Projects per year
Abstract
Innovation initiatives in enterprises often appraise innovation in terms of novelty, but success is better judged by motivation among users to adopt them. Current pedagogies for developing innovation skills and innovation of workplace practices are epistemologically misguided. As a result the risk of failure is high, leading to many finding innovation intimidating.
This chapter examines the factors which improve enterprise success in innovation and the “unlearning” necessary to avoid reverting to former ways of working. Learning how to deliver better outcomes, when the route to their attainment is uncertain, requires a fundamentally different process from when the link between cause and effect is clear. Traditional knowledge transfer “banking” approaches (Friere, 1969) will not work if the answers to “teach” are yet to be found. This “learning paradox” provides the theoretical foundation for a new pedagogy illustrated by successful enterprise innovation initiatives.
We argue that innovation is itself a form of learning, which enterprises must master to create successful new products and ways of working. Success achieves outcomes at levels 3 or 4 in Kirkpatrick’s training evaluation model (Kirkpatrick & Kirkpatrick, Evaluating training programs (Vol. Third Edition), 2008), requiring behavior change and improved key performance metrics, respectively. These go far beyond traditional assessments of educational attainment (level 2). Employees learn for work and also “through work” (Billett, Journal of Workplace Learning, 13(5), 209–214, 2001), to acquire skills and develop capabilities to embrace technological and digital disruption. Case studies from Singapore and the United Kingdom show commonalities between different types of innovation initiatives highlighting best practice in the pedagogy of innovation.
This chapter examines the factors which improve enterprise success in innovation and the “unlearning” necessary to avoid reverting to former ways of working. Learning how to deliver better outcomes, when the route to their attainment is uncertain, requires a fundamentally different process from when the link between cause and effect is clear. Traditional knowledge transfer “banking” approaches (Friere, 1969) will not work if the answers to “teach” are yet to be found. This “learning paradox” provides the theoretical foundation for a new pedagogy illustrated by successful enterprise innovation initiatives.
We argue that innovation is itself a form of learning, which enterprises must master to create successful new products and ways of working. Success achieves outcomes at levels 3 or 4 in Kirkpatrick’s training evaluation model (Kirkpatrick & Kirkpatrick, Evaluating training programs (Vol. Third Edition), 2008), requiring behavior change and improved key performance metrics, respectively. These go far beyond traditional assessments of educational attainment (level 2). Employees learn for work and also “through work” (Billett, Journal of Workplace Learning, 13(5), 209–214, 2001), to acquire skills and develop capabilities to embrace technological and digital disruption. Case studies from Singapore and the United Kingdom show commonalities between different types of innovation initiatives highlighting best practice in the pedagogy of innovation.
Original language | English |
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Title of host publication | Third International Handbook of Lifelong Learning |
Place of Publication | Switzerland |
Publisher | Springer Nature |
Chapter | 38 |
Edition | 3 |
ISBN (Electronic) | 2197-196X |
DOIs | |
Publication status | Published - 2 Dec 2022 |
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Dive into the research topics of 'Innovation Initiatives in Enterprises: Advancing Learning at Work'. Together they form a unique fingerprint.Projects
- 1 Finished
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RIA: Radical Innovation Accelerator
Neild, M. (Principal Investigator)
16/09/19 → 30/06/23
Project: Research
Activities
- 1 Participation in conference
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Research Without Borders 2021
Neild, M. (Speaker)
19 May 2021Activity: Participating in or organising an event types › Participation in conference