Embedding Innovation – the Jasinski and Miller strategy for embedding innovations
This fourth (and last) article in the series on Marie Jasinski’s research into Embedding Innovation focuses on the new strategy that Jasinski developed in collaboration with William C Miller. It incorporates some of Miller’s original work.
The research was funded by the Australian Flexible Learning Framework. For full research report (243 pages) go to the Innovate and integrate home page
This article is Part 4 of a series. Click to go to Part 1, Part 2 or Part 3.
Features of the embedding strategy
Two key features
- It is a strategy not a model – it provides a general framework rather than a detailed description and it acknowledges that there is no one way or no one model to embed an e-learning innovation.
- It incorporates the key research findings – the 8 key research findings are outlined in the previous article in this series.
There are four phases
Representatives from the different stakeholder groups need to work together from the outset, as each phase focuses on current needs and prepares for the next phase of implementation.
Phase 1: Needs-assessment/selection/funding
Phase 2: Development of the innovative practices
Phase 3: Early adoption
Phase 4: Mainstream adoption.
There are three foundation questions
- Is there a portfolio of both incremental and breakthrough innovations – for short-term and long-term needs?
- How well does this innovation match the short-term and/or long term needs of the adopter groups?
- To what degree is the organisation ready to implement the innovation?
Process inclusive of all stakeholders
The following five key stakeholder groups need to be involved in every phase, however the emphasis will vary:
- Funders/project managers
- Developers
- Early adopter champions
- Mainstream adopters
- IT managers
It is managed horizontally
The project managers coordinate activities across the five stakeholder groups throughout the four phases.
It is based on a portfolio approach
A portfolio approach ensures the best mix of both incremental and radical innovations to meet present needs and explore future possibilities.
It is time-based
A three year process is suggested as that may best fit with planning and development cycles in vocational education and training (VET).
There are tasks and key questions for every phase
The key questions help focus on tasks and processes and ensure a balanced perspective.
Four innovation strategies provide a structure
The innovation strategies are adapted from the work of William Miller and are used with permission.
Two generic analysis templates
Two analysis templates have been developed for use in all four phases, ensuring that both developer and adopter perspectives are captured, both present and future needs are met, and that there are best possible outcomes.
Templates for analysis
It is suggested that you use two templates during each of the four phases to assist with analysis.
Template 1: Alignment between proposed innovation and adopter needs and readiness
This template checks the match between what is being proposed and what the adopter group requires and is ready to adopt. The template can be found on page 106 of the research report. It focuses on a continuum of incremental to most radical innovation, from the perspective of the innovation, the adopter and the organisation.
Template 2: Innovations portfolios
This template checks there is a sufficient range of innovation strategies being employed in the portfolio of projects to meet the need for both short-term incremental innovations and long-term breakthrough innovations. The template can be found on page 107 of the research report, and focuses on the type of innovation and the potential use by adopters.
Protocols for working together
Protocols assist stakeholders in maximising strengths and working with differences. A series of questions are provided on page 107 of the research report, to guide groups when establishing protocols for working together during each of the four phases. Sample questions include:
- Why are we investing in e-learning innovation?
- What values are most important to guide us?
- How can we best work together?
- What methods can we adopt from past successes?
Jasinski and Miller 4 phase strategy for embedding e-learning innovations
Reprinted with permission from the research report: Innovate and Integrate: Embedding innovative practices (page 108)
Summary of the four phases
Download summary table For full description of each phase, see research report pages 109 – 118
Concluding remarks
Marie Jasinski concludes her research with these remarks:
The fundamental focus of this research project was on embedding innovative e-learning practice within a VET context. To embed means to ‘set in place’ and to become an integral part of something. Embedding also has a nested connotation – one component is embedded within another. This reinforces the key findings in this research that embedding innovation requires alignment between different components and stakeholders. To successfully embed an innovative practice may not only require the identification of a set of good practices to model or the production of implementation models and checklists of enablers.
It is clear from the research findings that the VET community understands and can articulate that it takes more than this. It also requires a mindset change and an acknowledgement of the lived experience of learning and working in the crowded landscape that is VET.
This research concludes that the real innovation may be to embed a way of thinking about innovation, learning and change that promotes a strength-based orientation. There is no doubt that embedding innovative e-learning is a challenge. It requires vision, will, determination and drive to jump the readiness chasm identified in this research to enable innovators, early adopters and ‘the other 85%’ to not only take on e-learning innovations – but also to see them through. A strength-based orientation is a key enabler to this embedding process as such a leap takes planning, preparation, commitment and collaboration because:
You can't cross a chasm in two small jumps.
David Lloyd George
See also
First article in the series: Embedding Innovation – we’re not alone
Second article in the series: Embedding Innovation – ‘chasms’ as barriers and opportunities
Third article in the series: Embedding Innovation – case studies and key findings of the research
Full research report: Innovate and Integrate: Embedding innovative practices (2006), Marie Jasinski
Embedding Innovative Practices: network of champions