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To what extent can resiliency reduce negative work outcomes to help employees recover from failure? This study investigates how the interaction of trait resiliency and mistake tolerance play key roles in reducing turnover intention in organizations. Specifically, trait resiliency is hypothesized to be negatively related to managerial turnover intentions. Moreover, the author investigates the interactive role of perceived mistake tolerance as a situational factor that may impact the extent to which resiliency decreases turnover intentions. In a sample of 209 working managers and executives, moderated path modeling reveals that resiliency reduces turnover intentions. Additionally, results suggest a more nuanced view that takes into consideration the interaction of trait resiliency and perceptions of mistake tolerance in reducing turnover intentions.

This chapter defines a learning culture and discusses the relationship between knowledge and learning. The authors explain why learning is essential to bringing knowledge to life and incentivizing knowledge flows and use. The chapter addresses the interplay between knowledge and learning cultures. A key point in the chapter is the value of mistakes as learning opportunities. The authors explain how mistakes are viewed in the industrial economy and how this perspective impedes critical organizational learning. Specifically, we define mistakes, explain the double cognitive bias of mistakes, explain the tendency and impact of hiding mistakes, the side effects of double mistake bias, learn to learn from mistakes, and take on the challenge of reconciling mistake acceptance and avoidance. Finally, the chapter addresses the importance of cultivating a learning climate to realize your learning culture.

This study aims to identify the antecedents of learning from mistakes within the student group work setting. Specifically, this study provides empirical evidence of how team–member exchange (TMX) positively leads to learning from mistakes via person-focused interpersonal citizenship behaviours (ICBs) and of the boundary condition of intellect of this indirect relationship.

Cross-sectional survey data were collected from 189 new business undergraduate students at a Hong Kong higher education institute. PROCESS Macro (Hayes, 2013) and bootstrapping with 5,000 resamples were conducted to analyse the moderated mediation model.

The authors found that high levels of TMX within a group positively related to person-focused ICBs and learning from mistakes. Moreover, the bootstrapping results showed that there was an indirect effect of TMX and learning from mistakes via person-focused ICBs. The presence of students with high intellect strengthened this indirect relationship.

Whereas many studies have examined the development of students’ employability skills, most have ignored the importance of learning from mistakes, which is considered to be a soft employability skill and an important attribute in the workplace. Moreover, the factors that facilitate students’ learning from mistakes are unclear. This study is the first to identify the antecedents of learning from mistakes by adopting social exchange, reciprocity and social information processing (SIP) theories.

This study aims to examine the micromechanisms of how knowledge culture fosters human capital development.

An empirical model was developed by using the structural equation modeling method based on a sample of 321 Polish knowledge workers employed in different industries.

This study provides direct empirical evidence that tacit knowledge sharing supports human capital, whereas tacit knowledge hiding does not, and this hiding is considered a waste of knowledge. If tacit knowledge does not circulate within an organization, it is a severe waste of an organization. The findings indicate that shame from making mistakes might impede the sharing of knowledge gained from making those mistakes, and in such cases, the knowledge remains hidden.

Leaders aiming to ensure human capital growth should implement an authentic learning culture composed of a learning climate and mistakes acceptance components that enable open discussion about mistakes on each organizational level.

The knowledge culture is found to be an essential element of building human capital but, at the same time, not sufficient without a learning culture, and its mistakes acceptance component. A permanent organizational learning mode that supports a continuous organizational shared mental model reframing is an antidote to tacit knowledge hiding.

This study aims to understand and compare how the mechanism of innovative processes in the information technology (IT) industry – the most innovative industry worldwide – is shaped in Poland and the USA in terms of tacit knowledge awareness and sharing driven by a culture of knowledge and learning, composed of a learning climate and mistake acceptance.

Study samples were drawn from the IT industry in Poland (n = 350) and the USA (n = 370) and analyzed using the structural equation modeling method.

True learning derives from mistake acceptance. As a result of a risk-taking attitude and critical thinking, the IT industry in the USA is consistently innovation-oriented. Specifically, external innovations are highly correlated with internal innovations. Moreover, a knowledge culture supports a learning culture via a learning climate. A learning climate is an important facilitator for learning from mistakes.

This study revealed that a high level of mistake acceptance stimulates a risk-taking attitude that offers a high level of tacit knowledge awareness as a result of critical thinking, but critical thinking without readiness to take a risk is useless for tacit knowledge capturing.

The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.

The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.

This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.

This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.

The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.

There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

The aim of this paper is to examine how mistakes can help to assist learning.

The paper presents examples where mistakes are not necessarily mistakes, but simply opportunities to improve or amend the project. Also lists questions to help in the understanding of mistakes, why it occurred, how it was dealt with and feelings regarding the situation.

Blaming ourselves, or blaming others, does not encourage us. In fact, it is anti‐learning. If we, or our department, or our organization has made a mistake then we might as well get what we can out of it – the learning. Gaining learning from our mistakes takes us away from a culture of cover ups and denial.

Humans make mistakes all the time and the key lesson is how we can be more learning‐focused after discovering a mistake.

The purpose of this paper is to examine students' perceptions of managerial mistakes and why (and why not) managers admit mistakes.

This paper provides a reflective account of how students' perceive management mistakes and deal with admitting “mea culpa” – “I am to blame”.

The findings show a range of attitudes: they highlight the intermingling pressures associated with the cultural environment and mistakes; they identify media characteristics and its influences on mistakes and mea culpa; they highlight ceremonial processes and tasks that shape and influence the declaration of mea culpa; and they identify how the psychology and sociology of mistakes confronts and affects students. Taken together, the study highlights the varying degrees of wariness that is carried forward by the students from vicariously learning about management mistakes.

This paper links up with recent discussions on retail failure and retail pedagogy. It is hoped that this paper will encourage more academics to address, and engage with, management mistakes creatively in their teaching.

Online stores sell thousands of products and services. Despite all care, mistakes can occur. These mistakes can have severe implications for the seller. A contract once formed is normally binding on the parties. The seller gets bound to sell at the mistaken price. Can an online seller get out of the contract on the ground that the price was a mistake? The only court judgement on the theme is Chwee Kin Keong v. Digilandmall.com Pte Ltd, a judgement of the Singapore High Court. With reference to the judgement, the case explores pricing mistakes by online stores.

With the aim of discovering the important factors in training staff to use newly installed automated circulation systems, the appropriate libraries in New Zealand were sent a questionnaire in 1988. This asked how libraries had trained their staff, and the outcome of the training in terms of satisfaction with their decisions, sparseness of mistakes after implementation and time taken for staff to attain efficiency after implementation. The most important factors in training were that the vendor should be heavily involved in organizing and carrying out training; training should be given before the system went live; staff should be given detailed training in the whole system; and a number of different training methods should be used. These factors were especially important for libraries installing their first automated system, those installing integrated systems, those with few staff, and those installing their systems in the earlier years of automation; that is, those libraries whose staff have the least background in the system being installed, have the greatest need for excellent training.