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Given the routine job setting, and its lack of tangible resources and motivators commonly linked to creativity (see Amabile, 1988), our models draws upon alternative resource types, inducements, and employee attributes that may prompt the creation of novel ideas that can be highly useful. The series of direct and mediated linkages we have proposed here should culminate in a complex sequential model that depicts the manner in which exposure to contextual factors, job control and coworker support, over time should trigger an intrapersonal engagement state leading to personal initiative, that when guided by a conformity orientation, results in employees offering creative ideas which are implementable in the workplace.

Obiettivo del lavoro è indagare, in 10 piccole e medie imprese (PMI) italiane, se fattori psico-sociali e caratteristiche dell’organizzazione sono associati all’innovazione e se tali fattori consentono di distinguere le imprese più innovative da quelle meno innovative. Gli imprenditori delle aziende coinvolte nella ricerca hanno fornito misure soggettive e oggettive dell’innovatività aziendale mentre i 158 dipendenti delle aziende hanno valutato caratteristiche psico-sociali e l’innovatività dell’organizzazione. I risultati suggeriscono che caratteristiche individuali, del compito, del gruppo e dell’organizzazione contribuiscono a predire il livello di innovatività delle imprese

Lo studio, svolto in una piccola azienda manifatturiera (N = 32), utilizza il modello di Karasek e un disegno di ricerca longitudinale; i risultati mostrano che le caratteristiche dell’ambiente di lavoro influenzano l’engagement dei lavoratori e la frequenza con la quale i dipendenti hanno sperimentato emozioni positive sul lavoro. Le caratteristiche del lavoro non sono collegate alla performance dei lavoratori né alla propensione dei lavoratori a suggerire idee. L’elevato controllo sul proprio lavoro e un basso livello di richieste favoriscono invece l’implementazione delle idee.

Le piccole e medie imprese italiane hanno sempre dimostrato una grande capacità di adattamento all'evoluzione dei mercati e una notevole creatività nel combinare tradizione e innovazione. Tuttavia, la sfida si sta facendo più impegnativa. La ricerca presentata in questo volume indaga che cosa stanno facendo 25 aziende del territorio di Cesena in termini di innovazione: quali sono le innovazioni adottate, di che tipo di innovazioni si tratta (di prodotto, di marketing, ecc.) e quali gli esiti di tali innovazioni. Inoltre, ci si chiede: quanto è forte l’orientamento all’innovazione tra i dipendenti di queste imprese? La qualità della vita organizzativa contribuisce e facilita l’innovazione nelle imprese? La ricerca vuol riflettere sul ruolo che le risorse umane, oltre a quello determinante dell’imprenditore, possono avere nel realizzare e sostenere l’adozione di innovazioni nelle piccole e medie imprese del territorio.

Trattasi di studio empirico sui fattori che hanno influenzato l'accettazione di un software open source nel eprsonale amministrativo e sanitario di un ospedale pubblico.

In the past few decades, active labor market policies (i.e., government programs designed to help unemployed individuals find work) have increased the interest in lifelong career guidance across European Union countries. In 2009, Italy launched an integrated strategy for vocational education and training as well as career guidance (Ministry of Labour and Social Affairs, 2009). A particular focus of the Italy 2020 initiative was on supporting school-to-work transitions of young people. In 2010, the Italian national government, regional governments, and social partners agreed on guidelines for vocational education and training to create a framework of learning and guidance methods for assessing and developing youth's employability (European Centre for the Development of Vocational Training, 2011). However, a systematic national or regional vocational guidance program in Italian schools does not currently exist, and teachers who are responsible for providing vocational development activities have little or no training (Nota, Soresi, Solberg, & Ferrari, 2005). With the recent liberalization of the work market, counselors can now be hired by the government as self-employed professionals for specific projects even if the profession is not regulated by the national government (Remley, Bacchini, & Krieg, 2010). Nevertheless, Italian schools rarely offer counseling services. In a similar vein, evaluation research in the field of vocational guidance is a relatively new phenomenon in Italy (Di Fabio, 2012; Ferrari, Nota, & Soresi, 2012). The evaluation of career interventions may promote the growth of the Italian guidance system, because it provides feedback both to policy makers on the outcomes of their funding and to guidance practitioners on the quality of their performance. In addition, evaluation research allows clients to make informed choices regarding career services. In the international scenario, scholars have tried to respond to the stakeholders by increasing research on the evaluation of career interventions. Even if the findings are generally encouraging, it is not always easy to compare the evidence of different studies, because the evaluation models adopted and the outcomes of the interventions measured are different. In analyzing the findings of previous meta-analyses, Whiston, Brecheisen, and Stephens (2003) concluded that the lack of homogeneity in effect sizes is due to the fact that these studies included a diverse set of interventions with diverse outcomes, without considering the different career treatment modalities. Nevertheless, few evaluation studies have explored the intervention process and the actual mechanisms of change triggered by a career intervention. Gati and Tal (2008) suggested that helping clients make better career decisions should be the goal of career guidance. Choosing a career is a major turning point that affects the course of life of students at the end of high school; however, previous studies have shown that Italian students are often undecided and unready to make this choice when faced with the transition from school to university or work (Carr et al., 2014; Nota & Soresi, 2004; Nota, Ferrari, Solberg, & Soresi, 2007). Our purpose in this study was to investigate how a structured-group career intervention can improve students' capacity to respond to the vocational tasks associated with the transition from secondary school to university or work--that is, tasks involving the career decision-making process. Two important dimensions that characterize indecision are a lack of information and career anxiety (Brown et al., 2012). For this reason, the present study focused on the effect of the intervention on career exploration and career choice anxiety. Specifically, we adopted a self-determination theory (SDT; Ryan & Deci, 2000) perspective to explore the role of career decision-making self-efficacy in enhancing career exploration and reducing career choice anxiety. …