Driving Employee-Driven Innovation through Workplace Learning: The Story of Singapore SMEs

Autor/inn/en	Tan, Justina; Sim, Joel
Titel	Driving Employee-Driven Innovation through Workplace Learning: The Story of Singapore SMEs
Quelle	In: Hungarian Educational Research Journal, 12 (2022) 4, S.432-444 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tan, Justina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Employees; Small Businesses; Innovation; Workplace Learning; Employer Attitudes; Employer Employee Relationship; Work Environment; Learner Engagement; Employee Attitudes; Job Performance; Singapore; Europe; Asia + Suchen Sie Ihr Suchwort? Ausland; Employee; Arbeitnehmer; Beschäftigter; Kleingewerbe; Arbeitgeberinteresse; Arbeitsmilieu; Arbeitnehmerinteresse; Work performance; Arbeitsleistung; Singapur; Europa; Asien
Abstract	This study is part of a larger research study that seeks to understand how employee-driven innovation (EDI) is initiated, enacted and sustained in small and medium enterprises (SMEs) in Singapore. To date, most of the EDI studies are conducted in the Nordic context where management, employees and public authorities work closely with each other. In more hierarchical societies, such as those in Asia, employees may be given less discretion in exercising initiative to improve work processes and conditions. This study seeks to provide insights on factors that support employees initiating, enacting and sustaining innovations in Singapore SMEs through case studies. Besides interviews, data gathering was also undertaken through observations of the employees, supervisors/managers and owners at work and their interactions where possible. It is found that employees' engagement in workplace learning contribute to initiation, enactment and sustenance of EDI in Singapore SMEs. The findings underline the significance of workplace learning in developing and strengthening employees' innovation capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01