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Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Standard

Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches. / Klamar, Alexander; Horvath, Dorothee; Frese, Michael et al.
in: Safety Science, Jahrgang 177, 106578, 01.09.2024.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Harvard

Klamar, A, Horvath, D, Frese, M & Keith, N 2024, 'Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches', Safety Science, Jg. 177, 106578. https://doi.org/10.1016/j.ssci.2024.106578

APA

Klamar, A., Horvath, D., Frese, M., & Keith, N. (2024). Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches. Safety Science, 177, Artikel 106578. https://doi.org/10.1016/j.ssci.2024.106578

Vancouver

Klamar A, Horvath D, Frese M, Keith N. Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches. Safety Science. 2024 Sep 1;177:106578. doi: 10.1016/j.ssci.2024.106578

Bibtex

@article{ef78176bab0040df9e62e6de9da78f2e,
title = "Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches",
abstract = "Errors may be a safety hazard, yet all organizations and managers have to deal with errors. Error management and high reliability are strategies for dealing with errors. While these strategies originate from different research approaches and have been well studied independently, they have not been directly compared in empirical studies. Based on a theoretical analysis of similarities and differences between these approaches, we developed a training based on each of them. For our High Reliability Approach (HRA) training, we deduced training principles based on the facets of safety organizing. For the Error Management Training (EMT) and the training in the error-avoidant control condition (EAT), we oriented on existing training studies. We trained university students (N = 359) in a relevant skill. Our study revealed that both EMT and HRA training led to better performance than EAT. Exploratory analyses revealed emotion control towards errors to be related to performance only in the EMT group. Our article suggests that in spite of similar effectiveness of EMT and HRA training, there may be differential processes in these two approaches.",
keywords = "Errors, Error management, High reliability, Mindful organizing, Training, Business psychology",
author = "Alexander Klamar and Dorothee Horvath and Michael Frese and Nina Keith",
note = "Publisher Copyright: {\textcopyright} 2024 The Author(s)",
year = "2024",
month = sep,
day = "1",
doi = "10.1016/j.ssci.2024.106578",
language = "English",
volume = "177",
journal = "Safety Science",
issn = "0925-7535",
publisher = "Elsevier B.V.",

}

RIS

TY - JOUR

T1 - Different approaches to learning from errors: Comparing the effectiveness of high reliability and error management approaches

AU - Klamar, Alexander

AU - Horvath, Dorothee

AU - Frese, Michael

AU - Keith, Nina

N1 - Publisher Copyright: © 2024 The Author(s)

PY - 2024/9/1

Y1 - 2024/9/1

N2 - Errors may be a safety hazard, yet all organizations and managers have to deal with errors. Error management and high reliability are strategies for dealing with errors. While these strategies originate from different research approaches and have been well studied independently, they have not been directly compared in empirical studies. Based on a theoretical analysis of similarities and differences between these approaches, we developed a training based on each of them. For our High Reliability Approach (HRA) training, we deduced training principles based on the facets of safety organizing. For the Error Management Training (EMT) and the training in the error-avoidant control condition (EAT), we oriented on existing training studies. We trained university students (N = 359) in a relevant skill. Our study revealed that both EMT and HRA training led to better performance than EAT. Exploratory analyses revealed emotion control towards errors to be related to performance only in the EMT group. Our article suggests that in spite of similar effectiveness of EMT and HRA training, there may be differential processes in these two approaches.

AB - Errors may be a safety hazard, yet all organizations and managers have to deal with errors. Error management and high reliability are strategies for dealing with errors. While these strategies originate from different research approaches and have been well studied independently, they have not been directly compared in empirical studies. Based on a theoretical analysis of similarities and differences between these approaches, we developed a training based on each of them. For our High Reliability Approach (HRA) training, we deduced training principles based on the facets of safety organizing. For the Error Management Training (EMT) and the training in the error-avoidant control condition (EAT), we oriented on existing training studies. We trained university students (N = 359) in a relevant skill. Our study revealed that both EMT and HRA training led to better performance than EAT. Exploratory analyses revealed emotion control towards errors to be related to performance only in the EMT group. Our article suggests that in spite of similar effectiveness of EMT and HRA training, there may be differential processes in these two approaches.

KW - Errors

KW - Error management

KW - High reliability

KW - Mindful organizing

KW - Training

KW - Business psychology

UR - http://www.scopus.com/inward/record.url?scp=85196028091&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/ca31212e-97a1-3d2d-9352-ed5c1d1c4630/

U2 - 10.1016/j.ssci.2024.106578

DO - 10.1016/j.ssci.2024.106578

M3 - Journal articles

VL - 177

JO - Safety Science

JF - Safety Science

SN - 0925-7535

M1 - 106578

ER -

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