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

Karen Evans and Edmund Waite
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Karen Evans: Institute of Education, University of London, k.evans@ioe.ac.uk
Edmund Waite: Institute of Education, University of London

Transfer: European Review of Labour and Research, 2010, vol. 16, issue 2, 243-258

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.

Keywords: Adult learning; skills utilization; work environments; formal-informal learning; employee development; innovative practice; workplace learning; literacy; routine work (search for similar items in EconPapers)
Date: 2010
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Persistent link: https://EconPapers.repec.org/RePEc:sae:treure:v:16:y:2010:i:2:p:243-258

DOI: 10.1177/1024258910364313

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