Edinburgh Napier University Research Conference 15th June 2016
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This document outlines a 3-stage research plan to investigate innovation and skills development in the workplace by examining data from the UK and Europe. Stage 1 will analyze existing data sets to explore training trends. Stage 2 will use surveys and case studies to investigate how organizational contexts influence innovation skills. Stage 3 will explore practitioner perspectives on success factors through interviews, workshops and focus groups. The research aims to identify important skills for innovation, determine what makes workplace learning successful, and understand the determinants of success. The framework will explain how employee-led learning can encourage innovation leading to growth.
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![Stage 1:
Explore trends in training and skills by examining
extensive national and international data sets:
1. UK Labour force survey
2. Workplace employee relations survey
3. The employment surveys dataset
4. Eurostat datasets: European labour force survey,
European working conditions survey, International
labour organisation database
Stage 2:
Investigate organisation contextual influences on
innovation skills
Quantitative survey statistical models
Case studies of organisations interviews
Stage3:
Investigate practitioner perspectives on success factors
Explore potential constraints through analysis of
interview, workshop, and focus group data
LITERATURE AND CONTEXT
Workplace learning occurs formally and
informally
Formal learning includes demonstrating skills
through organised activities
Informal workplace learning incorporates
interaction such as mentoring and networking
Individual innovation capability can be learned
Learning can be influenced by organisational
contexts (culture and strategy) as well as
knowledge sharing
Individual factors also influence the learning of
innovation skills (cognitive, behavioural,
motivations)
AIM
To investigate innovation and good practice in
skills development in the workplace, drawing
comparisons between the UK and other
European countries
RESEARCH QUESTIONS
1. Which skills are important to the
development of a capacity to innovate?
2. How can successful workplace learning be
identified within organisations?
3. What are the determinants of successful
workplace learning?
FRAMEWORK AS OUTPUT
To explain how employee-led workplace
learning can be encouraged to deliver
innovation that leads to employment growth,
competitive advantage, and increased
productivity within organisational contexts
Find me elsewhere:
Email: L.Jenkins@napier.ac.uk
Twitter: @LJenk2015
Blog: lyndseyjenkins.org
Web: http://www.iidi.napier.ac.uk/c/people/peopleid/13383696
Enhancing the capacity for workplace learning and innovation in Scotland
METHODS
Lyndsey Jenkins, Edinburgh Napier University
SUPPORTED BY
• Professors H. Hall & R. Raeside (supervisors)
• Economic and Social Research Council (ESRC)
• Skills Development Scotland (SDS)
Social Cognitive Theory
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.
NEXT STEPS
Stage 1 secondary data analysis
Application of findings form
Stage 1 to conceptual model
Intra-personal factors
EnvironmentBehaviour](https://image.slidesharecdn.com/lyndseyjenkinsposterenuniconference15062016-160615170728/85/Edinburgh-Napier-University-Research-Conference-15th-June-2016-1-320.jpg)
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Set and recommended readings for question 1:
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Harvard Business Review, 83(3), 109-116. LINK
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Example answer for question 1 by another student (please do not copy & paste or paraphrase from here):
The concept of organisational learning is based on several factors and practices for improvement. With the tougher competition, the technology-based value and customer preferences are there to help the company adopting faster (Garvin, Edmonson & Gino, 2008). It is incorporated to achieve the idea by building a learning capability and organisation that benefits the company. It helps to be enforced with the view and evaluating the organisational ideal deal. The performance is assessed and evidenced to reach the strategic goal for concentrated at establishing the culture. It evaluates for establishing the performance and cultural fact that benefits the organisation by diagnosing organisational deal. Learning based framework has a manner of articulation with the clear vision and right incentives that confirms mounting force and the publication to transfer the knowledge and cultivated tolerance. Foodbank NT can assist the considerable expansion with the organisational learning and development. It implements and requires a culture that consists of commitment to learning transparency, knowledge and accountability (Popper & Liphitz, 2000). It involves true leadership, commitment and professionalism for learning mechanisms within the culture. Accountability and orientation have a high level of commitment and mechanism factor that the Foodbank NT can implement to manage and contribute in evolving and claiming the progression accurately with others. There are different sources to build for the manager as well as the employees regarding the support learning, process leadership, retention and others.
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Edinburgh Napier University Research Conference 15th June 2016
- 1. Stage 1: Explore trends in training and skills by examining extensive national and international data sets: 1. UK Labour force survey 2. Workplace employee relations survey 3. The employment surveys dataset 4. Eurostat datasets: European labour force survey, European working conditions survey, International labour organisation database Stage 2: Investigate organisation contextual influences on innovation skills Quantitative survey statistical models Case studies of organisations interviews Stage3: Investigate practitioner perspectives on success factors Explore potential constraints through analysis of interview, workshop, and focus group data LITERATURE AND CONTEXT Workplace learning occurs formally and informally Formal learning includes demonstrating skills through organised activities Informal workplace learning incorporates interaction such as mentoring and networking Individual innovation capability can be learned Learning can be influenced by organisational contexts (culture and strategy) as well as knowledge sharing Individual factors also influence the learning of innovation skills (cognitive, behavioural, motivations) AIM To investigate innovation and good practice in skills development in the workplace, drawing comparisons between the UK and other European countries RESEARCH QUESTIONS 1. Which skills are important to the development of a capacity to innovate? 2. How can successful workplace learning be identified within organisations? 3. What are the determinants of successful workplace learning? FRAMEWORK AS OUTPUT To explain how employee-led workplace learning can be encouraged to deliver innovation that leads to employment growth, competitive advantage, and increased productivity within organisational contexts Find me elsewhere: Email: L.Jenkins@napier.ac.uk Twitter: @LJenk2015 Blog: lyndseyjenkins.org Web: http://www.iidi.napier.ac.uk/c/people/peopleid/13383696 Enhancing the capacity for workplace learning and innovation in Scotland METHODS Lyndsey Jenkins, Edinburgh Napier University SUPPORTED BY • Professors H. Hall & R. Raeside (supervisors) • Economic and Social Research Council (ESRC) • Skills Development Scotland (SDS) Social Cognitive Theory 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. NEXT STEPS Stage 1 secondary data analysis Application of findings form Stage 1 to conceptual model Intra-personal factors EnvironmentBehaviour
Editor's Notes
- Career computer from http://pixabay.com, All others – Alan’s poster Graphs – Dr Debora Jeske