iDocQ 2018 20x20 presentation - Lyndsey Middleton
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This 20x20 was presented at the iDocQ conference held at Edinburgh Napier University on May 3rd 2018.
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iDocQ 2018 20x20 presentation - Lyndsey Middleton
- 1. Enhancing the capacity for workplace learning and innovation in Scotland Twitter: @Middleton_LyEmail: L.Middleton@napier.ac.uk PhD blog: lyndseyjenkins.org Presented by: Lyndsey Middleton 1 Supervised by: Professor Hazel Hall, Dr Laura Muir and Professor Robert Raeside Edinburgh Napier University iDocQ 8 3rd May 2018
- 2. SGSSS PhD Intern • Directorate for Health and Social Care Integration • e-Health Division • Policy & Strategy team • Mobile Working Technologies Project 2
- 3. But… For one night day only… 3 “Tonight Matthew, I’m going to be… a PhD student!”
- 4. Enhancing the capacity for workplace learning and innovation in Scotland Photo credit: Prof Hazel Hall (on day 1 of the PhD) 4
- 8. Framework 8
- 9. 9
- 10. ANOVA = differences between groups REGRESSION = predictions Community Innovation Survey 10
- 11. Factors that influence innovation Groups of clustered countries differed in types of innovation they presented Organisational innovation All types of innovation combined Product innovation Process innovation High level investment Medium level investment Low level investment Marketing innovation 11
- 12. Factors that influence innovation Groups of clustered countries differed in factors that could influence innovation research and development expenditure external international collaboration vocational training international markets High level investment Medium level investment Low level investment 12
- 15. 15
- 16. Finnish case study Student Research Bursary Visit to Turku 16
- 17. Findings… • Communication • A strategy for innovation • Environment (e.g. organisational culture) 17
- 18. Findings… • Information literacy • Multiple information sources • Interactive information sources • Amount and trust of information 18 The River Aura, Turku
- 19. Findings… not for the PhD! 19 Edinburgh Newcastle London Helsinki Turku
- 20. Find me elsewhere: Email: L.Middleton@napier.ac.uk Twitter: @Middleton_Ly PhD Blog: lyndseyjenkins.org Napier Page: https://www.napier.ac.uk/people/lyndsey- middleton 20
Notes de l'éditeur
- Introduce self PhD student Final year Write up stage Data collection complete Will give an overview of my work Expalin some of the results form one case study
- Currently not working on PhD SGSSS intern E-Health division Policy and strategy team Explain mobile working technologies project
- But for one day only (until end of June when my internship ends) im back to being a PhD student and ill be talking about my doctoral work in this 20x20 presentation Make comment about stars in their eyes – appearing out of nowhere and then going back haha!
- PhD title – explored the development of IWB through processes of WPL IWB can be seen as a process of learning Høyrup (2010) makes the relationship explicit and states that innovation processes are conceptualised as learning processes. Learning is seen as a mechanism behind employee-led innovation (e.g. it is both practice based and employee driven just like innovation) (Høyrup, 2010, p.151). Høyrup also highlights the difference between innovation and innovative behaviour: innovative behaviour can lead to innovation but it can also lead to failure. Failure from innovative behaviour can lead to the development of innovation from mistakes directly. In turn, innovative behaviour can be created through innovative learning (Høyrup, 2010, p.152).
- Explain innovation has many types Explain IWB – what is is
- Explain what WPL is Explain it comes in many forms Researchers argue for each so mine takes both - “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.”
- RQ1: How do contextual factors support innovative work behaviour for application at individual and collective levels in the workplace? RQ2: What are the determinants of successful workplace learning in relation to learning to innovate? RQ3: How can successful workplace learning be identified in relation to learning to innovate? RQ4: How do information behaviours (including information literacy) support successful workplace learning as related to the development of innovative work behaviour? RQ5: Which factors support the development of innovation, or influence the proportion of innovative enterprises at national level in European countries?
- Develop framework Guidelines Provide recommendations to practitioners
- Needed a theory for work Chose SCT – it’s a learning theory Explain main thing – relationships between factors of learning
- Stage 1: secondary data analysis of CIS Took 9 months Nightmare to interpret and know when to stop but I have results…
- Explain results
- Explain results
- Second stage: case study 3 organisatons 3 countries Highlight contextual differences in WPL/IWB practices – contribute to the framework
- Interviews Focus groups Quant survey Nearly 90 participants in interviews and focus groups across all 3
- One downside - had lots of data: 60 participants in Scotland (8 focus groups, 33 interviews) 12 interviews in Finland 12 interviews in England Next section will report overview of results form Finnish case study – too much data to give results to everything
- JCT bursary sponsored me to go to Finland for case study Visiting student at Abo Own desk/work space Participated in workshops and presented doctoral work Carried out 12 interviews in Finnish organisation and quant survey There for 10 days
- Communication is a key factor for employees learning to innovate because this stimulates conversations (for information and knowledge sharing) that would otherwise not occur; A strategy for innovation and change is important, but the communication and delivery of this strategy needs to both reach, and suit, the requirements of employees on all levels of the organisation; Environmental factors are important in learning to innovate, and this is at the individual and collective levels (e.g. the provision of a training course by the organisation is useful, but only useful if the employees attend and benefit from the course). This also includes elements of non-physical environment such as organisational culture; Measurement of whether workplace learning has been successful varies on the individual and collective levels. Individuals tend to see things such as a change in behaviour, increase in knowledge and confidence. In contrast at the departmental level, goals and targets are reviewed;
- Information literacy is key component in workplace learning. This serves to help set context and acts as an initial step for workplace learning to go ahead; The use of multiple information sources is important to utilise internal and external knowledge in the organisation. This encourages more innovative work behaviour if information is available; More interactive information sources (e.g. people) were found to be required for workplace learning and the innovation process because this enables processes of questioning and reflection to occur; The amount of information accessed and presented, as well as source trust, can actually hinder the innovation process.
- Story of lost suitcase
- Find me elsewhere – just go through these