The role of active learning and achieving new skills in various stages of innovation, including problem identification, idea generation, idea promotion, and implementation (Nonaka & Takeuchi, 1995; Shalley, Zhou, & Oldham, 2004). Such learning and knowledge management processes can be facilitated through corporate training and development by revealing employees to broad perspectives, skills, expertise, and additional insights through which they can expand their reservoir of new and useful ideas for innovation (Castellanos & Martín, 2011; Nguyen et al., 2010).
When clarifying the different modes of organization-provided training (Popescu, Popescu, & Iancu, 2010) and considering the different developmental focus, It is identified the following two forms of training investment,
- Corporate training expenditure
- Financial support for education.
Although these two forms of training investment plays similar purposes in learning and innovation, a separate examination is crucial as both forms speak of different resource allocation patterns in organizations and different ways through which human resource development efforts enhance organizational innovation.
Organizational learning practices
By creating an environment that supports and promotes learning, training and development provides a foundation for readiness of learning and knowledge management within organizations (Huerta et al., 2006; Noe et al., 2010).
Such an organizational context encourages employees to engage in various organization-wide learning practices, such as knowledge-sharing systems, suggestion programs, and cross-functional task forces, to resolve urgent organizational problems.
These organizational practices are broader in their scope compared with interpersonal learning on the dyad or small group level, thus facilitating knowledge sharing across functions and hierarchical levels within an organization (Noe et al., 2010).
Such knowledge sharing effectively increases the capacity of employees to access and absorb relevant knowledge distributed throughout an organization, which should enhance organizational innovation (Di Milia & Birdi, 2010; Sung & Choi, 2012). Moreover, organizational learning practices encourage employees to participate in the innovation process by inspiring them to recognize learning and knowledge generation as part of their work responsibilities as well as to improve the status quo rather than passively accept it (Shipton et al., 2005).
The learning climate
There are critical matters that should be considered and actions taken before training is held. For example, belief about the training can affect learning. We know that trainees with failed expectations shows lower post training commitment, self-efficacy, and motivation (Sitzmann, Bell, Kraiger, & Kanar, 2009; Tannenbaum et al., 1991) as well as reduced performance (Hoiberg & Berry, 1978)
Furthermore there are more issues which affect learning. For example, how the trainees are in informed about the training matters. Baldwin and Magjuka (1991) stated that advance notification that provides “follow-up” increases trainees’ purpose to use what they learned. Some have stated that training that is described as an “opportunity” (e.g., to help one’s career) rather than as a “test” encourages mastery orientation that enhances learning (Ford et al., 1998) and reduces trainee anxiety (Martocchio, 1992).
List of reference
Antonacopoulou, E., 2006. The Relationship between Individual and Organizational Learning: New Evidence from Managerial Learning Practices. Management Learning, 37(4), pp.455-473.
Salas, E., Tannenbaum, S., Kraiger, K. and Smith-Jentsch, K., 2012. The Science of Training and Development in Organizations. Psychological Science in the Public Interest, 13(2), pp.74-101.
Sung, S. and Choi, J., 2013. Do organizations spend wisely on employees? Effects of training and development investments on learning and innovation in organizations. Journal of Organizational Behavior, 35(3), pp.393-412.
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