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SDS Networking Event breakout session slides - PhD overview

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Presentation of PhD work at SDS Networking event as part of a short breakout session. Lyndsey Middleton (March 2019)

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SDS Networking Event breakout session slides - PhD overview

  1. 1. Exploring the development of innovative work behaviour of employees in multiple workplace contexts Presented by: Lyndsey Middleton Final year PhD student, Edinburgh Napier University Skills Development Scotland PhD Networking Event, 15th March 2019 Supervised by: Professor Hazel Hall Professor Robert Raeside Dr Laura Muir Twitter: @Middleton_LyPhD Blog: lyndseyjenkins.org Email: L.Middleton@napier.ac.uk
  2. 2. Session structure • Background to the PhD • Key concepts • Where the PhD fits in the literature • Methods (brief overview) • Key findings 2
  3. 3. Background to the PhD • The Scottish Economic Strategy (2015) • Fair Work Agenda (2016) and associated action plans Centre for Work- based Learning 3
  4. 4. Innovation as a concept Recognise Create ChampionImplement Innovative work behaviour 4
  5. 5. Workplace learning as a concept “Workplace learning is understood as the acquisition of employment and organisational specific skills and knowledge, through means of gaining experiences within the organisation itself. Workplace learning encapsulates multiple ways in which people learn in organisations, such as through formal training delivery or informal interaction and knowledge sharing processes.” Billet (2012) Jacobs & Park (2009) Ramage (2014) 5
  6. 6. Workplace learning versus work-based learning Skills Development Scotland Lyndsey’s doctoral research • Acquisition of knowledge within a workplace setting through ‘doing’ and the benefits of ‘doing’ • Educational framework – hands on experience/practical (e.g. apprenticeships) • Used to be ‘vocational’ • European models - upper quartile (OECD) • One route for delivery of workplace innovation • Multiple workplace contexts and types • Everyday workplace tasks • Not specific to training, development or education in the workplace • Focus on all employees • Links with innovative work behaviour 6
  7. 7. Recognise Create ChampionImplement Formal workplace learning Informal workplace learning Workplace learning Ellström (2010); Høyrup (2010); Lundkvist & Gustavasson (2018) Innovative work behaviour 7
  8. 8. Information Science Organisational Studies PsychologySupportive leaders Individual abilities Training Digital tools Appealing workspace IWB Information behaviours Information literacy 8
  9. 9. RQ1: Which factors support the development of innovation at national level in European countries? RQ2: How do contextual factors support innovative work behaviour for application at individual and collective levels in the workplace? RQ3: How does information literacy (including the associated information behaviours) support successful workplace learning as related to the development of innovative work behaviour? Research questions RQ4: What are the determinants of successful workplace learning in relation to learning to innovate? RQ5: How can successful workplace learning be identified in relation to learning to innovate? 9
  10. 10. Anticipated outcome - novel contribution to knowledge Workplace learning Innovative work behaviour … plus a practical (and useable) outcome 10
  11. 11. How? 11
  12. 12. A multimethod approach Literature search: Organisational studies Literature search: Information Science Literature search: Psychology Literature review Research questions (5 developed) How do I explore the research questions? Considerations to research methods Determination of approach (mainly) Qualitative Quantitative Case study 1 Case study 2 Case study 3 Interviews Focus groups Surveys Secondary data analysis 12
  13. 13. Sample for 3 case studies One LARGE case study • A publically funded university • Based in Scotland • Non-academics (e.g. professional services) • 59 employees for interviews and focus groups • 205 participants for the quantitative survey One SMALL case study • A National Health Service Trust • Based in England • Clinical and non-clinical staff • 12 employees for interviews • 104 participants for the quantitative survey One SMALL case study • A publically funded university • Based in Finland • Non-academics (e.g. professional services) • 12 employees for interviews • 18 participants for the quantitative survey 13
  14. 14. Interviews and focus group findings 14
  15. 15. Findings: qualitative analysis 1. Highlight themes that emerge 2. Explore relationships between themes 3. Explore why the patterns occur (and give evidence) 15
  16. 16. Findings: interviews/focus groups FACTOR Scotland England Finland Organisational strategy X X X Annual reviews X Formal qualifications X Formal training X X Informal training X Communication X X X Collaboration X Organisational culture X X X Promotion of values X Promotion of learning and innovation X Leadership X X X Change and risk taking X X X Learning opportunities X Infrastructure X Resources X X Information behaviours X X X Knowledge sharing X X X Cognitive factors (e.g. attitudes, skills and abilities) X X X 16
  17. 17. Findings: Scottish case study Leadership within the organisation Organisational culture Information behaviour Skills/abilities of employees English case studyFinnish case study Information literacy Leadership within the organisation Organisational culture Information behaviour Communication: (skills/abilities) Information literacy Organisational culture (including leadership) Information behaviour Skills/abilities of employees There are different themes for the English case study. Why?
  18. 18. Concluding points • So what does this mean? • Policy implications? • Importance of a framework that is applicable across multiple contexts (to businesses and policy makers – how they embed innovation into the culture) • What next?  Potential of a toolkit? 18
  19. 19. Thank you! Email: L.Middleton@napier.ac.uk Twitter: @Middleton_Ly PhD Blog: lyndseyjenkins.org Napier Page: https://www.napier.ac.uk/people/lyndsey- middleton 19
  20. 20. References • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall: Englewood Cliffs, NJ. • Bandura, A. (2004). Health Promotion by Social Cognitive Means. Health Education & Behaviour, 31(2), 143-164. • Battistelli, A., Montani, F., & Odoardi, C. (2013). The impact of feedback from job and task autonomy in the relationship between dispositional resistance to change and innovative work behaviour. European Journal of Work and Organizational Psychology, 22(1), 26–41. • Billett, S. (2012). Workplace Learning. In Seel, N.M. (Ed.), Encyclopaedia of the Sciences of Learning • (3446-3483). New York: Springer. • Blanco, A. (2011). Applying Social Cognitive Career Theory to predict interests and choice goals in statistics in Spanish psychology students. Journal of Vocational Behaviour, 78(1), 49-58. • Bock, G. W. & Kim, Y-G. (2002). Breaking the myths of rewards: An exploratory study of attitudes about knowledge sharing. Information Resources Management Journal, 15(2), 14-21. • Crawford, J., & Irving, C. (2009). Information literacy in the workplace: a qualitative exploratory study. Journal of Librarianship and Information Science, 41(1), 29-38. • Dalkir, K. (2011). Knowledge Management in Theory and Practice (2nd ed.). The MIT Press: London: England. • Ellis-Ormrod, J. (2004). Human learning. Upper Saddle River, N.J: Prentice Hall. • Hauschildt, J. (1996). Innovation, creativity and information behaviour. Creativity and Innovation Management 5(3), 169- 178. • Høyrup, S. (2010). Employee-driven innovation and workplace learning: basic concepts, approaches and themes. Trasnfer, 16(2) 143–154. • Jacobs, R. L., & Park, Y. (2009). A Proposed Conceptual Framework of Workplace Learning: Implications for Theory Development and Research in Human Resource Development. Human Resource Development Review, 8(2), 133–150. • Liao, S., & Wu, C. (2010). System perspective of knowledge management, organizational learning, and organizational innovation. Expert Systems with Applications 37(2), 1096-1103. • Pálsdóttir, A. (2013). Social cognitive theory. In Wilson, T. D. (Ed.). Theory in information behaviour research. Sheffield, UK: Eiconics Ltd. [E-book] ISBN 978-0-9574957-0-8. • Ramage, C. (2014). Learning to learn through university accredited work-based learning: a threshold conception. Journal of Workplace Learning, 26(8), 488-510. • Wood, R. E., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, 361-384. 20
  21. 21. • Session structure slide: http://www.olmcridgewood.com/index.php/session-6-students • human head: http://productinnovationnow.com/innovation-definition/ • Workplace learning: https://gss.civilservice.gov.uk/learning-and-development/ • Question mark bubble: https://ohiostate.pressbooks.pub/choosingsources/chapter/purpose-of-research-questions/ • Puzzle: https://purplepedagogy.com/2014/10/23/activate-demonstrate-first-thinking-to-best-thinking/ • All logos were taken from official websites and used under Fair Use concepts. • Innovation word cloud created by Lyndsey Middleton • All photographs were taken by Lyndsey Middleton Image credits 21

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