Gillian Sudlow
Reflections on Building a Modern 21st Century ...

In Part I of this post, [Dr. Thomas Carey] offered reflections on the discussion paper Building a Modern 21st Century Workforce prepared for Fall 2024 consultations led by the Government of Canada’s Minister of Workplace Development. Those reflections were based on our experiences in the Workplace Innovation Network for Canada, fostering collaborations with workplace and higher education partners to advance employee-led innovation in Canada.

This follow-up post complements those previous reflections with insights specific to another emerging focal point for our current collaborations within Canada and beyond: Developing a distinctive role for Canada in Workplace Innovation Skills for Industry 5.0.

Reflections on Building a Modern 21st Century Workforce (Part II—Industry 5.0)
Gillian Sudlow
Reflections on Building a Modern 21st Century ...

In this three-part post, [Dr. Thomas Carey offers his] reflections on the discussion paper Building a Modern 21st Century Workforce prepared for Fall 2024 consultations led by the Government of Canada’s Minister of Workplace Development. These reflections are based on experiences by our team within the Workplace Innovation Network for Canada, around our mission to foster collaborations with workplace and higher education partners to advance employee-led innovation in Canadian workplaces.

Reflections on Building a Modern 21st Century Workforce (Part I)
Gillian Sudlow
Helping Students Develop the Communication ...

In this post, Rob Danisch, Communication Studies Professor at the University of Waterloo, reflects on the importance of focusing on teaching creative and critical thinking skills to help students become innovation catalysts …

In my case, I’m a Professor of Communication Studies. This means that my classes focus on the kinds of communication practices that can foster or catalyze innovation. It’s not music we are learning to play, at least not necessarily; we are learning an embodied knowledge about our everyday habits of interaction. And I’ve long wanted to teach the embodied communication practices most helpful for creating a culture of learning and catalyzing innovation.

Helping Students Develop the Communication Skills They Need to Be Innovation Catalysts
Gillian Sudlow
Resources for Building a Sustainable ...

Our WINCan team was delighted to be invited to present our current work at the October conference of the EU’s Workplace Innovation Network on The Future of Work. The focus of the presentation was our recent progress on establishing a sustainable Professional Community for Workplace Innovation Catalysts in the Windsor-Essex region, including the larger plan to integrate workplace innovation as a key enabling element in the region’s Innovation Ecosystem.

Resources for Building a Sustainable Professional Community for Workplace Innovation Catalysts
Gillian Sudlow
Case Stories of Workplace Innovation for ...

In Part I of this post, we provided an overview of a WINCan project with our summer research intern – Kyla, an undergrad in the Integrated Sciences program at McMaster University. The aim was to assess the feasibility of creating  case stories to illustrate workplace innovation activities that would be of specific interest to Science students. The previous post discusses source material for illustrative case stories for two of the innovation activities – Job Crafting and Innovation Adaptation – in our adaptable learning resources for Understanding and Applying Workplace Innovation.  

We follow up in this post with illustrative case story sources for Design Thinking and Intrapreneurship. We also describe a potential practice case story with which students could engage as a test of their understanding, based on a Design Thinking experiment to improve a biochemistry lab course at McMaster.

Case Stories of Workplace Innovation for Science Students – Part II

job crafting

Workplace Innovation: From Goals to Game Plans

Workplace Innovation: From Goals to Game Plans

In this post, we’ll summarize the From Goals to Game Plan process to advance employee-led innovation in our partner organizations, which has emerged from the cases we have been working on with a set of initial representative workplaces. We’ll also illustrate our own use of such research insights and exemplary practices in developing this framework for two purposes:

  • as an organizing structure for our workshops to help partner workplaces to identify where and how they want to advance workplace innovation with their employees

  • and later as the organizing framework for two key outputs from the Workplace Innovation and Quality of Work Life project, a Research Adaptation Synthesis and its accompanying illustrative Case Stories from participating workplaces.

Case Stories of Job Crafting in Accountancy

Case Stories of Job Crafting in Accountancy

Since Accountancy is a highly-regulated profession many people – including some accountants and higher education students in accountancy – have the impression that Job Crafting is a limited option within the profession. Our crafting examples here, from Jennifer and Candice, demonstrate some of the many ways that Job Crafting is commonly utilized by accountants… and how it will be needed even more as some of the changes in the profession outlined in our previous post come to fruition.

Workplace Innovation in Accountancy: Job Crafting and Innovation Adaptation

Workplace Innovation in Accountancy: Job Crafting and Innovation Adaptation

In this post we describe specific examples for workplace innovation in the Accountancy work domain for the first two elements of our prototype framework: Job Crafting and Innovation Adaptation. A future post will add examples for Design Innovation and Intrepreneurship.

Job Crafting for Industry 4.0 Is Employee-Driven Innovation

Job Crafting for Industry 4.0 Is Employee-Driven Innovation

We hear on a regular basis from our workplace partners that our graduates will need to adapt to Jobs of the Future by working with knowledge that doesn’t yet exist, using knowledge practices and formats that don’t yet exist, in work roles and structures that don’t yet exist. How can we help learners to develop the capabilities needed in order to engage with, make adaptations to and even lead the way on the changes that we can’t yet anticipate?