The aim of the research is to understand how training processes are being transformed within what are now defined as training ecosystems. The main focus of the research concerns the transformation of training models based on the demand-supply criterion to more hybrid, negotiated and knowledge management models. The definition of training objects, training needs and the training responses put in place by organisations are increasingly taking shape as distributed processes based on the principle of shared management of organisational challenges and knowledge rather than on linear logics: definition of objectives, choice of methods, final evaluation. The research is part of the tradition of sociomateriality studies, using cultural-historical activity theory as a theoretical framework (Engëstrom, 1987; 1999; 2001; Fenwick, 2008; 2010; 2011). The research starts from a literature analysis and develops an empirical investigation in the second part of the paper. In order to discuss and understand the potential and limits of training ecosystems, corporate academies were studied as experiences in which innovative training management experiences based on the collaboration between formal and non-formal training systems have been settled for years. Qualitative empirical research (Creswell, 2012; Silverman, 2008) used the case study (Creswell, 2012) analysing in particular a corporate Academy of a medium- large Italian organisation leader in the ICT sector. The research plan involved the exploration of training practices within the Academy through a documentary analysis and the use of semi-structured interviews. In the final reflections, three main aspects will be discussed in the light of the analysis conducted: a) the emergent nature of training needs and their development and recognition as a socially constructed event, dependent on the historical-cultural context in which it is generated (Fabbri, 2021); b) the drive of ecosystems to rethink the objects of training in a systemic key. If it is ascertained that training models are certainly driven to configure themselves as actions to respond to instrumental innovation needs and to people's technological or professional changes, it is equally interesting to see how these models also seem to evolve to respond to new needs: to create networks, to increase organisational reputation, to produce knowledge that can also be recognised as useful by territorial stakeholders, to unite professional development with corporate strategies, to generate knowledge starting from the involvement of people and the communities that inhabit organisations; c) The transition from professional to personal training needs.

L’obiettivo della ricerca è quello di comprendere come si trasformano i processi formativi all’interno di quelli che oggi sono definiti come ecosistemi formativi. Il focus principale della ricerca riguarda la trasformazione dei modelli di formazione basati sul criterio della domanda-offerta a modelli più ibridi e negoziali e di knowledge management. La definizione degli oggetti della formazione, dei bisogni formativi e delle risposte formative messe in campo dalle organizzazioni si configurano sempre più come processi distribuiti basati sul principio della gestione condivisa delle sfide organizzative e del sapere piuttosto che su logiche lineari: definizione degli obiettivi, scelta dei metodi e valutazione finale. La ricerca si inserisce all’interno della tradizione di studi sulla sociomaterialità, utilizzando come cornice teorica la Teoria dell’attività storico-culturale (Engëstrom, 1987;1999; 2001; Fenwick, 2008; 2010; 2011). La ricerca muove da una analisi della letteratura sviluppando nella seconda parte dell’elaborato un’indagine empirica. Per discutere e comprendere le potenzialità e i limiti degli ecosistemi della formazione sono state studiate le Academy aziendali, in quanto esperienze in cui da anni si sono sedimentate esperienze innovative di gestione della formazione basate sulla collaborazione tra sistemi formali e non formali di formazione. La ricerca empirica qualitativa (Creswell, 2012; Silverman, 2008) ha utilizzato lo studio di caso (Creswell, 2012) analizzando in particolare una Academy aziendale di una organizzazione italiana medio-grande leader nel settore ICT. Il piano della ricerca ha previsto l’esplorazione delle pratiche di formazione all’interno dell’Academy attraverso un’analisi documentale e l’utilizzo di interviste semi-strutturate. Nelle riflessioni finali si discuterà alla luce dell’analisi condotta di tre aspetti principali: a) la natura emergente dei bisogni formativi e il loro sviluppo e riconoscimento come evento socialmente costruito, dipendente dal contesto storico- culturale in cui esso viene generato (Fabbri, 2021); b) la spinta degli ecosistemi a ripensare gli oggetti della formazione in chiave sistemica. Se è accertato che i modelli formativi sono spinti a configurarsi certamente come azioni per rispondere ai bisogni di innovazione strumentali e ai cambiamenti tecnologici o professionali delle persone, è altrettanto interessante vedere come questi modelli sembrano evolversi anche per rispondere a esigenze nuove: creare network, aumentare la reputazione organizzativa, produrre un sapere che possa essere riconosciuto come utile anche dagli stakeholders territoriali, unire lo sviluppo professionale alle strategie aziendali, generare conoscenza partendo dal coinvolgimento delle persone e delle comunità che abitano le organizzazioni; c) la transizione da bisogni formativi di natura professionale a quelli personali.

Banchetti, C. (2023). Verso ecosistemi della formazione. Il caso ACI Informatica S.p.A. [10.25434/claudia-banchetti_phd2023].

Verso ecosistemi della formazione. Il caso ACI Informatica S.p.A.

Claudia Banchetti
2023-01-01

Abstract

The aim of the research is to understand how training processes are being transformed within what are now defined as training ecosystems. The main focus of the research concerns the transformation of training models based on the demand-supply criterion to more hybrid, negotiated and knowledge management models. The definition of training objects, training needs and the training responses put in place by organisations are increasingly taking shape as distributed processes based on the principle of shared management of organisational challenges and knowledge rather than on linear logics: definition of objectives, choice of methods, final evaluation. The research is part of the tradition of sociomateriality studies, using cultural-historical activity theory as a theoretical framework (Engëstrom, 1987; 1999; 2001; Fenwick, 2008; 2010; 2011). The research starts from a literature analysis and develops an empirical investigation in the second part of the paper. In order to discuss and understand the potential and limits of training ecosystems, corporate academies were studied as experiences in which innovative training management experiences based on the collaboration between formal and non-formal training systems have been settled for years. Qualitative empirical research (Creswell, 2012; Silverman, 2008) used the case study (Creswell, 2012) analysing in particular a corporate Academy of a medium- large Italian organisation leader in the ICT sector. The research plan involved the exploration of training practices within the Academy through a documentary analysis and the use of semi-structured interviews. In the final reflections, three main aspects will be discussed in the light of the analysis conducted: a) the emergent nature of training needs and their development and recognition as a socially constructed event, dependent on the historical-cultural context in which it is generated (Fabbri, 2021); b) the drive of ecosystems to rethink the objects of training in a systemic key. If it is ascertained that training models are certainly driven to configure themselves as actions to respond to instrumental innovation needs and to people's technological or professional changes, it is equally interesting to see how these models also seem to evolve to respond to new needs: to create networks, to increase organisational reputation, to produce knowledge that can also be recognised as useful by territorial stakeholders, to unite professional development with corporate strategies, to generate knowledge starting from the involvement of people and the communities that inhabit organisations; c) The transition from professional to personal training needs.
2023
Mario Giampaolo (Co-tutor Unisi)
Banchetti, C. (2023). Verso ecosistemi della formazione. Il caso ACI Informatica S.p.A. [10.25434/claudia-banchetti_phd2023].
Banchetti, Claudia
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11365/1223888