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{"id":7501,"date":"2023-05-23T14:00:51","date_gmt":"2023-05-23T14:00:51","guid":{"rendered":"https:\/\/proactivetraining.com.au\/news\/?p=7501"},"modified":"2023-05-23T15:50:00","modified_gmt":"2023-05-23T15:50:00","slug":"enabling-an-innovative-learning-culture","status":"publish","type":"post","link":"https:\/\/proactivetraining.com.au\/news\/2023\/05\/23\/enabling-an-innovative-learning-culture\/","title":{"rendered":"Enabling an innovative learning culture"},"content":{"rendered":"

An interesting research note<\/a> from Singapore\u2019s Institute of Adult Learning (IAL) looks at 7 enablers of an innovative learning culture. While it might be focused on enterprises, it could equally be applied to building an innovative learning culture in VET providers through fostering workplace learning and having an appropriate organisational culture.<\/p>\n

It\u2019s also about nudging people and organisations into a culture of self-improvement and adaptability to change \u201cthrough incentives, financial support, technology adaptation, human resource development, etc.\u201d<\/p>\n

There are a lot of interesting, even exciting, things going on in Singapore. As they note: \u201cThe Singapore government has played a major role in directing both public and private enterprise energies towards the twin issues of innovation and learning through education, workforce development and enterprise support.\u201d<\/p>\n

The \u2018essence\u2019 of an innovative provider culture<\/h2>\n

An innovative learning culture enables people to constantly improve, develop and adapt and \u201cunfolds through a sequence of (learning) activities, such as finding and defining problems, resolving contradictions and seeking solutions, which lead to new forms of work activities.\u201d We have talked about such an approach before in VDC News<\/a> when looking at innovating by \u2018niggling,\u2019 \u2018jiggling\u2019 and then \u2018squidding\u2019.<\/p>\n

In their research note IAL suggests there are 7 enablers that are interconnected and interdependent. They are concerned with trust and commitment, mutual agreement and collaboration, which \u2013 in turn \u2013 create the \u2018organisational affordances\u2019 for an innovative learning culture. A while ago, 2004 in fact, UQ\u2019s Professor Victor Callan wrote a paper for NCVER entitled \u201cBuilding innovative vocational education and training organisations<\/a>.\u201d He pointed out that innovative organisations create learning cultures, have failure-tolerant leaders, identify their innovators, reward people, use partnerships and promote teamwork. So, it might be worth a read too.<\/p>\n

The enablers<\/h2>\n

They are presented in the figure from the IAL\u2019s research note below. The 7 enablers are set out under 3 themes:<\/p>\n

    \n
  1. Recognising workers<\/li>\n
  2. Enabling managers and supervisors, and<\/li>\n
  3. Creating supportive and enabling conditions.<\/li>\n<\/ol>\n

    Each of the 7 are then highlighted in bold and described briefly in the text below. The full paper<\/a> is worth a read, though.<\/p>\n

    \"\"<\/p>\n

    Empowerment<\/strong> refers to the discretion, trust and resources given to staff \u201cto make decisions on how best to do their work.\u201d Communication and collaboration<\/strong> are both fundamental to the process and involve \u201cpassing and sharing information and understanding between people and organisations.\u201d It is also a \u201cprocess of negotiation and compromise.\u201d<\/p>\n

    Tolerance of failure<\/strong> is also important and allows staff or organisations to \u201cdeal with failure and risk.\u201d It\u2019s also important to learn from one\u2019s failures. Recognition<\/strong> is also an important component to foster innovative practice as it acknowledges and rewards the staffs\u2019 \u201ceffort in innovation and learning so that they feel valued and appreciated.\u201d<\/p>\n

    Finally, there are the 3 other enabling processes. The first is alignment<\/strong>, which is concerned that \u201cthe way in which an organisation operates is reflective of its strategy, and the extent to which workers agree [with], understand and play a part in this strategy.\u201d This is coupled with knowledge flow<\/strong> (that is, \u201cthe exchange and production of knowledge, which enhance learning and performance for organisations and staff.\u201d) and the nature of work<\/strong>, which is concerned with having the sort of workplace environment that enables or constrains an innovative learning culture.<\/p>\n

    In conclusion\u2026<\/h2>\n

    The paper points out that:<\/p>\n

    \u201cEmpowering workers goes hand in hand with workplace affordances that support learning and innovation. All of these need to be structured by trust and commitment, mutual agreement and collaboration.\u201d<\/p>\n

    Finally, empowering staff goes hand in hand with workplace practices and a culture that supports learning and innovation by engaging and inspiring staff \u201cto think differently (or think big), do different things, [or] try new ways of doing things.\u201d It also needs \u201ctrust and commitment, mutual agreement and collaboration.\u201d<\/p>\n

    <\/div>\n

    Enabling an innovative learning culture<\/a> | VDC<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    An interesting research note from Singapore\u2019s Institute of Adult Learning (IAL) looks at 7 enablers of an innovative learning culture. While it might be focused on enterprises, it could equally be applied to building an innovative learning culture in VET providers through fostering workplace learning and having an appropriate organisational culture. It\u2019s also about nudging […]<\/p>\n","protected":false},"author":1,"featured_media":7503,"comment_status":"close","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[22],"tags":[],"class_list":["post-7501","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-workplace-development"],"_links":{"self":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/7501","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/comments?post=7501"}],"version-history":[{"count":2,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/7501\/revisions"}],"predecessor-version":[{"id":7504,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/posts\/7501\/revisions\/7504"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/media\/7503"}],"wp:attachment":[{"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/media?parent=7501"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/categories?post=7501"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/proactivetraining.com.au\/news\/wp-json\/wp\/v2\/tags?post=7501"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}