The Impact of Error Training and Individual Differences on Training Outcomes: An Attribute–Treatment Interaction Perspective

Stanley M. Gully et al

Keywords: Error Training, Individual Differences, Cognitive Ability, Openness to Experience, Conscientiousness, Self-Efficacy

The Study: This study examined the effectiveness of error-encouragement training versus error-avoidance and control conditions. A total of 181 undergraduate students participated in a decision-making simulation. Researchers investigated how individual characteristics—cognitive ability, openness to experience, and conscientiousness—moderate the effects of training type on outcomes.

Main Findings: Trainees with high cognitive ability or greater openness to experience benefited more from error-encouragement training in terms of performance and self-efficacy. In contrast, trainees with low cognitive ability performed better and reported higher self-efficacy under error-avoidance training. Conscientiousness negatively affected self-efficacy when trainees were encouraged to make errors.

Practical Implications: The effectiveness of error training depends on individual differences. Training programs should consider cognitive and personality profiles when determining whether to encourage exploration and learning through mistakes or to minimize errors.

Reference: Gully, S. M., Payne, S. C., Kiechel Koles, K. L., & Whiteman, J. K. (2002). The Impact of Error Training and Individual Differences on Training Outcomes: An Attribute–Treatment Interaction Perspective. Journal of Applied Psychology, 87(1), 143–155. https://doi.org/10.1037/0021-9010.87.1.143

Gully et al, 2002.pdf

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