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Stimulating the innovation potential of ‘routine’ workers through workplace learning

Author

Listed:
  • Karen Evans

    (Institute of Education, University of London, k.evans@ioe.ac.uk)

  • Edmund Waite

    (Institute of Education, University of London)

Abstract

Governments worldwide seek to upgrade the ‘basic skills’ of employees deemed to have low literacy and numeracy, in order to enable their greater productivity and participation in workplace practices. A longitudinal investigation of such interventions in the United Kingdom has examined the effects on employees and on organizations of engaging in basic skills programmes offered in and through the workplace. ‘Tracking’ of employees in selected organizational contexts has highlighted ways in which interplay between formal and informal workplace learning can help to create the environments for employees in lower grade jobs to use and expand their skills. This workplace learning is a precondition, a stimulus and an essential ingredient for participation in employee-driven innovation, as workers engage with others to vary, and eventually to change, work practices.

Suggested Citation

  • Karen Evans & Edmund Waite, 2010. "Stimulating the innovation potential of ‘routine’ workers through workplace learning," Transfer: European Review of Labour and Research, , vol. 16(2), pages 243-258, May.
    • Handle: RePEc:sae:treure:v:16:y:2010:i:2:p:243-258
    DOI: 10.1177/1024258910364313
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    References listed on IDEAS

    as
    1. Francis Green, 2009. "Employee Involvement, Technology and Job Tasks," Studies in Economics 0903, School of Economics, University of Kent.
    2. Keep, Ewart & Mayhew, Ken, 1999. "The Assessment: Knowledge, Skills, and Competitiveness," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 15(1), pages 1-15, Spring.
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