innovative formative settings for organizational development the example of comau domenico bodega...

INNOVATIVE FORMATIVE SETTINGS FOR ORGANIZATIONAL DEVELOPMENT

THE EXAMPLE OF COMAU

Domenico Bodega – Università Cattolica di Milano

Ezio Fregnan – Comau Robotics

Silvia Ivaldi – Università Cattolica di Milano

Giuseppe Scaratti – Università Cattolica di Milano

FORMS OF TRAINING FOR SUPPORTING ORGANIZATIONAL DEVELOPMENT

THEORETICAL Background (I)

Innovative formative settings for organizational developmentThe example of Comau in DetroitISCAR 2014

TRAINING FOSTERING ORGANIZATIONAL DEVELOPMENT

Dialogue between different worlds

Crucial training experience

Formative intervention

Learning from the field as GERM CELL

THEORETICAL Background (II)


Connection between different kind of knowledge and stakeholders

Define new perimeters of

knowledge production, learning

and circulation

Within and between perspective

Activity theory: framework for

studying organizational

learning

FOCUS ON THE NEXT SLIDE

ORGANZIATIONAL DEVELOPMENT

MACRO

MESO

MICRO

THEORETICAL Background (III)


Alliances between different worlds (mobilization of tangible and untangible resources...)

Institutional policies between different worlds whose connection often remains only in declarations and not implemented

Micro agreements with respect to operational and practical contents

INNOVATIVE TRAINING SETTINGS

THE CASE – main contradiction source


WHY AN INNOVATIVE TRAINING SETTING?

Mediating artifact tools

Subject

RulesCommunity

Division of labour


Subject

RulesCommunity

Division of labour

- integrate theoretical knowledge with experience on the field- Help students in enhancing hard and soft skills

- work on people - create and consolidate a culture of knowledge production and sharing - promote people involvement and engagement

CONTEXT Description


COnsorzio MAcchine Utensili 40 years of experience in advanced manufacturing systems Proven world-wide leader in sustainable automation and service

solutions global presence with 24 locations in 13 countries

Focus on people first and then on products and services Different points of view and engagement of as many people as possible Share with everyone involved in the processes Modeling is done collaboratevely; iterative process Make people aware and involved

Focus on people and on their training and development Creation of firm academy Support production and circulation of knowledge Importance of both soft and hard skills development


UNIVERSITY


Subject

Rules CommunityDivision of labour


Subject



Subject


Achieve graduation and enrich their curriculum

Involve new and young workforce

OBJECT OBJECT

OBJECT

UNIVERSITY

FIRMSTUDENTS

do without thinking

Oppurtinistic make up

develope experience in a bureaucratic way

Fullfil a formal task

THE CASE – risks and contradictionsSTAKEHOLDERS NEEDS AND OBJECTIVES


STAKEHOLDERS NEEDS AND OBJECTIVES

STUDENTSUNIVERSITYFIRM - COMAU

Selecting new young professionals

Spreading and consolidating the organizational culture

Testing managers in mentoring and training activities

Creating strategic partnership with other entities

Observe real professional contexts

Experience work practices

Receive feedbacks

Reread the experience with the help of professionals and tutors

Offer students new ways of learning and improvement (TRAINING EFFECTIVENESS)

Students assessment

Establish significant partnership with firms

Connect theorethical fields and professional worlds

THE CASE – needs and objectives


INNOVATIVE SETTING - LEARNING

FIRM - COMAU

Training based on contents

Training based on experience on the field

Action and production of outcomes and products

Focus on relationship and collaboration

Focus on diversity of experiences and backgrounds

LEARNING: knowledge production and circulation

THE CASE – learning settings


MANAGERS FOR A DAY INSTRUMENT

FIRM - COMAU

THE CASE – from abstract to concrete

MANAGERS FOR A DAY

Observation of daily working practices

Technical insights about professional instruments

Dialogical interaction / reflection on the practices

Bidirectional assessment and feedbacks about competences and potentialities


INNOVATIVE SETTING - EVALUATION

Student’s soft skills assessment

Student’s hard skills assessment

Managers evaluation

Trainers evaluation

ASSESSMENT: a complex and multivoiceness approach

THE CASE – assessment process (I)



Students

TeachersManagers

Qualitative feedback from students, managers and teachers (strenghts, weaknesses, opportunities and limits)

Quantitative feedback (contents)

Qualitative feedback and quantitative feedback from students (satisfaction, area of improvement)

Qualitative feedback and quantitative feedback from students (contents and training and relational skills)

FOCUS ON THE NEXT SLIDE

THE CASE – assessment process (II)



PERFORMANCE

DISTRIBUTED LEADERSHIP

Position of the student

Quantitative feedback (public speaking/questionnaire)

Quantitative feedback (soft skills)

THE CASE – assessment process (III)


CONCLUSION

UNIVERSITY relounch and recover its original mission/place in which knowledge is re-produced by understanding a dialogue with different stakeholders and worlds

FIRMS assume as part of its sustainability and corporate social responsability an authentic investment of people and training socialization

STUDENTS overcome an opportunistic concpetion of learning, fostering the process of their professional trajector

innovative formative settings for organizational development the example of comau domenico bodega...

Documents