Effets des conceptions de l'erreur,de la motivation à apprendre et du soutien social sur l'intention de transférer les nouveaux apprentissages : un modèle de médiation modérée

This study aims to assess whether trainees' errors orientation can influence their motivation to learn and their intention to transfer learning. Data were collected from 275 trainees participating in a corporate training program offered by a Canadian government agency. Results show that the concept of learning by error positively influences trainees' levels of motivation and their intention to transfer learning. Results also confirm the mediating role motivation plays between the concept of learning by error and the intention of transferring learning. Finally, results confirm the moderating role of social support on the relationship between motivation to learn and the intention to transfer learning. Practical and theoretical implications of these results are discussed. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.     

Comprendre les pratiques des experts pour être en mesure de contrôler leur activité – l’exemple du trading

Experts are important actors of organizational control. Nevertheless, experience suggests that they must be controlled as well. This is particularly the case for traders in financial institutions. We first identify the limits of traditional control patterns when the managing the activities of experts is at stake. Hyperspecialization, which is the ability to act within different logics and multiple time horizons, suggests that multidimensional representations of these activities be adopted and made explicit, which has the potential to prevent such activities from turning problematic. By examining bank risks and conducting additional interviews with actors from bank trading services, we recommend that multiple components of complexity be preserved when dealing with expert‐related operational risks, instead of reducing this complexity to a single concept. Such an approach implies to turn back expertise against itself. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.