Clicca qui per scaricare

L’azione formativa nelle organizzazioni
Titolo Rivista: QUADERNI DI ECONOMIA DEL LAVORO 
Autori/Curatori: Paolo Federighi 
Anno di pubblicazione:  2016 Fascicolo: 105  Lingua: Italiano 
Numero pagine:  19 P. 115-133 Dimensione file:  218 KB
DOI:  10.3280/QUA2016-105005
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 


Lo Workplace Learning Potential è il principale fattore formativo attraverso cui le organizzazioni determinano la possibilità di crescita delle persone che vivono al loro interno ed operano nelle reti collegate (fornitori, etc.). Lo Workplace Learning Potential si libera all’interno dei processi di creazione di conoscenza ed in ragione dei modi in cui questi sono gestiti. Il suo controllo sta alla base della progettazione delle attività quotidiane di una organizzazione considerate nella loro dimensione formativa.


  1. Benjamin W. (2011). L’opera d’arte nell’epoca della sua riproducibilità tecnica. Torino: Einaudi.
  2. Bernstein B. (1990). The Structuring of Pedagogic Discourse. London-New York: Routledge.
  3. Billett S. (2004). Workplace participatory practices: Conceptualising workplaces as learning environments. Journal of Workplace Learning, 16 (6): 312-324.
  4. Billett S.(2001). Learning through work: workplace affordances and individual engagement. Journal of Workplace Learning, 13: 209-214.
  5. Bishop D., Felstead A., Fuller A., Jewson N., Lee T., Unwin L. (2006). Continuity, Change and Conflict: the role of learning and knowing in different productive systems. Learning as work research Paper, n. 5, luglio.
  6. Bourdieu P. (1977). Outline of a Theory of Practice. (Traduzione: Nice R.). Cambridge: Cambridge University Press. (Prima pubblicazione in francese, 1973.)
  7. Brockett R. G. e Hiemstra R. (1991). Self-direction in adult learning. New York: Routledge.
  8. Brown J.S. e Duguid P. (1991). Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation. Organization Science, 2, 1. Special Issue: Organizational Learning: Papers in Honor of (and by) James G. March., pp.: 40-57.
  9. Confindustria (2010). Manifesto della cultura di impresa. Roma: Confindustria.
  10. Cortright J. (2001). New Growth Theory. Technology and learning: A practicioner guide, US Economic Development Administration. Review of Economic Development Literature and Practice, 4.
  11. Ellinger A. D. (2004). The Concept of Self-Directed Learning and Its Implications for Human Resource Development. Advances in Developing Human Resources, 6: 158.
  12. Ellström P.-E. (2001). Integrating learning and work: problems and prospects. Human Resource Development Quarterly, 12: 421-435.
  13. Ellström P.-E. (2006). The meaning and role of reflection in informal learning at work. In Boud D., Cressey P., e Docherty P., a cura di, Productive reflection at work. London: Routledge.
  14. Ericson T. (2001). Sensemaking in organizations – towards a conceptual framework for understanding strategic change. Scandinavian Journal of Management, 17: 109-131.
  15. Frey L. e Livraghi R. (2001). “Nuova economia” e lavoro a elevato livello di apprendimento. Quaderni di economia del lavoro, 71: 7-194.
  16. Frey L. e Livraghi R. (1999). Sviluppo umano, povertà umana ed esclusione sociale. Quaderni di economia del lavoro, 66: 3-113.
  17. Frese M. e Zapf D. (1994). Action as the core of work psychology: a German approach. In: Triandis H. C., Dunette M. D. e Hough L. M., a cura di, Handbook of industrial and organizational psychology, 2 ed., Vol. 4, pp. 271-340. Palo Alto, CA: Consulting Psychologists Press.
  18. Fuller A., Unwin L., Bishop D., Felstead A., Jewson N., Kokavelakis K., Lee T. (2006). Continuity, Change and Conflict: the role of learning and knowing in different productive systems. Learning as work research Paper, n. 7, luglio.
  19. Gibson J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
  20. Gosselin A., Werner J. e Hall N. (1997). Ratee preferences concerning performance management and appraisal. Human Resource Development Quarterly, 8 (4): 315-333.
  21. Guglielmino L. M. (1977). Development of the Self-Directed Learning Readiness Scale. Unpublished doctoral dissertation. Athens: University of Georgia.
  22. Hill B e Tande C (2006). Total Rewards: the Employee Value Proposition. Workspan, ottobre. Consultato il 17 dicembre 2010 al sito: http://www.tandehill.com/pdfs/Total-Rewards.pdf
  23. Horvath J.A. (2007). Working with Tacit Knowledge. IBM Institute For Knowledge Management.
  24. Jørgensen C. H. e Warring N. (2002). Learning in the workplace – the interplay between learning environments and biographical learning trajectories. In: Jørgensen C. H. e Warring N., a cura di, Adult education and the labour market, VII, B: 9-33. Roskilde: Roskilde University Press.
  25. Knowles M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
  26. Kolb D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice-Hall.
  27. Lave J. e Wenger E. (1990). Situated Learning: Legitimate Peripheral Participation. IRL report 90-0013. Palo Alto, CA.: Institute for Research on Learning.
  28. Leontiev A. (1978). Activity, consciousness, and personality. Englewood Cliffs, CA: Prentice-Hall.
  29. Livraghi R. (2002). La coerenza della riforma universitaria italiana con i problemi posti dalla “economia della conoscenza”. Appendice: Modello del progetto CampusOne per effettuare l’autovalutazione dei relativi corsi di studio. Quaderni di economia del lavoro, 74: 33-63.
  30. Livraghi R. et al. (2001). La teoria dei segnali e della selezione in Italia: i laureati dell’Università di Parma e il lavoro. Quaderni di economia del lavoro, 71: 145-181.
  31. Livraghi R. (1999). Sviluppo umano, povertà umana ed empowerment. Quaderni di economia del lavoro, 66: 49-76.
  32. Merriam S. B. e Caffarella R. S. (1999). Learning in adulthood (2nd ed.). San Francisco: Jossey-Bass.
  33. Morin E. M., Savoie A., Beaudin G. (1994). L’Efficacité de l’Organisation - Théories Représentations et Mesures. Boucherville: Gaëtan Morin Editeur.
  34. Orr J. (1990 e 1996). Talking about Machines: An Ethnography of a Modern Job. Ithaca, NY: Cornell University.
  35. Orr J.(1990b). Sharing Knowledge, Celebrating Identity: War Stories and Community Memory in a Service Culture. In: Middleton D. S. e Edwards D., a cura di, Collective Remembering: Memory in Sociew. Beverly Hills, CA: Sage Publications.
  36. Rasmussen J.(1987). Cognitive control and human error mechanisms. In: Rasmussen J., Duncan K., e Leplat J., a cura di, New technology and human error. Chichester: Wiley, pp. 53-60.
  37. Romer P. M. (1990). Endogenous Technological Change. The Journal of Political Economy, 98, 5, Part 2. The Problem of Development. A Conference of the Institute for the Study of Free Enterprise Systems, ottobre, pp. S71- S102.
  38. Romer P. M. (1994). The origins of endogenous growth. The Journal of Economic Perspectives, 8, 1: 3-22.
  39. Romer P. M. (1993). Ideas and things:The concept of production is being retoouled. The Economist, 11 settembre.
  40. Saks A., Haccoun R. R. (2010). Managing Performance through training and development. Toronto: Nelson Education.
  41. Simon H. A. (1978). Rational decision-making in business organizations. Economic science, pp. 343-371.
  42. Simons P. R.-J., Ruijters M. C. P. (2004). Learning professionals: Towards an integrated model. In: Boshuizen H. P. A., Bromme R., Gruber H., a cusa di, Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer, pp. 207-229.
  43. Spear G., Mocker D. (1984). The Organizing Circumstance: environmental determinants in self-directed learning. Adult Education Quarterly, 35, 1: 1-10.
  44. Towers W (2008). Closing the Engagement Gap: A Road Map for Driving Superior Business Performance. Towers Perrin Global Workforce Study 2007-2008.
  45. Vicari S. (2008). Conoscenza e impresa. Sinergie, 76: 43-66.
  46. Weick K. E., Sutcliffe K.M., Obstfeld D. (2008). Organizing for High Reliability: Processes of Collective Mindfulness. In: Boin A., a cura di, Crisis Management. Los Angeles, London, New Delhi, Singapore: Sage Publication, pp. 31-65.
  47. Weick K. E. (1995). Senso e significato nell’organizzazione. Milano: Raffaello Cortina Editore.



  1. Francesca Torlone, Paolo Federighi, Lavoro e apprendimento trasformativo in carcere in EDUCATIONAL REFLECTIVE PRACTICES 2/2021 pp. 5, DOI: 10.3280/ERP2020-002001

Paolo Federighi, in "QUADERNI DI ECONOMIA DEL LAVORO" 105/2016, pp. 115-133, DOI:10.3280/QUA2016-105005

   

FrancoAngeli è membro della Publishers International Linking Association associazione indipendente e no profit per facilitare l'accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche