Journal of Research in Innovative Teaching & Learning (Jul 2021)
Do we innovate as we believe we do?
Abstract
Purpose – This research study assessed the mindset of individuals regarding their perception of innovation as a means for successful product or process improvement and their perception of thought processes that underpin innovative practices. It investigated the attitudinal foundation for the development of training, development and assessment of structured innovation methodologies. Design/methodology/approach – A combination of qualitative and quantitative research gathered through an anonymous survey designed to explore the basic understanding of innovation and included open-ended questions supported more integrated perceptions of innovation in the sampled population's own experiences. The participants of the survey and research were drawn from the public, but it focused more specifically on demographic groups known for their interest in innovation, either as practitioners or teachers. Findings – The results found, overwhelmingly, survey participants believed innovation is a skill; however, they also believed, inconsistently, that innovation itself is an unpredictable, unstructured and unsystematic process. Practical implications – At a practical level, exploring the propensity for individuals or groups to believe defined innovation practices can be effective and that these practices can be learned, measured and improved drives the overall effectiveness of training and organizational leadership. With research, we can make training professionals aware that the mindset of potential innovators is to favor a belief in brainstorming and random success. Doing so can significantly impact the preparation of training and development programs for developing structured innovation capabilities. Originality/value – Training a new generation of innovators, especially young children, requires care so that they internalize the right mindset and the right tool strategy to be the best innovators possible.
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