Human resource development practices supporting creativity in Finnish growth organizations

Collin, Kaija; Lemmetty, Soila; Riivari, Elina

doi:10.1111/ijtd.12199

Cited by 18 publications

(23 citation statements)

References 54 publications

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“…The findings of this research can be adopted and practiced in Thai company to promote innovative behavior in organizations. This study confirmed that all proposed factors of innovative behavior are important in Thailand context and the results of this research are consistent with prior researches conducted in other countries (Collin, Lemmetty, & Riivari, 2020;Walker & Derbyshire, 2020) as well as mentioned in table 1. The internal factors contain knowledge sharing (KS), self-efficacy (SE), problem-solving capacity (PS), collaborative skill (CS) and the external factors contain innovation culture (IC), organizational supportiveness (OS), learning culture (LC), and executive leadership (EL).…”

Section: Discussionsupporting

confidence: 91%

Success factors to promote innovative behavior in organizations

Rattanawichai

Wiriyapinit

Khlaisang

2022

ECMLG

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Innovative behavior in organizations have been practiced in many countries but the success factors are not well established in Thailand. The primary objective of this study was to identify and confirm the success factors in Thailand. The sample included 500 peoples who were observed in automotive industry. Confirmatory factor analysis (CFA) indicates a good fit of a eight-factor model to the observed data. The CFA construct revealed eight success factors to promote organization’s innovative behavior in Thailand, including Knowledge sharing (KS), Self-efficacy (SE), Problem-solving capacity (PS), Collaborative skill (CS), Innovation culture (IC), Organizational supportiveness (OS), Learning culture (LC), and Executive leadership (EL). The results show that Knowledge sharing, Organizational supportiveness, Innovation culture and Self-efficacy are statistically important as influencer to promote innovative behavior in organizations. This paper proposes guidelines for the promotion of organization’s innovative behavior in relation to the Thailand context.

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Section: Discussionsupporting

confidence: 91%

Success factors to promote innovative behavior in organizations

Rattanawichai

Wiriyapinit

Khlaisang

2022

ECMLG

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“…First, the definition focuses on employees' actual behaviour (Raemdonck et al, 2014), also coined participation in learning activities (e.g., Grosemans, Smet, et al, 2020) or in development practices (Collin et al, 2020). This behaviour is at the core of informal learning when seen from a process perspective: Triggers or resources facilitate the engagement in informal workrelated learning behaviours and this leads to outcomes (Kyndt et al, 2016).…”

Section: Formal and Informal Work-related Learningmentioning

confidence: 99%

Outcomes of Informal Work-Related Learning Behaviours: A Systematic Literature Review

Smet

Grosemans

Cuyper

et al. 2022

SCAND J WORK ORGAN PSYCHOL

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Both in research and practice, many believe that informal work-related learning contributes to plenty of important and positive outcomes. As a result, research on informal work-related learning outcomes is quickly accelerating. The field has become fragmented across disciplines and traditions. In response, this study provides a systematic review of the literature on outcomes associated with informal work-related learning behaviour of employees. In total, 39 studies were included in our review. Our results show that outcomes associated with informal work-related learning behaviour go beyond the specific job, as is sometimes assumed. Instead, outcomes vary across dimensions, going from hands-on to abstract, short-term to long-term, or job-specific to more generic. We provide an overview of outcomes in three categories, namely (1) changes in knowledge, skills, and attitudes, (2) individuals' and organizations' professional achievement, and (3) sustaining a future development.

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“…Furthermore, stakeholders in this context are the people in the organisation who have a keen interest in the HRD interventions and for whom support is needed for these interventions to be effective (Noe, 2020). Collin et al (2020) found that clearly articulated supervisory roles and welldescribed structures are fundamental to HCD practices that lead to more employee creativity in the workplace. If the relationship between the key role players in HCD (i.e.…”

Section: Human Capital Development As Key Performance Area Of Line Ma...mentioning

confidence: 99%

Human capital development as a line manager responsibility in the South African education sector

Gumede

Govender²

2022

SA Journal of Human Resource Management

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Orientation: Human capital development (HCD) initiatives are crucial in the education sector to improve the delivery of quality education. At the centre of quality teaching and learning are educators and lecturers who are competent and well-equipped to adapt to the changing environment.Research purpose: To explore whether HCD was the key responsibility of line managers in the South African (SA) education sector.Motivation of the study: Line managers are expected to continuously develop the competencies of educators and lecturers by implementing HCD interventions. There is limited empirical evidence that explored HCD responsibilities performed by line managers in the SA education sector.Research approach/design and method: This study adopted a qualitative research method underpinned by the interpretivist paradigm. Semistructured interviews were conducted with n = 12 purposively selected participants. The data collected were analysed using thematic analysis.Main findings: The findings of this article indicated that line managers are responsible for identifying training gaps, implementing HCD interventions and monitoring performance. The study also found that support from key stakeholders is imperative for line managers to effectively implement HCD activities. Furthermore, the study revealed that line managers do not utilise evaluation models to determine the effectiveness of HCD interventions.Practical/managerial implications: The study proposed reciprocal support for HCD stakeholders’ model that can assist policymakers, line managers and HCD professionals within the education sector. The model provides for the division and allocation of HCD tasks.Contributions/value-add: This study contributes to the body of knowledge in HCD within the SA education sector. In the practical context, this article proposed a reciprocal support for HCD stakeholders’ model to improve the effectiveness of HCD initiatives implemented by line managers.

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Human resource development practices supporting creativity in Finnish growth organizations

Cited by 18 publications

References 54 publications

Success factors to promote innovative behavior in organizations

Success factors to promote innovative behavior in organizations

Outcomes of Informal Work-Related Learning Behaviours: A Systematic Literature Review

Human capital development as a line manager responsibility in the South African education sector

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