context, where there may be opportunities to learn from errors conducted as students gain new experiences with the complex work processes of a vocation. Thus, this study aims to provide novel insight into how students' learning from errors in school-based vocational training is developed. Findings from a one-year field study of culinary vocational education show that teachers and students participate in learning activities of shared experience, improvisation, and reflecting on errors in ways, where the students learn to pay constant attention to the complex cooking procedures. The findings further demonstrate students' transformed participation in challenging and error-prone vocational assignments as a central part of their identification with the culinary vocation.

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Human Fallibility and Learning from Errors at Work

Cited by 18 publications

References 35 publications

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems

Development and validation of the team influence relations scale (TIReS)

Interactional Processes of Handling Errors in Vocational School: Students Attending to Changes in Vocational Practices

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