Error affect inoculation for a complex decisition-making task

  1. Tabernero Urbieta, María del Carmen
  2. Wood, Robert E.
Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2009

Volume: 21

Issue: 2

Pages: 183-190

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Abstract

Inoculación de afecto sobre los errores para la toma de decisiones complejas. Los individuos parten de conocimientos, teorías implícitas y orientaciones de metas al trabajar en grupos. Tomar decisiones grupales requiere compartir creencias previas. Este estudio analiza cómo un proceso exploratorio y deliberativo en la formación (basado en teorías implícitas adquiribles y orientación de metas hacia el aprendizaje) influye en la efectividad de procesos de toma de decisiones individuales y grupales. La efectividad de este programa de formación es comparada con otro programa que incluye Inoculación de Afecto sobre los Errores (IAE). Participan en esta investigación 40 inspectores de policía en formación. Los inspectores fueron asignados a una condición de formación para una tarea de toma de decisiones individual-grupal. En una condición, los participantes reciben instrucciones que enfatizan realizar una exploración de la información junto al proceso deliberativo para contrastar hipótesis. En otra condición, los participantes reciben además instrucciones basadas en IAE que enfatizan las reacciones afectivas positivas ante los posibles errores que se desencadenan al tomar decisiones. Los resultados muestran que las decisiones mejoran cuando los grupos comparten sus razonamientos. La formación IAE fomenta compartir información haciendo más flexibles los posicionamientos iniciales y mejorando las decisiones grupales. Finalmente, se discuten las implicaciones y la dirección para futuras investigaciones.

Bibliographic References

  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
  • Arenas, A., Tabernero, C., & Briones, E. (2006). Effects of goal orientation, error orientation and self-efficacy on performance in an uncertain situation. Social Behavior and Personality, 34, 569-586.
  • Bottger, P.C., & Yetton, P.W. (1988). An integration of process and decision scheme explanations of group problem solving performance. Organizational Behaviour and Human Decision Processes, 42, 234- 249.
  • Briones, E., & Tabernero, C. (2005). Formación cooperativa en grupos heterogéneos. Psicothema, 17, 393-403.
  • Briones, E., Tabernero, C., & Arenas, A. (2007). Effects of disposition and self-regulation on self-defeating behavior. The Journal of Social Psychology, 147, 657-679.
  • Button, S.C., Mathieu, J.E., & Zajac, D.M. (1996). An examination of the relative impact of assigned goals and self-efficacy on personal goals and performance over time. Journal of Applied Social Psychology, 26, 1084-1103.
  • Dweck, C.S. (1996). Capturing the dynamic nature of personality. Journal of Research in Personality, 30, 348-362.
  • Epitropaki, O., & Martin, R. (2004). Implicit leadership theories in applied settings: Factor structure, generalizability and stability over time. Journal of Applied Psychology, 89, 293-310.
  • Forgas, J.P. (1995). Mood and judgment: The affect infusion model (AIM). Psychological Bulletin, 117, 39-66.
  • Forgas, J.P. (1998). On feeling good and getting you way: Mood effects on negotiator cognition and bargaining strategies. Journal of Personality and Social Psychology, 74, 565-577.
  • Forgas, J.P. (2007). When sad is better than happy: Negative affect can improve the quality and effectiveness of persuasive messages and social influence strategies. Journal of Experimental Social Psychology, 43, 513-528.
  • Forgas, J.P., Bower, G.H., & Moylan, S.J. (1990). Praise or blame? Affective influences in attributions for achievement. Journal of Personality and Social Psychology, 59, 809-818.
  • Hall, J., & Watson, W.H. (1970). The effects of a normative intervention on group decision making performance. Human Relations, 23, 299- 317.
  • Harackiewicz, J.M., & Elliot, A.J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
  • Hertel, G., & Fiedler, K. (1994). Affective and cognitive influences in a social dilemma game. European Journal of Social Psychology, 24, 131-146.
  • Heslin, P.A., Latham, G.P., & VandeWalle, D. (2005). The effect of implicit theory on performance appraissals. Journal of Applied Psychology, 90, 842-856.
  • Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology, 90, 677-691.
  • Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93, 59-69.
  • Kray, L.J., & Haselhuhn, M.P. (2007). Implicit negotiation beliefs and performance: Experimental and longitudinal evidence. Journal of Personality and Social Psychology, 93, 49-64.
  • Locke, E.A., & Latham, G.P. (2002). Building a practically useful theory of goal seting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
  • Morera, D., & Rodríguez, A. (1994). La relación entre actitudes y teorías implícitas: su estudio en situaciones de conflicto intergrupo. Psicothema, 6, 215-227.
  • Nordstrom, C.R., Wendland, D., & Williams, K.B. (1998). «To err is human»: An examination of the effectiveness of error management training. Journal of Business and Psychology, 12, 269-282.
  • Orpen, C. (1997). Using the stepladder technique to improve team performance. Psychological Studies, 42, 24-28.
  • Regueiro, R., & León, O.G. (2003). Estrés en decisiones cotidianas. Psicothema, 15, 533-538.
  • Sedikides, C. (1995). Central and peripheral self-conceptions are differentially influent by mood: Test of the differential sensitivity hypothesis. Journal of Personality and Social Psychology, 69, 759-777.
  • Simón, V.M. (1997). La participación emocional en la toma de decisiones. Psicothema, 9, 365-376.
  • Tabernero, C., & Wood, R.E. (1999). Implicit theories versus the social construal of ability in self-regulation and performance on a complex task. Organizational Behaviour and Human Decision Processes, 78, 104-127.
  • Tamir, M., John, O.P., Srivastava, S., & Gross, J.J. (2007). Implicit theories of emotion: Affective and social outcomes across a major life transition. Journal of Personality and Social Psychology, 92, 731-744.
  • Totterdell, P., Kellett, S., Teuchmann, K., & Briner, R.B. (1998). Evidence of mood linkage in work groups. Journal of Personality and Social Psychology, 74, 1505-1515.
  • Utman, C.H. (1997). Performance effects of motivational state: A metaanalysis. Personality and Social Psychology Review, 1, 170-182.
  • VandeWalle, D. (2001). Goal orientation: Why wanting to look successful doesn’t always lead to success. Organizational Dynamics, 30, 162-171.
  • Winters, D., & Latham, G.P. (1996). The effect of learning versus outcome goals on a simple versus a complex task. Group and Organisation Management, 21, 235-250.
  • Wood, R.E., Bandura, A., & Bailey, T. (1990). Mechanisms governing organizational productivity in complex decision-making environments. Organizational Behavior and Human Decision Processes, 46, 181-201.
  • Wood, R.E., George-Falvy, J., & Debowski, S. (2001). Motivation and information search on complex tasks. In Erez, M., Klienbeck, U., & Thierry, H. (Eds.): Work motivation in the context of a Globalizing Economy. Hillsdale, NJ: Lawrence Erlbaum Associates.
Data source: Dialnet