Error-management training

Research project "Error-management training"

In contrast to conventional training methods that seek to avoid errors and that emphasize direct instruction, an error management approach assumes that errors during training are inevitable and even have the potential to promote learning and performance. As a consequence, error management training encourages trainees to actively explore during training (e.g., when learning a new software), to make errors and to learn from them.

Several studies have shown error management training to be more effective than conventional guided training, particular in promoting transfer to tasks that are structurally distinct from training tasks (e.g., Heimbeck, Frese, Sonnentag, & Keith, 2003; Keith & Frese, 2008). In addition, our research shows that self-regulatory activities of metacognition and emotion control mediate the effectiveness of error management training (Keith & Frese, 2005).

Further research questions of our project are: What is the role of cognitive and motivational person characteristics in error management training? Can error management training promote interpersonal skills? How can error management training be combined with elements of other established training methods (e.g., Behavior Modeling)?

Selected literature

Keith, N., & Frese, M. (2008). Performance effects of error management training: a meta-analysis. Journal of Applied Psychology, 93, 59-69.

Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognitive activity as mediators of performance effects. Journal of applied Psychology, 90, 677-691.

Keith, N. (2005). Self-regulatory processes in error management training. Inaugural-Dissertation zur Erlangung des Doktorgrades der Philosophie des Fachbereichs 06 Psychologie und Sportwissenschaft der Justus-Liebig-Universität Gießen.

Heimbeck, D., Frese, M., Sonnentag, S., & Keith, N. (2003). Integrating errors into the training process: The function of error management instructions and the role of goal orientation. Personnel Psychology, 56, 333-361.