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How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace
Tamara Vanessa Leiß1, Andreas Rausch1
1Mannheim Business School (MBS), University of Mannheim, Mannheim, Germany.
Vocations and Learning
|November 21, 2022
Summary
Situational factors like interruptions and instrumentality in workplace social interactions significantly boost learning. Trainee motivation and boredom also enhance learning, while personality traits do not influence it.
Area of Science:
- Workplace learning
- Organizational psychology
- Vocational education
Background:
- Self-perceived learning from social interactions is crucial for professional development.
- Understanding factors influencing this learning is vital for optimizing training programs.
- Previous research has explored various individual and contextual factors, but the interplay within vocational settings requires further investigation.
Purpose of the Study:
- To investigate the impact of situational characteristics, emotions, and personality on self-perceived learning from social interactions among vocational trainees.
- To identify which specific aspects of social interactions and emotional states most strongly predict learning outcomes.
Main Methods:
- Diary and survey data were collected from 43 German vocational education and training (VET) trainees over ten working days.
- A total of 1,328 social interactions were recorded and analyzed using multilevel analysis.
- Key variables included situational characteristics (instrumentality, interruption, questions asked, speech proportion), state emotions (boredom, motivation), and personality traits.
Main Results:
- Situational characteristics such as instrumentality, interaction interruptions, and trainee-asked questions positively predicted self-perceived learning.
- A higher trainee speech proportion negatively predicted learning.
- Experiencing boredom and motivation during interactions were significant positive predictors of learning.
- Baseline emotion levels and personality traits did not significantly influence learning.
Conclusions:
- Situational characteristics of social interactions exert the most substantial influence on self-perceived learning in vocational trainees.
- Interventions aimed at enhancing learning should focus on structuring interactions to be more instrumental and encouraging trainee participation.
- Emotional states, particularly motivation and boredom, play a role, suggesting the importance of engaging work environments.
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