looking for the relationship between the training as an input to foster innovation
The more training in a field will provide the individual with the required tools to judge what is the current state of affairs with regards to that particular field. As the individual gathers more knowledge he will be able to better assess what are the shortcomings of the current trends.
What can be tricky is that while the training in the field may pose the problem, it does not necessarily mean that the solution is within that field.
This question may not have a direct answer and will depend on what field/discipline you are considering, what type of innovation and what you mean by formal training. For example in certain fields (maybe a majority of them) you do not require formal training to innovate. This would be true in agriculture, ICT, energy etc. Again, innovation could be hi-tech/disruptive or low-tech/continuous i.e. small improvements. either of them may/may not require some background training. In hi-tech fields such as electronics, it may be necessary that someone has basic understanding of processes and that will normally require some kind of formal training (mainly in generic skills though). We know for example that there's no direct relationship between innovation and research and development (R&D). I would argue that the same may hold true for the relationship between formal training and innovation.
A suitably-designed training program will certainly deliver innovation, without any possible doubt. This has been demonstrated at Nestlé (see below) but also in banks, industrial companies, public hospitals, pharma companies, software companies like Microsoft, etc. which have deployed the same approach as Nestlé (of course customized).
The former Chief Technology Officer of Nestlé has written an article where he explains how he has used formal training as a new channel for innovation. Interestingly enough the Nestlé training program does not include any creativity session, You can read this article at http://onlinelibrary.wiley.com/doi/10.1002/tie.21599/pdf
The head of executive education at Thunderbird School of Global Management also wrote a one page article commenting Nestlé's training http://onlinelibrary.wiley.com/doi/10.1002/tie.21601/pdf
Yes. In the modern context one good formal training include innovation. Is one form to create new idea and evolution on capacitation during this task - if individual or in group. And motivation too.
You must first define innovation. Creativity might not be equal to innovation, you have to implement your ideas so that they can become an innovation. So, what type of skills will the formal training help to develop? If it is simply divergent thinking exercises then maybe it will only partially help. You have to measure the output in order to compare. Group A with no formal training are asked to develop innovations (according to your definition, maybe build a model of some sort so that it can be produced). Group B with formal training doing the same. See what you get if you do a study like that.
It has already been touched on, but training (instead of development), is typically not focussed at innovation, but at acquiring skills or competencies necessary for a job. When the training enhances the field of thought, by learning of new materials or exposure to new ways of thinking, this develops the thinking of the individual, which may generate more innovative ability within the individual. However, I have trained for instance certification courses in HR, these are ONLY focussed at knowledge increase and passing of the certification exams. Their level of innovation-generation, I would think are low. On the other hand I joined an executive education at London business School (Linda Gratton), where the entire course was focussed on expanding your way of thinking. So in summary, if in the traditional sense of the word, I think the relationship is going to be low, if any. If in the more modern sense of the word, developing of the thinking processes, it could be, but this depends on the individual if it actually does.
I recommend to read the attached article and the following articles from my ResearchGate:
Kettunen, J., Kairisto-Mertanen, L. & Penttilä, T. (2013). Innovation pedagogy and desired learning outcomes in higher education, On the Horizon, accepted for publication, 21(4), 333-342.
Kantola, M. & Kettunen, J. (2012). Integration of education with research and development and the export of higher education, On the Horizon, 20(1), 7-16.
Apropos the comment of P Karipidis, I am not sure that I can agree with your statement that managers trained in" leadership techniques (like transformational leadership) their followers become more creative (mediated by empowerment". I think that is a huge leap of faith. Inherently creative persons when confronted with a problem with or without transformational managers will probably solve the problem, slowly if facing unsupportive managers and more quickly if there is manageril support. That said, transformational managers may perhaps create an environment where risk-taking behaviour may be supported or at least not discouraged -- lots of failures may lead to one success.
See my article on the very different impact on innovation of similarly formally educated managers with versus without practical experience. Shapira, R. (1995) “Fresh Blood” Innovation and the Dilemma of Personal Involvement.' in Creativity and Innovation Management 4(2):86 - 99.
DOI: 10.1111/j.1467-8691.1995.tb00209.x
The short answer would be it depends on the context and definition; but on balance prior knowledge (aka "training") is an important element.
What do you mean by "innovation" - a unique concept to fruition that has tangible utility or the solution to a problem?
No - in the sense that necessity is the mother of invention.
Yes - it certainly helps to have training or previous experience, particularly to solve more complex situations.
A good example would be to watch the following two films to capture the dynamic
"Apollo 13" where in all the grandeur of technological excellence of the Space Programme the solution to making the command module livable is trial&error
"The Social Network" - the creation of Facebook is a collaborative and happen stance effort by gifted amateurs; albeit trained in coding, maths and frat house antics.
www.justinjenk.com
AOA Abdelhammid Bourouaha
Training as a dynamic, inclusive, and modular based program, can be used as a fulcrum depending upon the strength of association with stated goals. Either the goals are required on creativity or innovation. Each of the goals attaining strategy needs a planned and customized methodology to attain clearly defining KPIs for theoretical and practical advancement.
Innovation of a training product is associated with training process and product. Following this, a typology based on the customer’s demands, the inventiveness of the idea, and obtaining and providing feedback will be categorized as crucial facets. To develop innovation, training needs to be built on practical, skills oriented, and features action methodology. In this awake, training can be served as input to foster innovation.
The following link can advance your thought
http://dx.doi.org/10.1108/03090599910272103
Dear Abdelhammid, the relationship between formal training and innovation does exist and it has been researched in recent studies. I would advise you to check the references below. I believe a good discussion in this topic should include differences between formal and informal training, internal and external training, training towards innovation and general training, as well as other policies and practices for employee development. I hope this commentary helps.
BEUGELSDIJK, S. Strategic Human Resource Practices and Product Innovation. Organization Studies, v. 29, n. 06, 2008. pp. 821-847.
CAVAGNOLI, Donatella. A conceptual framework for innovation: An application to human resource management policies in Australia. Innovation: Management, policy & practice. Vol 13, 2011. pp. 111-125.
COOKE, F. L; SAINI, D. S. (How) Does the HR strategy support an innovation oriented business strategy? An investigation of institutional context and organizational practices in Indian firms. Human Resource Management, May–June, Vol. 49, No. 3, 2010. pp. 377-400.
LAURSEN, K; FOSS, N. J. New human resource management practices, complementarities and the impact on innovation performance. Cambridge Journal of Economics, v. 27, 2003. pp. 243-263.
SHIPTON, H; WEST, M; DAWSON, J; BIRDI, K; PATTERSON, M. HRM as a predictor of innovation. Human Resource Management Journal, Vol 16, no 1, 2006. pp 3-27.
Dear Daniel Paulino Teixeira Lopes,
thank you very much for your answer and you comments
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