Professionals X. When the professional development is unpredictable

Journal title QUADERNI DI ECONOMIA DEL LAVORO
Author/s Loretta Fabbri, Alessandra Romano
Publishing Year 2021 Issue 2020/112 Language Italian
Pages 10 P. 49-58 File size 190 KB
DOI 10.3280/QUA2020-112004
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The article offers a reflection on the new challenges for the professions, which are elicited by the radical transformations happening in the labour market, al-ways more and more digitalized, ubiquitous and constantly and rapidly chang-ing. What do these profound and radical transformations require to profession-als? Which questions do they pose to Higher Education systems? How to train professionals X, capable to pass through uncertain working scenarios and to do it with capacity of imagination and competence of creativity? The article addresses those questions referring to the study on neo-professionalism (Butera, 2020), the study on practices (Gherardi e Lippi, 2000; Sennett, 2000; Wenger, 2006), and the organizational research (Weick e Sutcliffe, 2010) which offered interpretative keys to intercept future challenges of research on organizational and professional transformations.

Keywords: Organizational learning; creativity; professionals X; neo-professionalism; digitalization; ubiquitous work.

  1. Bauman Z. (2014). La società dell’incertezza. Bologna: il Mulino.
  2. Beck U. (2013). La società del rischio. Verso una seconda modernità. Roma: Carocci Editore.
  3. Buck J. e Villines S. (2017). We the People: Consenting to a Deeper Democracy. Sociocracy. Info Press.
  4. Butera F. (2020). Le condizioni organizzative e professionali dello smart working dopo l’emergenza: progettare il lavoro ubiquo fatto di ruoli aperti e di professioni a larga banda. Studi organizzativi, 1: 142-166.
  5. Fabbri L. (2021). Governare l’inatteso. La sfida per la pedagogia del futuro. In: Stramaglia M., a cura di, Per una pedagogia del futuro. Studi in onore di Michele Corsi. Lecce: Pensa Multimedia.
  6. Fabbri L. e Romano A. (2017). Metodi per l’apprendimento trasformativo. Casi, modelli, teorie. Roma: Carocci Editore.
  7. Federighi P. (2020). Margini di autonomia relativa delle Università, mercato della formazione e mercato del lavoro dei professionisti dell’educazione e della formazione. Nuova Secondaria Ricerca, 10: 67-79.
  8. Floridi L. (2019). Pensare l’Infosfera. La filosofia come design concettuale. Milano: Raffaello Cortina Editore.
  9. Gherardi S. e Lippi A. (2000). Tradurre le riforme in pratica. Le strategie della traslazione. Milano: Raffaello Cortina Editore.
  10. Latour B. (2020). What protective measures can you think of so we don’t go back to the pre-crisis production model? (translated from French by Stephen Muecke), -- «testo disponibile al sito: https://aoc.media/opinion/2020/03/29/imaginer-les-gestes-barrieres-contre-le-retour-a-la-production-davant-crise/» (28.12.2020).
  11. Lave J. and Wenger E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  12. Law J. (1992). Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity. Systems practice, 5(4): 379-393.
  13. Marsick V.J. and Neaman A. (2017). Adult Informal Learning. In: Kahnwald N. and Täubig V., editors, Informelles Lernen. Wiesbaden: Springer.
  14. Pendleton-Jullian A.M. and Brown J.S. (2018). Design unbound: Designing for emergence in a whitewater world. Boston: MIT PRESS.
  15. Resnick M. (2018). Come i bambini: immagina, crea, gioca e condividi. Trento: Erickson.
  16. Schön D.A. (2006). Formare il professionista riflessivo. Milano: FrancoAngeli.
  17. Sibilio M. (2020). L’interazione didattica. Brescia: Morcelliana Scholé.
  18. Suchman L. (2007). Human-Machine Reconfigurations: Plans and Situated Actions. Cambridge: Cambridge University Press.
  19. Sennett R. (2000). L’uomo flessibile. Le conseguenze del nuovo capitalismo sulla vita personale. Milano: Feltrinelli.
  20. Tiraboschi M. (2019). Persona e lavoro tra tutele e mercato. Per una nuova ontologia del lavoro nel discorso giuslavoristico. Modena: Adapt Press.
  21. Watkins K. and Marsick V. (2020). Informal and Incidental Learning in the time of COVID-19. Advances in Developing Human Resources, 1(9): 1-9.
  22. Weick K.E. e Sutcliffe K.M. (2010). Governare l’inatteso. Organizzazioni capaci di affrontare le crisi con successo. Milano: Raffaello Cortina Editore.
  23. Wellman N., Applegate J.M., Harlow J. and Johnston E.W. (2020). Beyond the Pyramid: Alternative Formal Hierarchical Structures and Team Performance. Academy of Management Journal, 63: 997-1027.
  24. Wenger E. (2006). Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina Editore.

Loretta Fabbri, Alessandra Romano, Professionisti X. Quando lo sviluppo professionale non è prevedibile in "QUADERNI DI ECONOMIA DEL LAVORO" 112/2020, pp 49-58, DOI: 10.3280/QUA2020-112004