Leadership per l'innovazione educativa nelle imprese ed organizzazioni pubbliche e private

The project, in the four main phases aimed to make a comparison of best practices on the application of web simulation-based teaching methods and on this basis, analyze new digital tools with spec...

The project, in the four main phases aimed to make a comparison of best practices on the application of web simulation-based teaching methods and on this basis, analyze new digital tools with specific fields of application (Healthcare in the main way). It then developed a new model course making use of web simulation-based teaching methods and innovative approaches to educational leadership that were tested by AEVA. Paraphrasing the definition provided by U.S. psychologists Peter Salovey and John Mayer, emotional intelligence can be seen as a capacity based on emotions and which precisely on these laid the foundation to support intellectual activity.Thus, the project grafted on feelings through two distinct pathways: on the one hand, emotional intelligence, which translated into an individual's own ability to tune into the feelings he or she feels and, on the other, to recognize, assess, manage and direct those feelings to support and facilitate the activity of thinking and acting as a leader.In this regard, the LAILA model developed included social skills thus rightfully falling under emotional intelligence (Goleman, 2014) and where the closer one gets to the top of the corporate hierarchy, the more the soft skills prove crucial.

The use and experimentation of the TalentLMS platform to deliver training aimed at Soft Skills learning brought out a tool centered on gamification that was versatile, customizable and strongly embedded in the business reality; it was also consistent with the experiential learning cycle formulated by Prof. Gola and Prof. Perotti (IUSVE), in which practice turned out to be fostered as much by the platform design methods themselves as by the exercises proposed by the 2 experts, while reflective observation, feedback and the possibilities of abstraction of the experience were an integral part of the discussions and evaluations provided by the individual coach. In this regard, it is believed that the discussion environment that the platform proposes constitutes what in the third chapter of the discussion was called "a safe environment for experimentation. "Indeed, the discussion takes the form of a kind of brainstorming in which employees try their best to propose solutions that are innovative, but without any possible failure having repercussions on their work. Not only that, the fact that the ideas and proposals formulated are shared within a small circle of people also allows those who are less inclined to express their opinions.

The expected results were represented by: -the detection of 95% of an actual interest in the proposed new Model Course and as well as by the systemic approach adopted by the experts (SUPSI, IUSVE), as emerged from the questionnaires (35 items) administered to the 24 participants and direct beneficiary PPs, but also by other Leaders interested in participating if there are further phases of implementation and dissemination. -the experimentation phase:there was a high interest in the validation of learning outcomes with the use of micro-credentials in the process of being assignment to learners through SUPSI, IUSVE and Prof. Gerli of Ca Foscari. Each member of the group contributed to the 6 modules that make up the final course using their own objectives and the activities they have and the aftermath benefited the whole team. The analysis also showed that the tools tested prefer the use of platforms in and that the feedback activity is based primarily on sharing content and experiences with their colleagues or team members. -Recommendations based on a set of foresight processes that include scenario development,a microcredential survey and consultation with SMEs.The full range of study results can be found at https://laila.aeva.eu