A piece of research by the G. D’Annunzio University sheds light on the importance of ties between the factory environment, learning and the work identity
Factory and office climate. There is no doubt about it: people learn and produce more when they are happy in their workplace. Compatibly with the particular technological requirements, obviously. Yet in addition to the supply of capital and technology, corporate climate – made up of men and women and relational mechanisms – counts as much as, and in some cases more than, traditional “manufacturing factors”. However, understanding its various aspects is a difficult matter. Michela Cortini, Teresa Galanti and Stefania Fantinelli (from the G. d’Annunzio University in Chieti-Pescara) have attempted to do so in “Quando gli apprendisti apprendono? Una riflessione sull’importanza del clima di apprendimento” (When do apprentices learn? Thoughts on the importance of the learning climate), a piece of research that applies the reasoning on factory and business climate to an important part of manufacturing organisation: that of learning applied to apprentices.
The authors explain as follows in the introduction to their investigation: “There are multiple variables capable of influencing the learning process within an organisation. Some of these should be attributed to the worker’s skills, i.e. to those intrinsic individual characteristics, which are causally linked to an efficient and/or superior performance in a task or in a situation and which can therefore be measured based on pre-established criteria. Others instead depend on conditions that are extrinsic to the worker, and instead belong to the organisation in which he or she works. Among these, recent literature attributes a great deal of importance to the dimension of the learning climate, for the role it plays with respect to work satisfaction”.
Climate, learning and work satisfaction as closely related elements and in view of two goals: to improve production results and the enjoyability of production. In order to understand better the ties between corporate and learning climate and the growth of a manufacturing organisation, the research thus covers the main theoretical points, identifying three different dimensions to take into consideration: facilitation, appreciation and management of errors during the course of the learning process. But this is not enough, because Cortini, Galanti and Fantinelli also remember the importance of work satisfaction which leads to the definition of a specific identity in the workplace. Not just numbers and acronyms, therefore, but names and surnames, human features and not mechanical ones.
Cortini, Galanti and Fantinelli apply these concepts to the particular condition of apprenticeships, identifying in the specific training phase the weakness of this working relationship.
The research from the G. D’Annunzio University does not contribute profound innovations in the subject that connects learning with corporate climate, but it does have significant merit in providing a clear presentation and in getting straight to the point.
Quando gli apprendisti apprendono? Una riflessione sull’importanza del clima di apprendimento (When do apprentices learn? Thoughts on the importance of the learning climate)
Michela Cortini, Teresa Galanti, Stefania Fantinelli
Participants in the conference entitled “Work in progress” for a better quality of life
DOI code: 10.1285/9788883051289p41