Contents 1 . The key aim 2. The context of application 3. The facts/results achieved

1. ALLIANCE - an alliance for the development of business and employment in rural areas: a community learning model Contents • 1. The key aim • 2. The context of application • 3. The facts/results achieved • 4. The theoretical foundation • 5. The key feature of the operational model Lilia Infelise - ARTES www.artes-research.com

2. 1.The key aim • to start a radical change/regeneration in a rural communitywithout missing the true community identity, encouraging the local population to play the role of protagonist and to abandon habits which create obstacles to change • to start up clusters competitive in the international market Lilia Infelise - ARTES www.artes-research.com

3. 2.The context of application: rural areas with strong potential for development, but where there are deep rooted obstacles to change. • The Alliance project starts in Calabria - Mezzogiorno of Italy since September 1997. • The ALLIANCE project has also been developed in Basilicata (Italy), in the region of Alba Julia, in Rumania and is presently used as a referencial model in community development programmes in Ukraine, Brazil and Kazakistan. Lilia Infelise - ARTES www.artes-research.com

4. 2.The context of application: rural areas with strong potential for development, but where there are deep rooted obstacles to change. • 1997-per capita product 58% of the European average, equal to that of 1986 • 38% unemployed women • 70% youth unemployment • major shortages in physical and non-tangible infrastructures (entrepereneurial culture,risk capital market,….) • crime tacit and explicit contamination • Conservative Public Institutions and Governamental Bodies Lilia Infelise - ARTES www.artes-research.com

5. 2.The context of application: rural areas with strong potential for development, but where there are deep rooted obstacles to change. • A region rich in natural, cultural and human resources • Significant indicators of social capital (young population with high school degree, policy makers committed to change, immigrants coming back from the northern regions,…) Lilia Infelise - ARTES www.artes-research.com

6. 3. The facts/results achieved • Over 500 people as a whole were directly and actively involved. • A network of 42 new small businesseswere established, all determined to work together. • 150 mayors and local administrators involved. • Three territorial associations (180 people) of entrepreneurs, local authorities and social actors created. Lilia Infelise - ARTES www.artes-research.com

7. 3. The facts/results achieved Four business networks were created, divided according to the nature of the product or service they offer: •  refreshments and accommodation; • services; • agricultural food products; • textile, clothing, ceramics and furniture crafts. Lilia Infelise - ARTES www.artes-research.com

8. 3. The facts/results achieved • Identification and setting up of tourist districts in three pilot territories which adopted a “Quality Chart” • Three association of businesses and local authorities Lilia Infelise - ARTES www.artes-research.com

9. 3. The facts/results achieved • ATENA (www.atenonline.net), the leading business of a network of arts &craft businesses • Association Magna Grecia (www.magnagreciavacanze.it), an organisation providing tourism services and leading a Bed&Breakfast network Lilia Infelise - ARTES www.artes-research.com

10. 4. Building the theoretical foundation of the model: the critical gaps • The model starts from the consideration that the key role of learning as an integral part of any innovation process is widely recognised, butthe means of generating and managing it are still largely unclear. Lilia Infelise - ARTES www.artes-research.com

11. 4. Building thetheoretical foundation of the model: the critical gaps • Studies which are economic in origin manage to intuit and signal the role of learning and the generation of knowledge But they cannot progress • without the development of a multidisciplinary approach and an operational model – even an experimental one – which turns the principles into methods and connects them in coherent procedures. Lilia Infelise - ARTES www.artes-research.com

12. 4. Building thetheoretical foundation of the model : the critical gaps • focus on advanced industrialised contexts • focus on business or network of businesses • ex-post reading and description of successful experiences • scarce in-field analyses and trials on less developed areas • lack of consideration given to gender- specific contributions and to the influences of gender-discriminatory approaches. Lilia Infelise - ARTES www.artes-research.com

13. 4. Building thetheoretical foundation of the model : studies representing an important point of departure • the studies known by the definitions “network economy and inter-organisational network”, mainly developed in Sweden, Denmark, Norway and the USA, • the studies on milieu innovateur, developed by the GREMI group, • the studies conducted at Aalborg University’s by Å.B. Lundvall , Lilia Infelise - ARTES www.artes-research.com

14. 4. Building thetheoretical foundation of the model : innovative network paradigm (morphology and organisation of a network) • When an innovative network is formed, what is also formed is a relational heritage. • We can say that the existence of a network or several networks in a local community implies that we can rely on a cognitive mapwith its own learning style. Lilia Infelise - ARTES www.artes-research.com

15. 4. Building the t theoretical foundation of the model : institutionalisation and learning forgetting(Lundvall model) • Lundvall defines the concept of creative forgetting and affirms that the destruction of knowledge is one facet of learning which could be helped by appropriate policies and programmes which ensure forms of security, facilitate compromises and help build consensus. Lilia Infelise - ARTES www.artes-research.com

16. 4. Building thetheoretical foundation of the model : in search of a solid body of theories • Although the contribution of Lundvall is enormously rich and opens up a theoretical system for understanding collective learning processes underpinning innovation processes, involving whole communities, we still lack a robust model concerning ‘governance’ of those micro-processes through which the learning spiral develops Lilia Infelise - ARTES www.artes-research.com

17. 4. Building the theorethical foundation of the model : further development needed • These studies need to be integrated with results connected to the paradigm introduced by Ikujiro Nonaka and his team concerning the “managing” of the knowledge creation spiral. Lilia Infelise - ARTES www.artes-research.com

18. 4. Building thetheoretical foundation of the model : further development needed • without a contextualised interpretative model of how knowledge is produced (the four forms of knowledge creation and conversion of Nonaka) and incorporated in a community as a cognitive identity, it is not possible to manage a community regeneration programme aimed at introducing measurable change while preserving the true identity of the community. Lilia Infelise - ARTES www.artes-research.com

19. 4. Building thetheoretical foundation of the model : further development needed • We need to engineer an appropriate integration (sequence and rhythms) of a diverse set of models (concepts, methods, technologies, procedures) at both macro and micro level. Lilia Infelise - ARTES www.artes-research.com

20. 4. Building thetheoretical foundation of the model • each process of innovation is an authentic process of individual and collective learning; • each process of learning also contains a process of creative destruction; • the process is not sustainable over time, without institutionalising the innovation which has been introduced; • learning/change initiators and facilitators have to be identified locally and involved as key actors. Lilia Infelise - ARTES www.artes-research.com

21. 5. The operational model : key features The first phase: • the development of a “Task Force” of change facilitator-project leader, • the identification of territories that demonstrate a set of success factors, The second phase: • enterprise creation, • development of clusters, • development chance capabilities in institutional actors Lilia Infelise - ARTES www.artes-research.com

22. Lilia Infelise - ARTES www.artes-research.com

23. 5. The operational model CREATIVE LAB MENTORING ACTION LEARNING SET FORUM WORKSHOPS COMBINATION @ EXPLICIT EXTERNALISATION INTERNALISATION INTERNET IMPLICIT Lilia Infelise - ARTES www.artes-research.com SOCIALIZATION

24. 5. The operational model : key features • Among the number of key methodologies adopted in the action we find: action learning, action research, project work, metaplan, future search conference, open space technology, incident analysis, negotiation techniques, swot analysis, activity analysis, gap analysis. A technique which helps to build a community vision and an agreed agenda for change Lilia Infelise - ARTES www.artes-research.com

25. From this dynamic of the creation of innovative relational capital we can expect the development of: Lilia Infelise - ARTES www.artes-research.com

26. 5. The operational model: expected outcomes •  a managed process of generation, maintenance and capitalisation of high-quality know-how; • a diffuse acceptance of new practises and points of reference - the abandoning of habits which block innovation (creative forgetting) • the expansion of entrepreneurial ability and co-operation capacity including that of women, generally neglected; • the development of a network of enterprises, leaded by women and families, able to compete in the context of international markets. Lilia Infelise - ARTES www.artes-research.com

27. ALLIANCEA challenge for the men and women who have the courage to believe in change Lilia Infelise - ARTES www.artes-research.com

28. Le competenze per il territorio • La sfida della trasformazione della prossimità (il territorio) in una rete multi-attore in apprendimento non ha possibilità di successo e permanenza nel tempo senza lo sviluppo di nuove figure di ‘pedagoghi dell'apprendimento/cambiamento’. Lilia Infelise - ARTES www.artes-research.com

29. Gli architetti del community regeneration • Sono figure professionali che debbono integrare capacità di generare visioni e di stabilire processi per tradurle in azioni, tipiche di chi possiede i fondamenti del metodo del progetto (dal latino: proiettare in avanti); esse non possono utilizzare ricette standard ma, a partire da un solido background teorico, debbono, con estrema agilità e dominio degli strumenti, utilizzare un set di tecniche diverse, opportunamente tra loro integrate con attenzione alle finalità strategiche di ciascuna fase del processo, si tratta di ingegnerizzare, strumenti di ‘governo’ di un processo strutturato e diffuso di apprendimento, dalla fase di diagnosi del potenziale alla fase di costruzione e negoziazione di una visione dello sviluppo del territorio, sino alla fase di autonomo e continuo ‘governo’ del territorio. Lilia Infelise - ARTES www.artes-research.com

30. Il sistema delle competenze specialistiche • Insieme a queste professionalità di natura più processuale, occorre mettere a disposizione del territorio un sistema di competenze specialistiche. Innanzitutto occorre sviluppare competenze sulla creazione e gestione di ospitalità diffusa: reti di bed & breakfast, conoscenza approfondita della storia e della cultura, dei suoi cibi e del modo di consumarli, dei prodotti della terra e del modo per ottenerli (assetti colturali, tecnologie di produzione e trasformazione), delle arti e mestieri. Occorrono competenze relative alla valorizzazione, manutenzione e conservazione dell’ambiente nonché relative alle modalità e tecniche per trasformare l’ambiente in un asset distintivo e promuoverlo. Ma occorrono anche capacità molto concrete di stabilire il corretto rapporto prezzo-mix di prodotto offerto dal singolo operatore e dal territorio nel suo insieme. Infine poiché non si tratta più di far crescere e promuovere singole iniziative, ma un intero territorio, occorrono professionalità in grado di personalizzare l’offerta e accompagnare il turista nella scoperta del territorio, capaci di stabilire strategie per renderlo ‘incontrabile’ in modo autentico, senza scadere negli stereotipi del folklore. Lilia Infelise - ARTES www.artes-research.com

31. Architetti del cambiamento Queste figure, veri e propri architetti del ‘community development & regeneration’ devono essere in grado di: • diagnosticare i problemi e identificare le risorse delle proprie comunità locali; • instaurare e mantenere reti di relazioni con una molteplicità di attori locali e esterni; • sviluppare visions sulle possibilità di dare risposte ai problemi identificati a partire dai punti forti e risorse disponibili; • concepire e costruire la struttura di un progetto; • organizzare e mantenere la rete di risorse relazionali e fisiche per lo sviluppo del progetto; • utilizzare un insieme di strategie per accompagnare singoli e gruppi in processi di apprendimento/cambiamento (acquisire tecniche di consulenza, orientamento, valutazione, monitoraggio, apprendimento). Lilia Infelise - ARTES www.artes-research.com

32. Prject leaders COMPETENZE SVILUPPATE E CERTIFICATE In Emilia Romagna con il certificato di competenze Project Management Progettare e preparare progetti Gestire l’implementazione del progetto Portare a termine i progetti Condurre gruppi e persone al raggiungimento dei propri obiettivi Facilitare l’apprendimento individuale attraverso un’azione di coaching Facilitare l’apprendimento di gruppo Stabilire e mantenere relazioni di consulenza aziendale Instaurare e mantenere relazioni con i clienti Stabilire, mantenere ed utilizzare reti personali Sviluppare le proprie risorse Sviluppare proficue relazioni di lavoro Gestire le informazioni utili all’azione Lilia Infelise - ARTES www.artes-research.com

33. Learning facilitators COMPETENZE SVILUPPATE E CERTIFICATE In Emilia Romagna con il certificato di competenze Sviluppo risorse umane Individuare i fabbisogni formativi individuali Progettare interventi formativi che incontrino le richieste dei “formandi” Progettare sessioni di formazione e sviluppo Coordinare l’offerta delle opportunità formative insieme agli altri collaboratori del programma di formazione Facilitare l’apprendimento attraverso presentazioni ed attività Fornire supporto e guida alle persone in formazione Sviluppare le proprie risorse Sviluppare proficue relazioni di lavoro Gestire le informazioni utili all’azione Lilia Infelise - ARTES www.artes-research.com