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Enhancing the capacity for workplace
learning and innovation in Scotland
Twitter: @LJenk2015PhD Blog: lyndseyjenkins.org Email: [email protected]
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
• 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
Innovation as a concept
Recognise
Create
Champion
Implement
3
Innovative work behaviour
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
Literature within the
PhD
5
Information Science
Organisational
Studies
PsychologySupportive
leaders
Individual
abilities
Training
Digital tools
Appealing
workspace
?IWB
6
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
Social Cognitive
Theory
(Bandura, 1986)
The theoretical framework
8
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
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
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
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
Anticipated outcome
Workplace learning
Innovative work behaviour
Framework or guidelines to explain this relationship
13
A multimethod approach
14
Literature search:
Organisational studies
Literature search: Information
Science
Literature search: PsychologyLiterature
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
Stage 1:
Secondary data
analysis of
European
and
UK
innovation data
Methods
15
Stage 3: Stage 2:
3 Case studies:
• Interviews
• Focus groups
• Survey
Evaluate results:
• Workshop
• Focus group
Methods
16
UK university
NHS
Finnish University
Find me elsewhere:
Email: [email protected]
Twitter: @LJenk2015
PhD Blog: lyndseyjenkins.org
Napier Page: http://www.napier.ac.uk/people/lyndsey-
jenkins
17
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
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