Resumo

Individual learning from errors has been analyzed through the relationship with several antecedent factors, which act as facilitators or barriers to learning. However, empirical studies have not covered the theme through an integrative perspective of the process, in which it is analyzed as a result of a process made up of detection and correction stages of the error and which are influenced by individual characteristics and resources, as well as the work context. Also, there is little focus on understanding of the relationship between the stages of error correction and learning from the error.

We aim at proposing and testing a model of orientation to individual learning from own error (OILOE). The model concerns the propensity of the individual to behave in a favorable way to acquire new learning, under error situations at the workplace. In addition, the model integrates the stages of the error detection and error correction (reflection, development of a new action strategy and implementation of the new strategy) to relevant factors of individual error orientation (error competence, error strain and error communication) as well as organizational factors that facilitate learning.

Learning that may be acquired from an error, results from the adequate approach and handling of the error situation, in which the individuals employ their knowledge and ability for reflective analysis to a process composed of several stages. Such stages involve the identification of the error and its causes, the generation and checking of alternative solutions that are aimed at avoiding the repetition of the error, and the implementation and the evaluation of solutions that lead to procedural and behavioral changes in the workplace, when shown to be necessary.

The study is quantitative and the data were collected by means of a survey questionnaire, based on five constructs (error detection, error correction, organizational factors that facilitate individual learning from error, positive error orientation and individual learning from error). The data analysis, involving a sample of 298 Brazilian professionals and workers, was supported by partial least squares structural equation modelling (PLS-SEM), via SmartPLS 3 software, with additional use of jamovi software for principal component analysis (two-step approach).

The structural model was found to explain 4.1% of the positive error-orientation variance, 27% of the error correction variance, 28.1% of the error correction variance, and 23.7% of the learning-from-error variance. The five established hypotheses were supported. As for the control variables, business model (technology-based or traditional-based), gender and company size did not show significant effects. Age showed a significant relationship with error correction, and team size and report to a manager with learning from error.

The results from the study confirm relationships of the effect between constructs that make up part of the individual learning process from the error, specifically, that organizational factors that contribute to learning from the error strengthen the positive orientation to the error and that this promotes the detection of the error. Additionally, the results open the possibility to evidence and empirically confirm the predictive relationships of organizational factors in relation to error correction, as well as correction of the error in relation to individual learning from the error.

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