Abstract
Successful innovation requires employees to have intellectual and technical capacity. This study explored the effects of capacity building through educational learning, organizational training, and coaching on agricultural innovation. A sample of 142 operational-level agriculture scientists working within a public sector agricultural research organisation in Zimbabwe. Six key informants were also consulted. Descriptive statistics, factor analysis, principal component analysis (PCA), correlation analysis, and binary logistic regression analysis were employed. Results showed significant positive relationships between the variables stating that operational scientists receive adequate academic study opportunities from the research organisation and the one stating that they have relevant academic qualifications to help drive agriculture innovation (r = 0.421***). This reflects that once capacitated through educational learning, the employees gain the confidence and ability to innovate, which could be attributed to improved intelligence quotient (IQ). A significant positive relationship was also observed between the variables, stating that research employees required further training and that improving training would significantly improve innovation (r = 0.47***). Lastly, the variables, stating that direct supervisors offer adequate guidance to stimulate innovation positively correlated to the one stating that coaching has helped improve the operational staff's innovativeness (P = 0.493***). This implies that efforts being put in by supervisors significantly contribute to innovation. Budgetary constraints were the leading challenge mentioned by 90.1% of the sample. Notably, there is a critical need to improve physical training workshops, exposure visits, and short courses to enhance innovativeness, as revealed by more than 70% of the respondents. The study also suggests cost-effective strategies to enhance capacity building and consequently stimulate innovation.