scholarly journals Early-Career Engineers’ Perceptions of Support for Innovation at the Workplace - What Seems to Matter

2019 ◽  
Vol 1 (1) ◽  
pp. 1753-1762
Author(s):  
Patrick Simon ◽  
Tua A. Björklund ◽  
Sheri Sheppard
Keyword(s):  
Positive Feedback ◽  
Contextual Factors ◽  
Early Career ◽  
Innovative Behavior ◽  
Managerial Support ◽  
Support For Innovation ◽  
New Ideas ◽  
Innovative Environments ◽  
Worker Support ◽  
Processes And Incentives

AbstractPrevious research has shown the importance of contextual factors for increasing employee innovativeness, but to effectively support innovative behavior, we need to also understand what forms of support are perceived as meaningful by the employees themselves. The current study investigated the experiences of 35 early-career engineers in creating, championing and implementing new ideas at the workplace. They reported relatively few instances of support that had been experienced as helpful, and nearly all of these were related to either managerial or co-worker support. This support ranged from encouragement and positive feedback to tangible help in troubleshooting and finding resources, and, in the case of managers, providing sufficient autonomy and responsibility to enable the interviewees to pursue their ideas. Managerial support was most frequently reported by those working in self-described innovative positions, whereas co-worker support was more commonly reported by those working in self- described innovative environments. Formal processes and incentives were less likely to have been perceived as helpful than informal interactions with managers and co-workers.

scholarly journals How Leaders’ Positive Feedback Influences Employees’ Innovative Behavior: The Mediating Role of Voice Behavior and Job Autonomy

2021 ◽  
Vol 13 (4) ◽  
pp. 1901 ◽  
Author(s):  
Wang Ro Lee ◽  
Suk Bong Choi ◽  
Seung-Wan Kang
Keyword(s):  
Positive Feedback ◽  
Structural Equation ◽  
Organizational Innovation ◽  
Equation Model ◽  
Service Industries ◽  
Mediating Effect ◽  
Job Autonomy ◽  
Innovative Behavior ◽  
Voice Behavior ◽  
Innovative Behaviors

This study investigated the effects of a leader’s feedback behavior on the followers’ innovative behaviors, and the mediating effects of voice behavior and job autonomy in the above relationship. To test the analytical model with the hypotheses, survey data were collected from 527 Korean employees working in 35 companies from manufacturing, distribution, and service industries. A structural equation model analysis was performed to test the hypotheses. The results of our empirical analysis are as follows. First, it was found that positive feedback from the leader positively influenced the followers’ voice behaviors, job autonomies, and innovative behaviors. Second, voice behavior and job autonomy were confirmed to have a positive mediating effect between the leader’s feedback and the innovative behavior of the followers. These findings imply that a leader’s feedback behavior contributes toward enhancing the followers’ innovative behaviors in the process of organizational innovation. We suggest that organizations and managers pay attention to the benefits of feedback activities and facilitate key mechanisms that connect them to employee innovation behavior, effectively.

The Oxford Encyclopedia of Qualitative Research Methods in Education

2020 ◽  
Keyword(s):  
Qualitative Research ◽  
Qualitative Methods ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Early Career ◽  
Student Needs ◽  
Specific Knowledge ◽  
Knowledge Domains ◽  
New Ideas ◽  
Experienced Researcher

99 entries The Oxford Encyclopedia of Qualitative Research Methods in Education has brought together scholars from across the globe who use qualitative methods in their research to address the history, current uses, adaptations for specific knowledge domains and situations, and problematics that drive the methodology. This is the most comprehensive resource available on qualitative methods in education. For novice researchers, the Encyclopedia enables a broad view of the methods and how to enact them in the studies that early-career researchers may wish to conduct. For the experienced researcher, the range of approaches and adaptations covered enables the development of sophisticated methodological designs. For those who are qualitative research methodologists, this book reveals where the methodology has come from and where it is going. Methodologists can use these volumes to discern where new ideas and practices are needed, and provide the bases for new methodological works. For those who teach these methods, the Encyclopedia is an invaluable compendium that can be tapped for inclusion in courses and to enable the instructor to be able to quickly respond to specific student needs with high-quality methodological resources.

Accreditation: Official Recognition of a New Vision of Higher Education

2017 ◽  
Author(s):  
Teri Cannon
Keyword(s):  
Peer Review Process ◽  
Educational Institutions ◽  
Policy Makers ◽  
Innovation In Education ◽  
Support For Innovation ◽  
New Ideas ◽  
New Vision ◽  
The Government ◽  
Key Indicators ◽  
Official Recognition

American accrediting agencies have been under increasing pressure from the government, employers, and other policy makers. These agencies are being asked to hold accredited educational institutions accountable for student learning outcomes, on-time retention and completion, and other key indicators of institutional and student success. At the same time, accreditors are often accused of stifling innovation in education with unnecessarily restrictive policies, bureaucratic and burdensome procedures, and a peer review process that is biased against new ideas and entrants into the sector. We faced these dynamics in seeking approval for Minerva to affiliate with the Keck Graduate Institute and to offer its programs in a delivery modality that had never been seen before. The process required us to build support for innovation while demonstrating the evidence-based foundation for our curriculum and teaching methods and to balance the new with generally accepted and traditional indicators of quality.

Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation

2021 ◽  
Author(s):  
Maia Popova ◽  
Annika Kraft ◽  
Jordan Harshman ◽  
Marilyne Stains
Keyword(s):  
Teaching And Learning ◽  
Contextual Factors ◽  
Teaching Experience ◽  
Secondary Level ◽  
Early Career ◽  
Teaching Beliefs ◽  
Student Centered ◽  
Faculty Beliefs ◽  
Beliefs About Teaching ◽  
Over Time

Literature at the secondary level has demonstrated a tight interconnectedness between one's beliefs about teaching and learning and one's instructional practices. Moreover, this research indicates that personal and contextual factors influence beliefs and that growth and changes in beliefs are most notable during the early years of one's teaching experience. Despite the substantial influence of teaching beliefs on educational decisions, very little research has been conducted at the post-secondary level in both characterizing and monitoring changes in beliefs over time of early-career faculty members. This study aims to fill this gap by investigating (1) the changes over two and half years in the beliefs of early-career chemistry professors in the United States, and (2) patterns between changes in beliefs and personal and contextual factors as defined in the Teacher-Centered Systemic Reform Model. Nine faculty were interviewed using the modified Luft and Roehrig's Teaching Beliefs Interview protocol in Fall 2016/Spring 2017 and then again in Spring 2019. Combination of constant-comparative analysis and cluster analysis were utilized to characterize faculty beliefs after each data collection cycle. Faculty also completed four surveys over the course of this longitudinal study. These surveys were analyzed to identify personal and contextual factors that could relate to changes in faculty beliefs over time. Overall, the participants expressed more unique beliefs about teaching and learning during the second interview. Despite this increase, the substance and the message of the beliefs remained fairly similar to the beliefs expressed during the first interview, which suggests that beliefs do not change as an artifact of teaching experience. Four of the faculty demonstrated a desirable shift to student-centered thinking, while three did not change and two shifted toward teacher-centered. Analysis of the survey data revealed that access and use of chemical education research journal and researchers, repeated opportunities to teach the same course, and instructor's continued learning efforts with respect to teaching were more pronounced among faculty who shifted toward student-centered thinking.

scholarly journals Measuring employee innovation

2017 ◽  
Vol 23 (1) ◽  
pp. 136-158 ◽  
Author(s):  
Martin Lukes ◽  
Ute Stephan
Keyword(s):  
Czech Republic ◽  
Validation Study ◽  
Organizational Support ◽  
Discriminant Validity ◽  
Contextual Factors ◽  
Idea Generation ◽  
Cross Cultural ◽  
Innovative Behavior ◽  
The Czech Republic ◽  
Content Type

Purpose The purpose of this paper is to develop a model of employee innovative behavior conceptualizing it as distinct from innovation outputs and as a multi-faceted behavior rather than a simple count of “innovative acts” by employees. It understands individual employee innovative behaviors as a micro-foundation of firm intrapreneurship that is embedded in and influenced by contextual factors such as managerial, organizational and cultural support for innovation. Building from a review of existing employee innovative behavior scales and theoretical considerations the authors develop and validate the Innovative Behavior Inventory (IBI) and the Innovation Support Inventory (ISI). Design/methodology/approach Two pilot studies, a third validation study in the Czech Republic and a fourth cross-cultural validation study using population representative samples from Switzerland, Germany, Italy and the Czech Republic (n=2,812 employees and 450 entrepreneurs) were conducted. Findings Both inventories were reliable and showed factorial, criterion, convergent and discriminant validity as well as cross-cultural equivalence. Employee innovative behavior was supported as comprising of idea generation, idea search, idea communication, implementation starting activities, involving others and overcoming obstacles. Managerial support was the most proximal contextual influence on innovative behavior and mediated the effect of organizational support and national culture. Originality/value The paper advances the understanding of employee innovative behavior as a multi-faceted phenomenon and the contextual factors influencing it. Where past research typically focuses on convenience samples within a particular country, the authors offer first robust evidence that the model of employee innovative behavior generalizes across cultures and types of samples. The model and the IBI and ISI inventories enable researchers to build a deeper understanding of the important micro-foundation underpinning intrapreneurial behavior in organizations and allow practitioners to identify their organizations’ strengths and weaknesses related to intrapreneurship.

Effect of organizational factors on employees’ generation of innovative ideas

2015 ◽  
Vol 10 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Hadia Hamdy Abdel Aziz ◽  
Ashraf Rizkallah
Keyword(s):  
Decision Making ◽  
Organizational Innovation ◽  
Idea Generation ◽  
Organizational Factors ◽  
Management Support ◽  
Content Type ◽  
Organization Management ◽  
Managerial Support ◽  
Decentralized Decision Making ◽  
New Ideas

Purpose – The purpose of this paper is to measure the relationship between the organizational factors that affect innovation performance and the idea generation of employees. Factors examined include: appropriate use of rewards inside the organization, management support for developing new ideas, the tolerance in accepting failures and taking risks, allocation of resources and specially the free time, and finally the organizational structure and the related centralization of decision making. Design/methodology/approach – The purpose of the study is achieved through an empirical quantitative study on the software development industry of Egypt. Findings – Results indicate that, while all factors proved to be significantly correlated with employees’ innovative ideas generation; the availability of innovation based rewards, action based managerial support and decentralized decision making proved to be the most important factors contributing to the increase of innovation ideas generated and shared by employees. Results also indicate that managers and leaders generate more ideas than junior employees. Originality/value – Understanding the organizational factors that contribute to the employee’s generation of innovative ideas enables organizations to adapt their practices towards maximizing the contribution of their employees to more successful organizational innovation.

scholarly journals IMPROVING TEACHER PERFORMANCE BASED ON CREATIVE MODEL

2017 ◽  
Vol 2 (2) ◽  
pp. 347
Author(s):  
Alfiatur Rohmaniyah ◽  
Tatiek Nurhayati
Keyword(s):  
Teaching And Learning ◽  
Professional Competence ◽  
Positive Impact ◽  
Teacher Performance ◽  
Test Results ◽  
Innovative Behavior ◽  
Performance Achievement ◽  
Teacher Creativity ◽  
New Ideas ◽  
The Relationship

This aims of the study is to describe and analyze the relationship between the effect of teacher creativity on teacher performance by work it self, innovative behavior and professional competence as an intervening variable. Based on the distribution of questionnaires to all Madrasah teachers in EastSemarang who were certified by 97, the sample of 88 respondents was obtained. The analytical tool in this researche is path analysis, where already validated and pass the reliability and classical assumptions were tested. The test results show that teacher creativity has a positive impact on work it self, innovative behavior and professional competence. The direct test results also show teacher creativity, work it self, innovative behavior and professional competence have a significant positive impact on the teacher performance. Work it self and innovative behavior also capable of being an intervening variable between teacher creativity and teacher performance. Professional competence is capable to be an intervening variable between teacher creativity and teacher performance, meaning that the higher theteacher�s ability to produce new ideas in the teaching and learning process, the competence or professionalism skills of teachers will increase so that it has an impact on the teacher performance achievement maximally.Keywords : teacher creativity, work it self, innovative behavior, professional competence and teacher performance.

scholarly journals The Effect of Mediation Work Engagement to Procedural Justice and Organizational Learning on the Innovative Behavior

2020 ◽  
Vol 9 (2) ◽  
pp. 152-160
Author(s):  
Fara Kartika Sari ◽  
Palupiningdyah Palupiningdyah
Keyword(s):  
Organizational Learning ◽  
Procedural Justice ◽  
Work Engagement ◽  
Sampling Technique ◽  
Procedural Fairness ◽  
Positive Influence ◽  
Innovative Behavior ◽  
Organization Learning ◽  
New Ideas ◽  
Work Attachment

The purpose of this study was to determine the effect of procedural fairness and organization learning on innovative behavior through work engagement. The population in this study were all batik craftsmen in Semarang City IKM Batik, totaling 165 people. Based on this population 117 respondents were taken by proportional random sampling technique. Data collection in this study used a questionnaire, observation and interviews. The analytical method used is SPSS IBM Statistics 25. The results of this study indicate that procedural justice has positive and significant influence on innovative behavior, organizational learning can have a positive and significant effect on innovative behavior and work engagement, work engagement can have a positive and significant effect on innovative behavior, then work engagement can mediate the positive influence of procedural justice and organizational learning on innovative behavior. The conclusion of this research is procedural fairness,organizational learning and work engagemEnt can increase innovative behavior. Furthermore work attachment can mediate the influence of procedural fairness and organization learning on innovative behavior. Suggestions for IKM batik management are to have emotional closeness such as the availability of leaders to listen to the complaints of employees, the existence of activities such as workshops and exhibitions on a regular basis to trigger increased knowledge so that it is easier to create new ideas.

Sign in / Sign up

Export Citation Format

Share Document