This thesis reports on a study which uses a comparative analysis of two ‘high-performing’ organisations in different occupational sectors to identify aspects of workplace culture, work processes, and strategic orientations which are associated with innovation. The study investigates (1) the informal features of organisational culture, work processes and strategic orientation that support innovation; (2) how these features practically interrelate with the formal structures, policies and procedures of these organisations; and (3) how learning, innovation and practice are interrelated conceptually and practically. Interviews and focus groups with teams of practitioners within each organisation (n=24) were analysed to develop a conceptual understanding of the links between practice, learning and innovation which builds on and extends previous research on organisational development, capacity-building, work process design and culture. Its findings provide evidence supporting earlier studies suggesting that (1) ‘expansive’ rather than ‘restrictive’ organisations (Fuller and Unwin 2004) are more likely to be innovative; (2) cultures, work processes and arrangements providing productive conditions and opportunities for employee learning, and particularly for informal learning within and between teams, will also provide productive conditions for innovation; (3) the behaviours, activities and cultures within and across teams, including relationships and team-working practices that produce effective learning by team members, also support innovation; (4) aiming to embed ‘innovativeness’ widely across organisations, rather than treating innovation only as a matter for specialists, is likely to be effective in supporting innovation in contexts of rapid change; and finally (5) organisational orientation towards particular kinds of partnership working and mutuality, together with corporate commitment to expansive notions of ‘public value’ are associated with innovation. The study proposes refinements to the way the interplay between learning, innovation and practice is conceptualised, and introduces the concepts of ‘tacit pedagogy’ and ‘entanglement.’

中文翻译：

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工作场所实践中的学习、创新和“隐性教学法”：不同部门的两个高绩效组织的比较

本论文报告了一项研究，该研究对不同职业领域的两个“高绩效”组织进行了比较分析，以确定与创新相关的工作场所文化、工作流程和战略方向。该研究调查 (1) 支持创新的组织文化、工作流程和战略方向的非正式特征；(2) 这些特征实际上如何与这些组织的正式结构、政策和程序相关联；(3) 学习、创新和实践如何在概念和实践上相互关联。分析了与每个组织内的从业者团队（n=24）的访谈和焦点小组，以形成对实践之间联系的概念性理解，学习和创新建立在并扩展了先前对组织发展、能力建设、工作流程设计和文化的研究之上。其研究结果提供了支持早期研究的证据，表明 (1) “扩张性”而非“限制性”组织（Fuller 和 Unwin 2004）更有可能具有创新性；(2) 文化、工作流程和安排为员工学习，特别是团队内部和团队之间的非正式学习提供生产条件和机会，也将为创新提供生产条件；(3) 团队内部和团队之间的行为、活动和文化，包括团队成员产生有效学习的关系和团队合作实践，也支持创新；(4) 旨在在整个组织中广泛嵌入“创新”，而不是仅将创新视为专家的事情，它可能在快速变化的背景下有效地支持创新；最后（5）针对特定类型的伙伴关系工作和相互关系的组织导向，以及公司对“公共价值”的广泛概念的承诺都与创新有关。该研究建议改进学习、创新和实践之间相互作用的概念化方式，并引入了“隐性教学法”和“纠缠”的概念。连同公司对“公共价值”的广泛概念的承诺都与创新有关。该研究建议改进学习、创新和实践之间相互作用的概念化方式，并引入了“隐性教学法”和“纠缠”的概念。连同公司对“公共价值”的广泛概念的承诺都与创新有关。该研究建议改进学习、创新和实践之间相互作用的概念化方式，并引入了“隐性教学法”和“纠缠”的概念。