Author Note
This report is in association with Northwestern University School of Professional Studies
Information Design and Strategy Program, to recap and demonstrate skills built within the IDS
425 Learning Environment Design Course, further within the context of Walmart Inc. and
Walmart Global Technology Team.
This paper recognizes Dr. Reginald Jackson and Dr. David Sharrard Noffs for their
thoughtfully designed course and continued guidance, as well as the Walmart International
Emerging Tech team for their technical expertise and implementation.
Abstract
This case study explores the development and implementation of a series of educational
exercises aimed at fostering innovation within individual contributors at Walmart. Recognizing
that core domain teams are best equipped to understand their own operations and needs, Walmart
has shifted its focus from dedicated innovation teams to fostering innovation within these teams.
The paper outlines the challenges faced, including diverse skill levels and resistance to change,
and the objectives set, such as increasing innovation awareness and skill development. It further
details the instructional strategies employed, including online modules, interactive workshops,
and peer learning groups, and how these strategies were assessed and evaluated. The case study
provides valuable insights into fostering innovation in a corporate setting and offers a
comprehensive overview of the instructional strategies and their respective assessment and
evaluation methods. It serves as a guide for organizations seeking to cultivate innovation within
their teams.
Keywords: Innovation, Individual Contributors, Walmart, International Emerging Tech
Team, Educational Exercises, Corporate Setting, Core Domain Teams, Online Modules,
Interactive Workshops, Peer Learning Groups, Pre- and Post-training Assessments, Feedback
Sessions, Long-term Impact Analysis
Overview
This case study examines the process of fostering innovation within individual
contributors at Walmart, a multinational retail corporation. As a member of Walmart’s
International Emerging Tech Team, I was tasked with developing a series of four educational
exercises aimed at promoting innovation across all roles within the organization.
Walmart has strategically shifted its focus from relying on dedicated innovation teams to
encouraging innovation within its core domain teams. This approach is predicated on the
understanding that these teams, with their deep knowledge of their respective domains, are best
positioned to identify opportunities for innovation within their operations.
The case study provides a comprehensive account of the challenges encountered during
this initiative, the objectives that were set, and the instructional strategies that were employed. It
also discusses the assessment and evaluation strategies that were used to measure the
effectiveness of the instructional strategies. The insights derived from this case study can serve
as a valuable resource for other organizations aiming to cultivate a culture of innovation within
their teams.
Challenges
In the endeavor to cultivate innovation within individual contributors, several challenges
emerged. These challenges were largely centered around the somewhat lofty nature of innovation
as a concept, the preexisting leadership dynamics within core domain teams, and the inevitable
resistance to change that is part of innovation.
Diverse Skill Levels
The first challenge stemmed from the diverse skill levels of individual contributors.
Walmart’s workforce is vast and varied, encompassing a wide range of skills, experiences, and
knowledge. This diversity, while a significant asset, posed a challenge in creating educational
exercises that were universally relevant and accessible. The task was to design content that could
cater to a seasoned engineer as effectively as it could to a new project manager, ensuring that
everyone could benefit from the training irrespective of their current skill level.
Resistance to Change
The second challenge was the inherent resistance to change. Innovation necessitates
change, a concept that can often be met with resistance, especially in a core domain setting
where established processes and ways of working are deeply ingrained. The challenge was not
just to introduce new ideas and ways of thinking, but to do so in a manner that was accepted and
embraced by core domain teams. This required careful planning and execution to ensure that
innovation is viewed as a valuable and necessary exercise, rather than a risk.
Application to Real-world Scenarios
The third challenge was related to the practical application of innovative thinking. While
it is one thing to understand the concept of innovation, applying it in real-world scenarios is a
different ball game altogether. The educational exercises needed to not only impart knowledge
about innovative thinking but also provide practical tools and strategies that the individual
contributors could use in their day-to-day tasks. This required a deep and meaningful
understanding of the various roles and responsibilities within the organization and the specific
challenges they faced.
Measuring Innovation
The final challenge was the measurement of innovation. Unlike more tangible skills,
innovation is a complex construct that is not easily quantifiable. The challenge was to develop
assessment and evaluation strategies that could effectively measure the impact of the educational
exercises on the contributors’ ability to innovate. This required a multi-faceted approach, taking
into account not just the immediate outcomes of the training, but also its long-term impact on the
individual contributors and the organization as a whole.
Objectives
Innovation Awareness
The first objective was to heighten the awareness of individual contributors about the
critical role of innovation in the contemporary business landscape. The aim was to shift the
mindset from viewing innovation as an isolated, specialized function to recognizing it as an
integral part of every role. This involved educating contributors about the concept of innovation,
its relevance in today’s rapidly evolving business environment, and its potential to drive growth
and improvement within their respective domains. The goal was to create a culture where
innovation is seen as a key driver of success and progress.
Skill Development
The second objective was to equip individual contributors with the necessary skills to
innovate. This involved developing their ability to think creatively, identify opportunities for
innovation, and implement innovative solutions. The focus was not just on imparting theoretical
knowledge, but also on developing practical skills that contributors could apply in their
day-to-day tasks. The aim was to empower contributors to become active participants in the
innovation process, capable of identifying and seizing opportunities for innovation in their
everyday work.
Strategic Integration
The third objective was to enable individual contributors to seamlessly integrate
innovative thinking into their daily tasks and decision-making processes. This meant going
beyond isolated instances of innovation to fostering a culture where innovative thinking was the
norm. The goal was to create an environment where every task, every decision, was viewed as an
opportunity to innovate. This required a strategic approach, ensuring that the principles of
innovation were ingrained in the organization’s culture and practices.
Measurement of Innovation
The final objective was to develop effective methods to measure innovation. This
involved creating assessment and evaluation strategies that could accurately gauge the impact of
the educational exercises on the contributors’ ability to innovate. The aim was to not only
measure the immediate outcomes of the training but also assess its long-term impact on the
individual contributors and the organization as a whole. This required a comprehensive
approach, taking into account a range of factors including the contributors’ understanding of
innovation, their ability to apply innovative thinking, and the overall impact on the
organization’s culture and performance.
Instructional Strategies
Design-Based Learning
Design-based learning encourages learners to think creatively and solve problems by
designing and creating solutions (Koh, Chai, Wong, & Hong, 2015). This strategy was used to
develop the ability of individual contributors to identify opportunities for innovation and
implement innovative solutions. The focus was on practical application, with contributors
working on real-world scenarios and tasks such as “How might we improve our shopping
carts?”, making it particularly relevant for Walmart.
Problem-Based Learning
Problem-based learning is an instructional strategy that starts with a problem and
involves the learners in the process of finding a solution (Hmelo-Silver, 2004). This strategy was
used to foster a culture of innovation, with contributors encouraged to view every task and
decision as an opportunity to innovate. The problems were carefully chosen to be relevant at a
“basic human experience” level, to mitigate the nuances of participants’ roles and responsibilities
and ensuring that the learning was universally understandable.
Project-Based Learning
Project-based learning is an instructional strategy that involves learners in long-term
projects that are complex, multifaceted, and realistic (Thomas, 2000). This strategy was used to
integrate innovative thinking into the daily tasks and decision-making processes of the
contributors. Participants were grouped across domains, and selected a store experience to
improve over the course of 4 learning events- in tandem with the innovation stage being covered.
These exercises were designed to be challenging, community-building, and engaging, requiring
contributors to use their innovative thinking skills to navigate the course.
Inquiry-Based Learning
Inquiry-based learning is a teaching method that casts the teacher as a supportive figure
who provides guidance and support for students throughout their learning process, rather than a
sole authority figure (Pedaste, Mäeots, Siiman, de Jong, van Riesen, Kamp, ... & Tsourlidaki,
2015). This strategy was used to encourage contributors to ask questions, explore, and
experiment, fostering a culture of innovation. Instructors routinely sat and engaged with groups
during the project-based learning exercises.
Use of Technology
The use of technology, including digital tools and platforms, was integrated into the
instructional strategies to enhance learning and foster innovation (Clark & Mayer, 2016). This
included the use of digital collaboration tools like teams for peer learning groups, a course-wide
teams platform for support, and zoom for those unable to attend in-person.
Assessment and Evaluation Strategies
Formative Assessment
Formative assessment involves gathering feedback during the learning process that can
be used to improve instruction (Black & Wiliam, 2009). In this initiative, formative assessment
was used to gauge the understanding and application of innovative thinking by the individual
contributors. This was done through regular check-ins, surveys, and feedback sessions. The
feedback was then used to refine the instructional strategies and tailor them to the needs of the
participants.
Summative Assessment
Summative assessment involves evaluating learning at the end of an instructional unit by
comparing it against a standard or benchmark (Harlen, 2005). In this case, summative assessment
was used to measure the overall impact of the educational exercises on the contributors’ ability
to innovate. This was done through end-of-unit tests, project evaluations, and non-discerning
performance reviews, using participants’ core domain team’s “innovation” outputs.
Impact Evaluation
Impact evaluation involves assessing the changes that can be attributed to a particular
intervention (Gertler, Martinez, Premand, Rawlings, & Vermeersch, 2016). In this initiative,
impact evaluation was used to assess the long-term impact of the educational exercises on the
individual contributors and the organization as a whole. This was done through a combination of
surveys, interviews, and performance data.
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assistance.
