Self-regulation in error management training: emotion control and metacognition as mediators of performance effects.

By Nina Keith, Michael Frese. Journal of Applied Psychology, 2005

439 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/1fb910c4847856b71f13e368774f985a064f1d30

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Citations in the corpus

CEO relational leadership and strategic decision quality in top management teams: The role of team trust and learning from failure (2012, background): “Furthermore, it involves critical thinking (Dewey, 1986 [1933]), encountering problems (Cyert and March, 1963), engaging failures, investigating problems, and using error management programs (Carmeli and Gittell, 2009; Carroll et al., 2006; Keith and Frese, 2005; Weick and Sutcliffe, 2001).”
7 Emotion in Organizations: A Review and Theoretical Integration (2007, background): “Error-management training attempts to increase learning by reappraising mistakes as opportunities (eg, “the more errors you make, the more you learn!” Keith & Frese, 2005 , p.”
Human capital and entrepreneurial success: A meta-analytical review (2011, background): “…and knowledge; Kolb, 1984) and metacognitive activities (i.e., activities to control one’s cognitions; Ford, Smith, Weissbein, Gully, & Salas, 1998) are two examples of many person variables that facilitate the transformation of experience into knowledge (e.g., Kolb, 1984; Keith & Frese, 2005).”
Sub-dimensions of the four factor model of cultural intelligence : expanding the conceptualization and measurement of cultural intelligence (2012, background): “It can be a function of conscious reflection (Keith & Frese, 2005) and ⁄or unconscious associative learning (Bubic, von Cramon, & Schubotz, 2010).”
Learning from errors: A model of individual processes (2016, background): “Findings from studies on error management (Heimbeck, Frese, Sonnentag, & Keith, 2003; Keith & Frese, 2005) and error-related beliefs or attitudes (Rybowiak, Garst, Frese & Batinic, 1999; Tulis & Ainley, 2011; Tulis, Steuer & Dresel, subm.) complete our proposed model.”
Benefits of training and development for individuals and teams, organizations, and society. (2009, methodology): “…software (i.e., PowerPoint) performed better in the error training with metacognition prompting (i.e., instructions encouraging trainees to think explicitly about what the problem is, what they are trying to achieve, and so forth) compared to the error-avoidant condition (Keith & Frese 2005).”
Operationalising critically reflective work behaviour (2008, background): “Openness about mistakes Despite the rather negative view of errors generally held in society and the severe consequences that workplace errors may have for individuals and organisations, from a psychological perspective errors are great because they make it possible to learn (Keith and Frese, 2005).”