Presentation of doctoral research at Abo Akademi University, Turku, Finland
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Presentation of doctoral research at Abo Akademi University, Turku, Finland
- 1. Enhancing the capacity for workplace learning and innovation in Scotland Twitter: @LJenk2015PhD Blog: lyndseyjenkins.org Email: L.Jenkins@napier.ac.uk Workshop on Workplace Information Literacy Åbo Akademi University, Turku, Finland 5th December 2017 Presentation by Lyndsey Jenkins 3rd year PhD student at Edinburgh Napier University Supervised by: Professor Hazel Hall Professor Robert Raeside
- 2. • Doctoral research – 3 years • Funded by Economic and Social Research Council (ESRC) • Supported by Skills Development Scotland (SDS) • Focus on how people learn to innovate (from the information science perspective) Background to the PhD 2
- 3. Innovation as a concept Recognise Create Champion Implement 3 Innovative work behaviour
- 4. 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) 4
- 7. Information science… Research Aim Gap Information Behaviour (e.g. Hauschildt, 1996) How information behaviours influence innovation Innovative work behaviours Information literacy (e.g. Crawford & Irving, 2009) How information literacy builds skills in the workplace How people learn Knowledge management (e.g Liau & Wu, 2010) How knowledge sharing influences organisations Individual learning 7
- 8. Social Cognitive Theory (Bandura, 1986) The theoretical framework 8
- 9. Triadic reciprocal causation 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. Intra-personal factors (cognitive) Environment (social) Behaviour 9 Self-efficacy
- 10. Application to information science • Information systems (see Carillo, 2010 for a review) • Information seeking and knowledge sharing (see Bock & Kim, 2002; Pálasdóttir, 2013) • Information Behaviour (Case & Given, 2016, p.201; Ren, 2000) • Model development (see Kurbanoglu, 2006; Savolainen, 2002; Wilson, 1997) However: Many studies only use part of Social Cognitive Theory e.g. self-efficacy The belief that you can achieve a given goal 10
- 11. Application to this research • No theories suitable from information science • Borrowing form other disciplines is justified (e.g Hall, 2003) • SCT addresses multidisciplinary nature of this research project • SCT has been applied to information science research (e.g. information systems, model and theory development) • SCT has been applied to themes that could influence learning in employment contexts (e.g. knowledge sharing, information behaviour, information literacy) 11
- 12. RQ1a: How do contextual factors support innovative work behaviours for application at the 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 support successful workplace learning as related to the development of innovative work behaviours? RQ5: Which factors support the development of innovation, or influence the proportion of innovative enterprises at national level in European countries? Research questions 12
- 13. Anticipated outcome Workplace learning Innovative work behaviour Framework or guidelines to explain this relationship 13
- 14. A multimethod approach 14 Literature search: Organisational studies Literature search: Information Science Literature search: Psychology Literature review Research questions (6 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
- 15. Stage 1: Secondary data analysis of European and UK innovation data Methods 15
- 16. Stage 3:Stage 2: 3 Case studies: • Interviews • Focus groups • Survey Evaluate results: • Workshop • Focus group Methods 16 UK university NHS Finnish University
- 17. Find me elsewhere: Email: L.Jenkins@napier.ac.uk Twitter: @LJenk2015 PhD Blog: lyndseyjenkins.org Napier Page: http://www.napier.ac.uk/people/lyndsey- jenkins 17
- 18. References • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall: Englewood Cliffs, NJ. • 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. • 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. • Cacciattolo, K. (2015). Defining Workplace Learning. European Scientific Journal: Special Edition, 1, 243-250. • Carillo, K.D. (2010). Social Cognitive Theory in IS Research – Literature Review, Criticism, and Research Agenda. In S.K. Prasad., H.M. Vin., S. Shani., M.P. Jaiswal., & B. Thipakon. (Eds). Proceedings of the 4th International Conference, ICISTM 2010: Information Systems, Technology and Management (pp.20-31). Germany: Springer. • Case, D.O., & Given, L.M. (2016). Looking for Information: A survey of research on information seeking, needs and behaviour (4th ed.). Bingley, UK: Emerald Group Publishing Ltd. • Crawford, J., & Irving, C. (2009). Information literacy in the workplace: a qualitative exploratory study. Journal of Librarianship and Information Science, 41(1), 29-38. • Detlor, B., Ruhi, U., Turel, O., Bergeron, P., Choo, C. W., Heaton, L., & Paquette, S. (2006). Effect of Knowledge Management Context on Knowledge Management Practices: An Empirical Investigation”. Electronic Journal of Knowledge Management, 4(2), 117–128. • Hauschildt, J. (1996). Innovation, creativity and information behaviour. Creativity and Innovation Management 5(3), 169-178. • 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. • Kurbanoglu, S. S., Akkoyunlu, B. & Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730- 743 • Liao, S., & Wu, C. (2010). System perspective of knowledge management, organizational learning, and organizational innovation. Expert Systems with Applications 37(2), 1096-1103. • 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. • Savolainen, R. (2002). Network competence and information seeking on the Internet: From definitions towards a social cognitive model. Journal of Documentation, 58(2), 211-226, doi: 10.1108/00220410210425467 • Ramage, C. (2014). Learning to learn through university accredited work-based learning: a threshold conception. Journal of Workplace Learning, 26(8), 488-510. • Ren, W-H. (2000). Library instruction and college student self-efficacy in electronic information searching. Journal of Academic Librarianship, 26(5), 323–328. • Wilson, T. D. (1997). Information behaviour: An interdisciplinary perspective. Information Processing and Management, 33(4), 551-572. • Za, S., Spagnoletti, P., & North-Samardzic, A. (2014). Organisational learning as an emerging process: The generative role of digital tools in informal learning practices. British Journal of Educational Technology, 45(6), 1023–1035. 18
- 19. Session structure slide: http://www.olmcridgewood.com/index.php/session-6-students Keep calm: https://www.keepcalm-o-matic.co.uk/p/keep-calm-i-m-a-doctoral-student/ ESRC logo: http://www.esrc.ac.uk/ Skills Development Logo: http://www.skillsdevelopmentscotland.co.uk/ SGSSS logo: http://www.socsciscotland.ac.uk/ human head - http://productinnovationnow.com/innovation-definition/ Stick man: http://clipartix.com/thinking-clipart-image-12285/ Workplace learning: https://gss.civilservice.gov.uk/learning-and-development/ Organisational learning: https://www.cebglobal.com/talentdaily/knowledge-sharing-power-sharing/ Question mark world: https://pixabay.com/en/photos/question%20mark/ SCT image: https://www.pinterest.com/explore/social-cognitive-theory/ Question marks: https://www.canstockphoto.com/images-photos/theory.html Healthcare: https://www.thoughtspot.com/solutions/healthcare-life-sciences University: http://trail.pugetsound.edu/?p=13323 Question marks and people: https://community.uservoice.com/blog/customer-interview-questions/ Image credits 19
Notes de l'éditeur
- Introduce self Say you're going to talk about PhD – has some relation to information literacy in part but this is not a main focus of the project
- Explain it’s a 3 year doctoral project Funded by ESRC Supported by SDS so has to be relevant to the focus of SDS practice Explain it explores how people learn to innovate Explain this is done from the information science perspective Explain that this talk will discuss the project – literature, methods and theory
- Explain that innovation is important for multiple things- employment growth, economic development and progression; OECD 4 main types of innovation – product, process, organisation, marketing This focuses on organisational innovation as a category But we question where innovation begins and how it develops on the individual level, so we look at behaviour as above. This is called IWB.
- Workplace learning is a complex concept Many researchers think it refers to different things In this PhD, the definition is stated above as it encompasses may different WPL definite viewpoints WPL is where we acquire skills and knowledge through gaining experiences within the workplace. It takes palce in multiple ways (e.g. formal or informal means).
- Because the concepts means different things to so many different people, and there is not one main body of literature that agrees on definitions, you might question where the literature from this project comes form…
- Expalin literature on IWB and WPL cross multiple domains, specific ally whe researchrs explore factors that influence them E.g. supportive leaders and individual abilities are researched from the psychological perspective Training and infrastructure can be researched from the organisational studies perspective But theses can crossover depending on the discipline (e.g. supportive leaders could be researched form organisational studies perspective if it focused on the collective or organisational change. Information science is also similar to this but…
- Given the fact that many areas of information science align with workplace learning and innovative work behaviours, there is not yet one information science study to encompass both. Research has not focused on innovative work behaviours, just innovation and the creative process Research has focused on building skills in the workplace but this is yet to focus specifically on how people learn in the workplace Knowledge management literature has focused on how people share knowledge and how this influences organisational learning, but this is yet to focus on the individual level and workplace learning. So, my research addresses these gaps and has created the following research questions:
- Whilst the methods are important, we needed to find a theoretical framework that was appropriate Looked at info sci and one were suitable and only explained part of my research Came to the conclusion that using SCT was best SCT is a psychologically created theory that explains how people learn It is often applied to different settings (e.g education, the workplace, healthcare) Three main categories of factors influence how people learn (see diagram) This is explained on next silde
- SCT is a psychological theory created by Albert Bandura Explain SCT – was Social Learning Theory but could not acing for how people feel so included a cognitive (affective) factor and it was not just about imitation Social Cognitive Theory (Bandura, 1986) explains how people live their lives as part of social systems and these social systems provide a pathway to how behaviours are distributed. Individuals are seen as dependent agents where they are viewed not only as products of the social system they live in, but they also influence the way the social system is produced. As such, individuals have the capacity to perform independently in a given environment, but they can rely on others to achieve performance collectively through efforts of a group within the social system – collective agency (Bandura, 2000). Such behaviours and then supported by psychological factors that contribute to the acquisition and adoption of knowledge (Bandura, 2001). The main focus of the theory is the interaction between social and cognitive factors of learning and how these interactions determine behaviour (Pálsdóttir, 2013), for example learning. This is known as Reciprocal Determinism. This is known as triadic reciprocal causation (Pálsdóttir, 2013) and explains the mutual influence of the three factors on each other. Emphasis is placed on the environment in which individuals are located (for example employees in the workplace) and associated relationships. Self efficacy – an important part in learning. The belief in yourself that you can achieve a given goal. It is a cognitive mediator of action – if self efficacy is higher, people act upon it. SE can differ in situations, therefore it can be hard to understand specific requirements in terms of learning itself. Explain learning orientation - The process of using already gained knowledge and skills, and building on these to acquire new skills and knowledge to achieve a given goal or task. This focuses on the individual in the process of learning and highlights individual differences in the process itself (skills, abilities, cognition). Focuses on the process of achieving the goal rather than the goal itself. The drive to improve your knowledge and competency. Goals are directed towards mastery (of skill for example) compared to the overall performance. Seen in innovation research as learning orientation relates to innovation and organisational performance.
- Has been applied to Psychology (e.g. healthcare, learning in education) Has been applied to organisation studies (e.g. career decision making) Has also been applied to information science Explain slide
- So my research uses SCT to explore the relationship between WPL and IWB but from an information science perspective Decisions were taken to use a theory outside of info sci This is justified by the application of the theory to different contexts and many different info sci research areas as explored in previous slide It has also not been used in a full piece of research on WPL and IWB so this project fills that gap in terms of where the theory can be applied.
- Explain purpose of each RQ.
- The overall aim is to answer the RQs and create a framework (or set of guidelines) to explain how innovative work behaviour can be developed through workplace learning – and explain this relationship This will have practical value to my funders who work in this area with both individuals and organisations But you mght be wondering how I am going to study such complex constructs…
- The use of a multimethod approach Explain the approach is used to help triangulate research methods (using multiple to answer one question) and also triangulate data if it points in the same direction Explain that my PhD is made up of smaller studies which will then be put together to make the larger doctoral research I am going to explain this smaller parts of my doctoral study now…
- Secondary data analysis of European and UK data This aims t explore RQ5 – factors that influence national innovation This is done and written up, and has influences the next stages of data collection
- Explain stage 2 are case studies – interviews, focus groups and policy documents This is currently ongoing data collection Interviews and focus groups explore contextual differences in workplace learning of IWB This is to highlight how culture and strategy can be used to support the development of IWB RQs focus on determinants and requirements to innovation, measure learning success and information behaviour Stage 3 includes interviews and focus groups with SDS practitioners This is to explore practicalities and constraints of framework