Lifelong learning: organizational training and vocational training

Data inizio
15 gennaio 2015
Durata (mesi) 
Scienze Umane
Responsabili (o referenti locali)
Ceschi Andrea , Sartori Riccardo , Tommasi Francesco

Adult lifelong learning takes place mainly in two contexts: training in organizations and vocational training. The continuous improvement of skills and the development of people’s potential at work are essential elements in ensuring the performance and effectiveness of an organization. Several studies have shown that employees who participate in training interventions appear to be more motivated and consequently more effective in their work (Holman et al., 2018; Petrou et a., 2018; Slemp et al., 2021). In addition, training has a positive impact on participants’ level of work engagement (Elkhdr, 2019). It promotes growth in sense of responsibility at work, involvement in organizational goals, and level of well-being (Bakker & Wingerden, 2021). In addition, training interventions in organizations can increase the level of self-esteem of workers (Costantini et al., 2019).
Vocational training, on the other hand, does not take place in an organizational context, but is accessed by job seekers individually. It is difficult to define vocational training as a single institutional entity, as in many cases it involves many other parts of the training system. It can be defined as “training aimed at providing people with the knowledge, know-how, skills and/or competences required in specific occupations or more generally in the labour market” (Cedefop, 2014a, p. 292). VET promotes the lifelong learning of adults who can upgrade (or retrain) their skills to enter the world of work effectively.
The current line of research analyzes organizational and professional training in the paradigm of lifelong learning (LLL), a process through which people acquire information, knowledge, and skills in different formal and informal contexts throughout their lives (Sartori & Tacconi, 2017). Lifelong learning should therefore be seen as an appropriate response to change (Gibbs et al., 2007), adaptation and development of individuals and organizations (Roland, 2010). Furthermore, lifelong learning policies aim to enable young people and adults to identify and develop the critical skills needed to find, retain and progress in employment: in other words, to improve their employability.

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Sartori, R., and Tacconi, G. (2017), “Guest editorial”, European Journal of Training and Development, Vol. 41 No.1, pp. 2-7.
Slemp, G. R., Lee, M. A., & Mossman, L. H. (2021). Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice. Journal of Occupational and Organizational Psychology, 94(2), 427-457.
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Commission of the European Communities (2007). Action Plan on Adult Learning. It is always a good time to learn. European Community. Brussels. Belgium.

Enti finanziatori:

Finanziamento: assegnato e gestito dal Dipartimento

Partecipanti al progetto

Andrea Ceschi
Professore associato
Riccardo Sartori
Professore associato
Francesco Tommasi
Professore a contratto
Aree di ricerca coinvolte dal progetto
Formazione e organizzazioni
work and organizational psychology
Titolo Autori Anno
Enhancing critical thinking and media literacy in the context of IVET: a systematic scoping review Tommasi, Francesco; Ceschi, Andrea; Sartori, Riccardo; Gostimir, Marija; Passaia, Giulia; Genero, Silvia; Belotto, Silvia 2023
Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program Tommasi, Francesco; Ceschi, Andrea; Bollarino, Sara; Belotto, Silvia; Genero, Silvia; Sartori, Riccardo 2023
Enhancing Critical thinking skills & Media Literacy in Initial Vocational Education and Training via Self-Nudging: the contribution of NERDVET project. Sartori, Riccardo; Ceschi, Andrea; Falser, Mattia; Genero, Silvia; Belotto, Silvia; Tommasi, Francesco 2022
SKILLING FOR TOMORROW AT SCHOOL: A TRAINING PROJECT FOR IVET AND TECHNICAL STUDENTS’ SOFT SKILLS Tommasi, Francesco; Franceschinis, Ioris; Perini, Marco; Tacconi, Giuseppe 2020
The career decision-making competence: a new construct for the career realm Ceschi, Andrea; Costantini, Arianna; Phillips, Susan D.; Sartori, Riccardo 2017