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Article
Publication date: 14 March 2022

Laura Smeets, Wim Gijselaers, Roger Meuwissen and Therese Grohnert

Learning from errors is a complex process that requires careful support. Building on affective events theory, the purpose of this paper is to explore how a supportive learning…

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Abstract

Purpose

Learning from errors is a complex process that requires careful support. Building on affective events theory, the purpose of this paper is to explore how a supportive learning from error climate can contribute to social learning from errors through affective and cognitive error responses by individual professionals.

Design/methodology/approach

A total of 139 early-career auditors completed an online questionnaire consisting of validated survey scales, allowing for serial mediation analysis to compare direct and indirect effects.

Findings

Learning from error climate was directly and positively related to engagement in social learning activities after committing an error. Furthermore, the authors found a double mediation by error strain (an affective error response) and reflecting on errors (a cognitive error response) on this relationship.

Practical implications

Organizations can actively encourage professionals to learn from their errors by creating a supportive learning from error climate and holding professionals accountable for their errors.

Originality/value

The present study enriches the authors’ understanding of the mechanisms through which learning from error climate influences engagement in social learning activities. It extends prior research on learning from errors by investigating the sequential effects of engagement in error-related learning activities performed individually and in social interaction.

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Article
Publication date: 10 July 2017

Therese Grohnert, Roger H.G. Meuwissen and Wim H. Gijselaers

This study aims to investigate how organisations can discourage covering up and instead encourage learning from errors through a supportive learning from error climate. In…

720

Abstract

Purpose

This study aims to investigate how organisations can discourage covering up and instead encourage learning from errors through a supportive learning from error climate. In explaining professionals’ learning from error behaviour, this study distinguishes between espoused (verbally expressed) and enacted (behaviourally expressed) values with respect to learning from errors.

Design/methodology/approach

As part of mandatory training sessions, 150 early-career auditors completed an online questionnaire measuring error orientation and help-seeking behavior after making an error as attitude- and behavior-based measures, next to measuring perceived organizational learning from error climate. Multiple mediation analysis is used to explore direct and indirect effects.

Findings

Covering up errors was negatively and learning from errors positively related to an organisation’s learning from error climate. For covering up, this relationship is an indirect one – espoused and enacted values need to match. For learning from errors, this relationship is direct: espoused values positively relate to learning behaviour after errors.

Practical implications

By designing a supportive learning from error climate in which members at all hierarchical levels role-model learning from errors behaviour, organisations can actively discourage covering up and encourage learning from errors.

Originality/value

This study applies the theory of espoused versus enacted values to learning from error using a triangulation of measures in an understudied research setting: auditing.

Details

Journal of Workplace Learning, vol. 29 no. 5
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 19 July 2013

Lisa Eisele, Therese Grohnert, Simon Beausaert and Mien Segers

This article aims to understand conditions under which personal development plans (PDPs) can effectively be implemented for professional learning. Both the organization's manner…

21450

Abstract

Purpose

This article aims to understand conditions under which personal development plans (PDPs) can effectively be implemented for professional learning. Both the organization's manner of supporting the PDP practice as well as the individual employee's motivation is taken into account.

Design/methodology/approach

A questionnaire was distributed among employees of a Dutch governmental office, measuring perceived effectiveness of the tool (undertaking learning activities and performance), perceptions of PDP practices in the organization, and individual motivation. Regression analysis revealed that learning and reflection practices in the organization are positively related to number of learning activities undertaken by employees and to perceived performance.

Findings

A significant moderating effect of motivation was found, supporting the idea that the tool's perceived effectiveness depends both on the organization's efforts as well as the individual's motivation.

Research limitations/implications

In this study, the authors were limited by a low response rate, a single setting, as well as a lack of causal evidence due to the cross‐sectional set‐up. They therefore encourage the validation of their hypotheses in different settings, and in an experimental/longitudinal manner.

Practical implications

Implications for practice include the importance for organizations to implement PDPs in an on‐going cycle of learning, combined with opportunities for formal and informal learning, while supervisors carry great responsibility for providing feedback and encouragement based on the employee's motivation for learning.

Originality/value

This combination of company practices with individual supporting conditions such as employees' motivation to understand when PDPs work best is a novel approach to understanding PDP effectiveness and hopes to add to both theoretical and practical understanding.

Details

European Journal of Training and Development, vol. 37 no. 6
Type: Research Article
ISSN: 2046-9012

Keywords

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Book part
Publication date: 19 March 2013

Katerina Bohle Carbonell, Amber Dailey-Hebert, Maike Gerken and Therese Grohnert

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the…

Abstract

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Available. Content available
Article
Publication date: 10 July 2017

Christian Harteis and Martin Gartmeier

461

Abstract

Details

Journal of Workplace Learning, vol. 29 no. 5
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 19 March 2013

Patrick Blessinger and Charles Wankel

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types…

Abstract

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

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Book part
Publication date: 19 March 2013

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as…

Abstract

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

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