La orientación positiva al error como promotor del proceso de aprendizaje en las organizaciones.
| Autor | Henrique Geraldo Rodrigues, Diógenes de Souza Bido |
| Cargo | Universidade Federal de Uberlândia, Uberlândia, MG, Brazil / Universidade Presbiteriana Mackenzie, São Paulo, SP, Brazil |
1
BAR-Brazilian Administration Review, 20(3), e230019, 2023.
Research Article
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Keywords:
learning from errors; individual learning
from own errors; individual error orientation;
positive error orientation
JEL Code:
M19
Received:
February 27, 2023.
This paper was with the authors for one revision
Accepted:
July 24, 2023.
Publication date:
August 22, 2023.
Funding:
The authors thank the Conselho Nacional de
Desenvolvimento Científico e Tecnológico, for the financial
support for the research in this article.
Corresponding author:
Henrique Geraldo Rodrigues
Universidade Federal de Uberlândia,
Av. João Naves de Ávila, 2100, CEP 38408-100,
Uberlândia, MG, Brazil
Editor-in-Chief:
Ivan Lapuente Garrido
(Universidade do Vale do Rio dos Sinos, Brazil).
Associate Editor:
Cintia Rodrigues de Oliveira
(Universidade Federal de Uberlândia, Brazil).
Reviewers:
Two anonymous reviewers.
Editorial assistants:
Eduarda Anastacio, Kler Godoy, and Simone Rafael
(ANPAD, Maringá, Brazil).
ABSTRACT
Objective: through the recognition of how important a procedural approach is to the
study of individual learning from errors, in this article, we propose and test a model of
orientation to individual learning from one’s own error. Methods: by means of a survey
questionnaire involving 298 Brazilian workers, we analyzed the data using partial least
squares structural equation modeling (PLS-SEM). Results: we contribute to academic
knowledge, first, by modeling and empirically identifying the relationships of positive
influence between positive error orientation and error detection, and between error
correction and individual learning from error; and second, by the identification of the
significant practical importance of positive error orientation for error detection. Con-
clusions: we point out implications for investigations concerned with measuring more
accurately the individual positive error orientation phenomenon, as well as those that
seek to deepen the understanding of the influence of the organizational context on
the direction of individual error orientation. As implications for managerial practice,
we highlight positive error orientation as a promoter of learning in individuals, which
means that managers should include, in the training programs, learning activities about
situations of error in the workplace.
Positive Error Orientation as a Promoter of the
Learning Process in Organizations
Henrique Geraldo Rodrigues1, Diógenes de Souza Bido2
1 Universidade Federal de Uberlândia, Uberlândia, MG, Brazil
2 Universidade Presbiteriana Mackenzie, São Paulo, SP, Brazil
How to cite: Rodrigues, H. G., & Bido, D. S. (2023). Positive error orientation as a promoter of the learning process in organizations. BAR-Brazilian Administration
Review, 20(3), e230019.
DOI: https://doi.org/10.1590/1807-7692bar2023230019
2
Positive error orientation as a promoter of the learning process in organizations
BAR-Brazilian Administration Review, 20(3), e230019, 2023.
INTRODUCTION
After Edmondson’s (1996) and Rybowiak et al.’s (1999)
papers, investigations about learning from errors have
been directed toward a deeper understanding of the
nature encompassing the phenomenon in its diverse
dimensions. There have been studies that explore the
individual dimension of learning from errors (e.g., Zhao
& Olivera, 2006), in terms of teams (e.g., Tjosvold et al.,
2004) and organizations (e.g., Dyck et al., 2005), as well
as those in which the integration of these dimensions of
analysis was sought (e.g., Dahlin et al., 2018).
Regarding individual learning, the phenomenon has
also been analyzed through the relationship with several
contextual and individual antecedent factors, which act
as facilitators or barriers to learning from errors. We note
the focus on factors as leadership styles and behavior (Ye
et al., 2019), psychological safety (Lee et al., 2020), orga-
nizational climate for learning from errors (Grohnert et
al., 2017), emotional reactions to error (Zhao et al., 2018),
and work motivation (Zhou et al., 2020). Moreover, there
are those researchers that have investigated the influ-
ence of error attributes — as in who committed the error
and its severity — in learning from errors (Horvath et al.,
2021).
However, empirical studies have not covered the
theme through an integrative perspective of individual
learning from errors, in which it is analyzed as a result
of a process made up of error detection and correction
stages and which is influenced by individual character-
istics and resources, as well as the work context. In the
literature, the lack of measuring scales for error detec-
tion is noted, even though this represents the first crucial
step toward initiating the process of learning from er-
rors (Frese & Keith, 2015). In addition, previous literature
does not deepen the understanding of the relationship
between the stages of error correction and learning de-
rived from the error, except for a few studies that point
in this direction (Bauer & Mulder, 2007; Leicher & Mulder,
2016).
Besides, the approaches and models proposed for the
study of individual learning from errors do not make any
distinction between one’s own errors and those com-
mitted by others. Horvath et al. (2021) show that work-
ers tend to learn more from errors made by themselves
than those committed by peers. A possible explanation
for this could be the occurrence of more intense emo-
tional and cognitive reactions to their own errors than
those related to the errors of others. This could force in-
dividuals to adopt an attitude of greater attention and
involvement toward errors committed by themselves.
Through recognition of the importance of the proce-
dural approach to the study and understanding of indi-
vidual learning from error, we propose and test a model
of orientation to individual learning from one’s own er-
ror (OILOE model). We define orientation to individual
learning from one’s own error as the propensity of the
individual to behave in a favorable way to acquire new
learning, under error situations at the workplace.
The OILOE model is based on a processual perspec-
tive. It is the integrator of the distinct stages of the ap-
proach to the error, and it brings together individual and
contextual elements that influence positively this pro-
cess and facilitate learning from errors. According to the
model, the individual learning from error — the endoge-
nous variable — is a result of a process that begins with
the error detection (Frese & Keith, 2015; Zhao & Olivera,
2006), which, in turn, leads to error correction (Bauer &
Mulder, 2007).
Nevertheless, how the error detection stage occurs is
influenced by individual elements we call positive error
orientation (Rybowiak et al., 1999), while the way the er-
ror correction stage is carried out is influenced by orga-
nizational factors that facilitate learning from error (Putz
et al., 2013). In addition, the existence of organizational
factors that facilitate learning strengthens the individual
positive error orientation.
Our intention is to contribute to the literature by the
proposition of a model that enables the analysis of in-
dividual learning from errors in diverse contexts. By
applying the same model, it may be possible to gener-
ate the widening of the understanding into this type of
learning and its relationship to main antecedents. From
the practical point of view, the model may contribute
to the understanding of heads of people and culture
about the organizational members’ perceptions on their
own willingness and conditions oered through the or-
ganizational context to engage in learning from errors.
Thereby, managers can identify actions that lead to an
increase in this type of learning.
This article is structured as follows: first, the theoret-
ical foundation and the development of hypotheses are
put forward; next, the methodological procedures and
results are described; finally, a discussion of the results
is delivered.
THEORETICAL BACKGROUND
AND HYPOTHESES
The error and learning from errors
Errors are inherent to human action, and as such refer to
“… inappropriate actions committed while performing a
task” (Ohlsson, 1996, p. 242). Such actions concern unin-
tentional or avoidable deviations from goals, standards,
or any unexpected result (Cannon & Edmondson, 2001;
Dyck et al., 2005), that are the result of individual deci-
sions and behaviors (Zhao & Olivera, 2006).
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