Active learning climate and employee errors: The moderating effects of personality traits

This study developed and tested a cross-level model of the relationship between two components of active learning climate-enactive exploration and guided learning-and employee errors, and the moderating roles of the individual's traits of openness to experience and conscientiousness. The study examined the medical errors made by 142 resident physicians in 22 hospital departments. Results demonstrated significant interactions between climate and traits: when an individual had a low level of the trait of openness to experience, there was a curvilinear relationship between enactive exploration climate and number of errors. With a high level of openness to experience, the enactive exploration climate was positively associated with the number of errors up to a certain point. In addition, when an individual had a low level of conscientiousness, there was a negative association between guided learning climate and number of errors; with a high level of conscientiousness, there was a positive association between guided learning climate and number of errors. Thus, individual performance was better when the climate complemented the individual's lack of a trait. When the level of the individual's trait was high, the climate intensified the already pronounced trait up to an extent that impaired the individual's performance.