Sammendrag
This article describes the background and the development process of a new measurement scale of
innovation competence referred to as the INN-COMP scale. The aim of the measurement scale is to
measure the innovation competence in an organization and the scale aims to answer the question: How
good is your organisation's expertise in initiating and implementing innovative processes? This
measurement scale assesses whether an organisation has the competencies needed to initiate and
execute innovation processes. The questions were directly derived from and anchored in a major study
that examined over 3,000 research studies on practical innovation competences under unforeseen
conditions. Based on how the literature sources applied and sorted the competences in their original works,
we derived a competence structure based on the National Vocational Qualifications (NVQ) Standards and
Competence system. From this, we further developed a conceptual model, referred to as the Innovation
Competence Structures Model (INN-COMP model) that frames different competence needs related to
degrees of innovation and the unforeseen. The systematic literature review resulted in a total of 174
references that reached the inclusion criteria, and 32 abstracts were found to be relevant in relation to our
research question. Overall, 14 competency types was identified from the 32 references, and these in turn
had a total of over 50 specific competency units. The 14 competence types identified were collaboration,
creativity, divergent thinking, enculturation, entrepreneurial leadership, flexibility, imagination,
improvisation, judgment and decision making, knowledge articulation, self-efficacy, serendipity, trialling,
and understanding emotions. However, these competence types are only hypothetical concepts that do
not in themselves define or identify specific competence types. This is also where many previous research
studies have failed. By only using such overarching competence concepts, it will be pedagogically
impossible to articulate sufficiently precise learning objectives as a basis for training and training design to
develop the actual competences needed. Our study therefore also includes underlying and concrete, as
well as identifiable pedagogical and psychological competence structures that build up the aforementioned
hypothetical constructs. We generated 52 questions for the 14 competence types, formulated as
statements on a 5 point Likert scale from strongly disagree to strongly agree. We also suggest four
archetypical realms in which the INN-COMP scale can be empirically tested. Based on the answers
provided from an organization to the INN-COMP scale, an overview will be provided of the status of an
organisation's innovation competencies. In addition, answers to the INN-COMP scale will provide which
competency areas are well covered and which should be strengthened, as well as which actions should
be taken to improve the organization. With such a measuring instrument for identifying competence types
and competence gaps related to innovation in an organisation, it will be easier to develop specific learning
programmes, including the formulation of strategic competence development plans. This is necessary in
order to build the right and precise skills to initiate and implement innovation processes in your own
organisation - where skills often need to be tailored to the organisation's tasks and objectives.
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