1. The Dark Side of Practice: Outcomes Associated w/ Poor Practice Performance
Kaeley N. Timmel, Lyndsea A. Smith, Kelly A. Cave, Keaton A. Fletcher, & Wendy L. Bedwell, Ph.D.
Department of Psychology, University of South Florida
Training Reactions Psychological Strain
B SE(B) β ΔR2
p B SE(B) β ΔR2
p
Step 1 .08 .001
Mindfulness 0.28 0.08 .28 .001 -0.61 0.10 -.44 <.001
Step 2
.07
<.
001
Mindfulness
0.28 0.08 .28
<.
001
-0.61 .10 -.44 <.001
Errors -0.01 0.00 -0.27 <.001 0.01 0.01 .15 .04
Abstract
Introduction MethodsResults
Conclusions
Results
This study examines the effects of trait mindfulness, a dispositional factor, and training performance on (1) psychological distress post-training performance and (2) training utility reactions (N = 140). Participants were
trained on a card sorting task, in which they use a checklist to sort a deck of sixty cards from the card game. Multiple hierarchical regression suggests that trait mindfulness is a significant negative predictor of
psychological strain and a significant positive predictor of training reactions. Overall, these findings suggest that individuals who perform poorly during training practice experienced increased psychological distress and
saw less utility of the actual training program. Thus, despite the evidence suggesting practice is an important component of effective training, it may not always yield beneficial outcomes.
• 155 undergraduate psychology students
• Participants trained on card sorting task, in which they
used a checklist to sort a deck of sixty cards
• Included an online training video that provided
information about the task and a demonstration
• Given 1 minute to familiarize themselves with the cards
• Then given 10 minutes to practice completing the
sorting task with a new deck.
• Upon completion, the experimenter provided feedback,
walking the participant through the scoring, explaining
mistakes and methods of improving
• Following feedback, participants were asked to rate their
satisfaction with the overall training as well as their
psychological strain
Science of Training
• Efficient training programs provide information, demonstration,
practice, and feedback (Kraiger & Aguinis 2001; Salas & Cannon-Bowers, 2001)
• Information: What to do, why it is important
• Demonstration: How to do it (how not to do it)
• Practice: Try doing it using provided information
• Feedback: What to change and what to keep doing
Objectives
• Address the gap that existing research has not yet examined
regarding the strain risks associated with training
• Investigate what effect does practice performance and
feedback have on strain outcomes
• Examine the effects of trait mindfulness and training on
psychological distress and utility training reactions post
training performance
• Individuals who perform poorly during training practice
and received negative feedback experienced increased
psychological distress and saw less utility of the actual
training program.
• These effects suggest that after accounting for
psychological resources trainees have coming into the
training session, their negative performance during training
can still explain negative strain outcomes.
• Future studies should examine whether it is the negative
feedback or the poor performance that leads to negative
strain outcomes
• Future training programs should consider better preparing
trainees for practice performance episodes, or better equip
them with potential psychological resources.
• Trait mindfulness is a significant, negative predictor of
psychological strain (R2
= .20, p < .001, B = -0.61, SE(B)
= 0.10, β = -.44).
• The number of errors made during the training
performance session positively predicts psychological
strain above and beyond the effects of mindfulness (ΔR2
= .02, p = .04, b = 0.01, SE(b) = 0.01, β = .15)
• Trait mindfulness is a significant, positive predictor of
training reactions (R2
= .08, p = .001, B = 0.28, SE(B) =
0.08, β = .28)
• The number of errors made during the training
performance session negatively predicts utility reactions
above and beyond trait mindfulness (ΔR2
= .08, p < .001,
B = -0.01, SE(B) = 0.00, β = -.27)
References available upon request
UNIVERSITY OF SOUTH FLORIDA
COLLEGE OF ARTS & SCIENCES
This research was supported in part by the Sunshine Education and Research Center at the University of South Florida. The Center is supported by Training
Grant No. T42-OH008438 from the Centers for Disease Control and Prevention/National Institute for Occupational Safety and Health (NIOSH).