| The goal of the present study was to extend research on factors that increase training effectiveness by integrating the paradigms of goal-orientation and errors committed during training. Research in both goal-orientation and errors in training has suggested potential benefits for organizational training, however, very few studies have attempted to combine the two research streams. Therefore, the present study seeks to expand the organizational training literature by combining training goals and errors in training.;Using a 3 x 2 experimental design the present study used training on Microsoft Power Point to examine the main and interactive effects of goal-orientation (i.e., mastery, performance-approach, performance-avoidance) and training strategy (i.e., error-free, error-filled) on trainee reactions, cognitive learning, skill-based learning, affective learning, and intrinsic motivation. The mediating effect of cognitive interference on goal-orientation's relationship to skill-based learning was also examined. Results revealed statistically significant effects for some outcomes and not for others. Most notably, there was a strong main effect for errors in training. Participants who received error-filled training demonstrated higher levels of skill-based learning (i.e., performed better and faster) than participants who received error-free training. Additionally, trainees who received error-filled training reported higher levels of post-performance self-efficacy (affective-learning) than participants who received error-free training. The findings for skill-based and affective learning are impressive considering that no differences were found when the more traditional approach of cognitive learning was examined. These findings suggest that measuring learning with just a knowledge test may miss important aspects of learning. There was not a statistically significant effect for goal-orientation, or the interaction between goal-orientation and errors in training. The hypothesized mediating effect of cognitive interference was not supported, but exploratory analyses revealed that cognitive interference was a statistically significant predictor of decrements in skill-based learning. Study limitations, implications for theory and practice, and suggestions for future research are discussed. |
