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Purpose: This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures. Design/methodology/approach: The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced. Findings: The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress. Research limitations/implications: The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting. Practical implications: The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences. Social implications: Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions. Originality/value: The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

This article is part of a research context that examines the impact of new technologies on psychological practice. We argue that the use of technological mediators in the execution of the psychological profession goes beyond mere modifications to methods and tools, transforming the very nature of the discipline and influencing the associated professional identity. Specifically, our focus is on 'psychological platforms' as emerging work contexts that represent a relatively recent but rapidly growing phenomenon. Beginning with what is present in the literature on the subject of platform classification, this research project is intended to create functional and useful indicators for an analysis of psychological platforms. Based on these indicators, it is possible to reflect on the impact that the various characteristics of psychological platforms have on the psychological profession and psychological professionals themselves. In doing so, we seek to address the following research questions: (a) What are the main characteristics of psychological platforms, (b) which dimensions of the psychological profession are influenced by the use of a given platform in conducting psychological interventions and (c) how does the platformisation of the psychological profession affect the role of the psychologist? Our analysis is based on an in‐depth literature review regarding the platforms, followed by a desk analysis of 44 psychological platforms operating in the Italian context. By adopting this perspective, this article illuminates the dynamics shaping psychological practice in the digital era and suggests guidelines for future research in this continually evolving field. [ABSTRACT FROM AUTHOR]

Critical reflexivity has been acknowledged as fundamental in higher education. For facing complex situations in turbulent environments, students nowadays need not only to be taught technical knowledge, but also to be helped develop "relevant" learning for their future professional practice. In recent years, scholars have concentrated on what makes the internship experience a successful opportunity for the parties involved, and have also discussed the crucial role of a mentor/tutor in sustaining relevant and effective learning. However, the specific conditions that make tutorship successful in promoting critical reflexivity in such a boundary crossing experience need to be further explored. Aim of this paper is therefore to analyze what tutorship conditions sustain the development of critical reflexivity in internship. For this purpose, we will present the case study of an internship program run by one of the largest universities in northern Italy.

Purpose: The aim of the paper is to analyze the process of "germ cell" formation by framing it as an opportunity for promoting organizational learning and transformation. The paper aims to specifically answer two research questions: Why does the "germ cell" have a pivotal role in organization's transformation? and Which conditions facilitate the formation of the "germ cell" in the management of complex and uncertain problems? Design/methodology/approach: The paper answers the research questions first by presenting the literature related to knowing and learning inside organizations, and second by introducing the concept of "germ cell" and connecting it with the metaphors of "waiting experiment" and "anchoring forward". Finally, the paper analyzes the steps by which the "germ cell" is shaped, thus owing to the exploration of problematic situations, underpinning the "germ cell's" role to open perspectives for multiple applications and development. Two research interventions are presented by focusing on the construction of the "germ cell" moving from the problematic situations to promote organizational learning and change. Findings: The paper describes the formation of the "germ cell" as a process that opens possibilities for subjects to recognize and reflect on the recurrent and taken-for-granted practices and concepts and give sense to them by making the inner contradiction and the ways for managing it visible. Originality/value: The unfolding and challenging inceptive configuration of the germ cell sheds light on the discursive/conversational/language processes and the activities entangled in socio-material instrumentalities and environments in which people are involved.

Tackling youth unemployment is at the heart of the current public debate. In this regards, to promote youth employability is often made reference to the importance of encouraging alternation between periods of training in the classroom and inside companies (dual education system). In this context, a fundamental role is played by the training setting and the skills of the operator of the dual education system, a professional figure (working at the educational institution) devoted to support students during their school-to-work experience. This article presents the main characteristics and results of an impact evaluation of the” Shape Work” program. Developed by the Luigi Clerici Foundation in the Lombardy Region in 2019, the program acted in an innovative way to boost the skills of operators in order to support the most vulnerable students. Good practices of general interest emerge from the case study. [ABSTRACT FROM AUTHOR]

We address the call to situate organizational codes of ethics in practice and local values rather than authoritarian forms of control. Our contribution lies in: (1) drawing on Ricoeur's work on the capable human being to develop the idea of embedded ethics, which we argue is a form of lived ethics situated in how people understand and enact ethical values in specific contexts; and (2) illustrating, through an action research project carried out in a large Italian non-profit organization, how a hermeneutic-inspired narrative methodology can be used to develop an ethics charter situated in lived values. A hermeneutic approach to research recognizes that each research encounter is unique and co-created, therefore participant interpretations are important. The originality of our work centers around the novel narrative form and approach to developing an ethical charter based on embedded ethics. We conclude by suggesting that this approach to developing an ethical charter encompasses a form of orientational learning in which people come to understand a sense or feel for issues in their reflexive dialogue around narratives that surface and explore ethical tensions. [ABSTRACT FROM AUTHOR]