News & Eventi

Nuove logiche organizzative ed impatti gestionali nell’era 4.0

Le nuove priorità per le direzioni HR delle banche, sono temi importanti quali employer branding, new performance management, Big Data, smart data, analytics, responsabilità sociale. I nuovi approcci contagiano quindi anche i modelli di selezione del Personale che stanno virando verso avanzate tecniche di social-recruiting (le talent solutions di Linkedin rientrano per esempio in questa categoria) mentre la formazione utilizza sempre più il modello della “gamification” per diventare piu fruibili ed efficace.

Quali saranno, in uno scenario in grande fermento e di sollecitazioni continue, le nuove logiche organizzative e gli impatti gestionali?

Ne parleremo a Milano, mercoledì 11 dicembre 2019 in un seminario organizzato dall’Assocaizione Effebi in collaborazione con UBI Banca.

 

PROGRAMMA

8,30   Registrazione dei partecipanti e welcome coffee

 

9,00     Saluto benvenuto

• UBI Academy e Associazione Effebi Apertura lavori

• Alessandra Del Boca, Presidente UBI Academy

 

9,30      Scenario introduttivo: L’ecosistema della Formazione: allargare i confini per ridisegnare lo sviluppo organizzativo

Raoul Nacamulli, Professore nell’ Università di Milano Bicocca

 

10,15      Panel 1. Ripensare il modello organizzativo d’Impresa

Coordinatore: Roberto Quinale Resp. Relazioni Industriali, Normativa e Contenzioso, BNL BNP Paribas e Presidente Associazione Effebi

 

• Sonia Albano, Capo Servizio Personale Cassa di Risparmio di Bolzano
• Giuseppe Corni, Direttore R.U. BPER

 

• Pino Mercuri, Responsabile Risorse Umane, Agos Gruppo Crédit Agricole

 

• Marco Vernieri, Chief of Human Resources Iccrea

 

     Q&A

 

11,45     Panel 2. Il Capitale Umano ed il futuro delle Organizzazioni

Coordinatore: Filippo Abramo, Presidente Federmanagement

 

• Cetti Galante, Amministratore Delegato Intoo (Gi-Group)

 

• Alberto Piccolo, Head of Training Centre Deutsche Bank SpA

 

• Iliana Totaro, ENEL, Responsabile Sviluppo Manageriale

 

• Andrea Tabladini, Partner KPMG Advisory

 

 

    Q&A

 

13,15       Conclusioni

 

 

13,30    Chiusura lavori

 

BE-CHILD Build a more inclusive society supporting ECEC educators for the development of socio emotional competences in pre-school children

We are glad to announce that BE-CHILD Kick-off meeting will take place on the 8 and 9 of January in Praga.

BE-CHILD scope is boosting quality of ECEC educators’ professional profile for a successful development of socio emotional competences for pre-school children to help them fostering awareness in relation to equality and diversity, handling a good transition from different levels and types of education and training and to better seize the professional opportunities and choose their own path in the labor market since an early age.

For this purpose, the project provides early childhood teachers/educators with the necessary teaching and learning instruments and tools (educational toolkit) to support them in developing socio emotional competences (self-esteem, self-confidence, emotions management, empathy, concentration, resilience, communication, creativity, team working, negotiation and resolution of conflict) from the very early childhood (age 0-6)  as a precondition for ensuring that the benefits of early childhood education are carried through other school education levels.

The project’s objectives are:

• Provide socio emotional competences for early childhood education and care with high quality instruments and tools to support children in acquiring the appropriate socio emotional competences they might lack for:
• expressing their individual talents and interests that will be developed in later stages of education;
• creating a more effective relationship with class-mates from disadvantaged backgrounds, and dealing with cultural and linguistic diversity;
• properly access further levels of education and training (transition from pre-primary to primary education)
• learning how to organize the environment in order to enable voluntary decisions and autonomy that, in a Montessori education, can promote concentration, self-esteem and resilience.

For more information about the development of the project keep watching this space!

We are glad to announce that AR4STE(A)M – Use gamification strategies and augmented reality for innovative STE(A)M learning Kick-off meeting will be held in Florence on the 23-24 of January 2020.

Gamification has gained considerable interest in education circles due to its capability of enhancing the learning process among students. In addition, Augmented Reality (AR) provides the learner/user with effective access to information through real-time immersive experiences. In this context, the project envisages:

– to strengthen the link between science education and creativity providing upper secondary schools with immersive technologies (Augmented Reality) for teaching and learning STE(A)M
– to provide quality access and opportunities to a huge mass of students
– to perform experiments and practice their skills in a collaborative and risk-free learning environment.

Immersive technology (AR) can contribute to transform STE(A)M perception making difficult and sometimes boring subjects much more attractive thus
encouraging students to choose STEM related studies and pursuing a career in the field to further succeed in the global labour market.
Moreover, a lot of STEM scenarios are just impossible to show in traditional education, therefore the overall objective of the project is to adequately support upper secondary schools teachers in using innovative ICT technologies during their STE(A)M lessons in order to overcome and improve the traditional method of teaching and learning in class and increase students’ motivation “learning by playing”.
Upper secondary school teachers will be provided with high quality professional development opportunities to acquire knowledge, competences and skills to effectively embed innovative methodologies (AR) to practice game-based learning while teaching and guide their students (age 14-18 years old) in facing obstacles when approaching science education.
For this purpose, game-based approaches and augmented reality applications will be recommended in order to offer upper secondary students hands-on experiences in which they could be actively involved and therefore make the learning of science more like the practice of science. The more effective is teachers’ interaction the improve students’ attitudes and enhance their creativity.

The project’s objectives are:

– To integrate immersive technologies and game-based learning in upper secondary schools’ educational programs
– To foster school teachers capacity to teach STE(A)M effectively.
– To engage teachers giving students experimental support for game-based learning activities in science education, through the use of augmented reality and thus facilitate an inquiry-oriented teaching.
– To introduce the use of innovative digital technologies during classes to nurture students’ conceptual understanding, improve observation on real life aspects and stimulate reflection making them leading actors within the learning process.