Volume 9, Issue 3, November 2016

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Articoli su invito / Invited articles

A psychological perspective on the future of work: Promoting sustainable projects and meaning-making through grounded reflexivity
[:it]A psychological perspective on the future of work: Promoting sustainable projects and meaning-making through grounded reflexivity[:]

Annamaria Di Fabio

Director of the International Laboratory for Research and Intervention in Psychology for Vocational Guidance, Career Counseling and Talents (LabOProCCareer&T) and of the International Laboratory for Research and Intervention in Positive Psychology, Prevention and Sustainability (PosPsychP&S)

Jacobus G. Maree

Department of Educational Psychology, University of Pretoria, Pretoria, South Africa

Sommario

The rapid technological transformations caused by the fourth industrial era have compelled people to deal with numerous changes in the world of work. For example, the acquisition of new skills has become essential to help workers deal with work-related transitions. Preventive interventions, too, can reinforce workers’ ability to design successful careers and manage their career-lives adequately. For individuals as well as organizations, the value of constructing the self as a sustainable project has emerged clearly. Life projects can become sustainable by drawing on grounded reflexivity as the guiding conceptual principle and by creating meaning in a narrative (subjective) way. Subjectivity is particularly relevant in terms of the value it adds to the writing of a next chapter, which can serve as a bridge between the present and the future for individuals, organizations, communities, societies, and countries. The value of using an integrated approach (including scores and stories) during data analysis also has also become apparent.

Parole chiave

future of work, meaningful skills, reflecting, grounded reflexivity, sustainable project, sustainability of a project, challenges.

Abstract

Keywords

future of work, meaningful skills, reflecting, grounded reflexivity, sustainable project, sustainability of a project, challenges.

Impact of the Fourth Industrial Revolution on Work-Related Issues

The omnipresent role of technology in the fourth industrial era, in personal and professional lives, is undeniable (Di Fabio & Maree, 2016; Schwab, 2016). Consider, for instance, the use of drones for activities such as taking pictures or the use of robots during surgery, and it is evident that new developments such as these have irrevocably changed the work environment.

Consequently, in the 21^st century, and against the backdrop of the fourth industrial revolution, the discipline of work and organizational psychology is being called upon to respond to questions such as: If traditional jobs are disappearing, what does it mean to work in the fourth industrial era? Is there still a need for people to try to find lifetime employment in the same organization? Will individuals still be willing to sacrifice their personal lives in the service of the same organization? Most importantly: How has the psychological contract between the individual and the organization changed, and what will future changes in this contract entail? (Di Fabio & Maree, 2016).

Meaningful Future Skills in the 21^st Century

In attempting to answer the above questions, we need to reflect on what skills in future will enable people to deal with 21^st century challenges. Adaptability (Savickas, 2001), which is foregrounded in career construction theory (Savickas, 2005), is widely recognized as one of these skills.

Adaptability

Adaptability has four dimensions: Concern (an interest in), Control (taking control or responsibility), Curiosity (demonstrating an active desire to "find out" more), and Confidence (in oneself) (Savickas, 2001; Savickas & Porfeli, 2012). Concern denotes an interest in one’s own future, looking ahead, preparing oneself in advance for subsequent steps or the next chapter of one’s career-life. Control refers to the degree to which individuals believe they have control over their future career-lives and realize and accept their responsibility for the construction of their futures. Curiosity refers to the feeling of being able to explore various opportunities and a willingness to develop an open mind about differences and possible meanings in things. Confidence refers to one’s self-confidence and one’s perception of being able to achieve goals even in the face of difficulties and obstacles (Savickas, 2001; Savickas & Porfeli, 2012).

Grounded reflexivity

Grounded reflexivity is another significant skill in the changeable work-related scenarios that are so typical of the 21^st century (Di Fabio, 2014b; Di Fabio & Maree, 2016; Guichard, 2004, 2005; Maree, 2013a, 2013b). It refers to the ability to draw inspiration from the present and to use this inspiration to revisit the past, discover meanings and themes in the past and use these meanings and themes to examine the future and to construct the future timeously while remaining entirely in the here and now (Di Fabio & Maree, 2016).

Grounded reflexivity can be better understood by differentiating between its two core components, namely reflecting (Maree, 2013a, 2013b; Polkinghorne, 2005; Savickas, 2005) and reflexivity (Kuenzli, 2006; Schön, 1987). Reflecting refers to the act of thinking about something after it has happened (Finlay & Gough, 2003) while reflexivity refers to the dynamic and continuous process of attaining self-awareness (Finlay & Gough, 2003) by balancing aspects of one’s present, past, and future (Di Fabio & Maree, 2016; Maree, 2013a, 2013b).

Further distinctions are critical self-reflection and meta-reflection. Critical self-reflection sets meta-reflective processes in motion (Maree, 2013a; 2013b) and includes three different levels of reflection (Farrell, 2004; Maree, 2013a, 2013b; Farrell, 2004; Killion & Todnew, 1991), namely reflection-in-action or reflection while carrying out that action; reflection-on-action or thinking about the action after it has happened, and reflection-for-action or proactive reflection (reflection on past actions in a way that gives rise to particular future actions). Reflecting and meta-reflecting enable people to identify authentic aspects of themselves and reflect on their future self-projects. Savickas (2011, p. 12) says the following about the self as a project: “However, for careers in the 21st century, that idea can be replaced with the postmodern idea that an essential self does not exist a priori; instead, constructing a self is a life project. This view considers self to be a story, not a substance defined by a list of traits”. Likewise, reflecting and meta-reflecting empower people to construct their future projects in comprehensively and authentically (Guichard, 2013; Maree, 2013a, 2013b; Savickas, 2011; Di Fabio & Maree, 2016). The advent of postmodern narrative interventions affords people the opportunity to reflect on their lives by narrating their personal and professional stories (Savickas, 2011, 2014). In doing so, they anticipate and actually build their futures while decreasing processes of acquiescence (Di Fabio, 2015) in favour of a purposeful projectuality (Di Fabio, 2014a, 2014b).

Managing fluidity in the workplace

Managing fluidity in the workplace, too, is an invaluable 21^st century skill that enables people to deal with the challenges, ongoing changes, and transitions currently confronting them (Di Fabio & Maree, 2016). In the midst of escalating unpredictability, insecurity, uncertainty, and competitiveness, people are increasingly expected to take responsibility for the direction of their personal and professional lives (Guichard, 2013; Savickas, 2011). This responsibility includes their ability to design and actualize self- and career construction and, in doing so, demonstrate their ability to cope with the increasing fluidity in the workplace and move forward (Di Fabio & Maree, 2016). Career resilience and creativity are therefore required on several fronts to expedite self- and career-management.

Preventive interventions (e.g. providing timeous guidance to workers regarding suitable upskilling and retraining to pre-empt the risk being declared redundant) to counteract the adverse effect of repeated changes in the workplace are particularly important as preventive activities (Di Fabio, 2016a) are strongly associated with the ability to collect scientific evidence and data on the basis of which preventive actions are devised (Morris, 2013).

Employing Intrapreneurial Self-Capital to Help People Deal with Work-related Changes

Intrapreneurial self-capital (ISC) (Di Fabio, 2014c) is another important theoretical orientation that can promote forward movement, self- and career construction, and life designing in the 21st century. It developed from career construction theory (Savickas, 2005) and life construction theory (Guichard, 2013) and can be defined as a core of individual intrapreneurial resources that enables people to deal with frequent changes and transitions by producing innovative solutions when confronted with constraints in the changing work environment and turning them into resources.

ISC is a higher order construct comprising seven specific constructs, namely core self-evaluation (a positive self-concept) (Judge, Erez, Bono, & Thorensen, 2003); hardiness (an individual combination of beliefs about the self and the world and how to stay in touch with the world (hardiness has three dimensions: commitment, control, and challenge; Maddi, 1990); creative self-efficacy (an individual’s perception of his or her ability to confront and solve problems creatively (Tierney & Farmer, 2002); resilience (the ability to cope with adversity) (Tugade & Fredrickson, 2004); goal mastery (the ability to develop one’s own skills) (Midgley et al., 2000); decisiveness (the ability to make decisions timeously in any life context) (Frost & Shows, 1993); and vigilance (careful and rational searching of relevant information in decision-making processes) (Mann, Burnett, Radford, & Ford, 1997). ISC demonstrates a strong, positive relationship with outcomes achieved during successful career decision making and career development, such as improved performance, improved employability, improved career decision-making self-efficacy, and reduced career decision-making difficulties (Di Fabio, 2014c).

Dealing with Human Resources-Related Challenges in the 21st Century

As regards human resources, a critical new issue is emerging in the 21st century world of work, namely managerial intervention practices. Because the work of traditional engineers, traditional teachers, traditional doctors, and other traditional professionals is changing, the question that should be asked is what routes these professionals should take to survive and flourish in the modern era (Di Fabio & Maree, 2016). The following actions should help these people move forward in their careers: updating their skills (re-skilling); learning new skills (up-skilling); and becoming multi-skilled (cre(ate)-skilling) (Di Fabio & Maree, 2016; Kennedy, Latham, & Jacinto, 2016).

From a human resources perspective, it is necessary to consider the importance of gathering large data sets, analyzing these data sets in order to identify and also predict major trends in employment, and counseling people regarding which careers to pursue (Morris, 2013). This will promote the construction of sustainable individual (personal) and collective (organizational) projects (Di Fabio, 2016a, 2016b).

Sustainability

The notion of sustainability – not only of developing the project but also of the project itself – has assumed increasing importance during the past decade or so (Di Fabio, 2016a, 2016b). Literally speaking, "sustainable" means that something can be sustained over a period of time, but, metaphorically speaking, it refers to something that can be supported, tolerated, or confirmed with confidence. In politics, technology, economics, and ecology, the word "sustainable" thus implies building on the present in a manner that is sustainable and that will not jeopardize people’s futures (Di Fabio, 2016a, 2016b).

Sustainable Project and Sustainability of a Project

Because of the importance that is attached to the notions of sustainable design and the sustainability of a project in today’s world (Di Fabio, 2016a, 2016b), these notions call for close consideration. Di Fabio (2016a, 2016b) contends that the sustainability of a project includes vertical and horizontal axes of reflection that can be articulated in micro- and macro-dimensions. The vertical axis first examines the idea of "Where do I come from?", establishes the richness of "Where I am", and proceeds to "Where am I going to?" A bridge is thus built between the past, the present, and the future, which is contained in the narration of the chapters of an individual’s career-life story (Di Fabio, 2014a; 2014b). The horizontal axis, on the other hand, denotes and emphasizes the transition from an egocentric, self-centered position towards an altruistic, other-centered position. An innovative, "polycentric" position is thus proposed; a mutually beneficial position that proffers gains for the "self" and for others. Moreover, a connectedness (based on the principle of grounded reflexivity) is established between the ‘self’ and others. Vertical reflectivity and horizontal reflectivity consequently merge to achieve metacentric reflexivity. The latter entails a connectedness between the vertical and the horizontal axes in a manner analogous to the notion of the zone of proximal development (Vygotskij, 1978). It also alludes to the concept of “how to become” (represented by the vertical axis), on the one hand, and the passage from an egocentric to an allocentric and a polycentric position at micro-, meso- and macro-level (drawing on grounded reflexivity as represented by the horizontal axis) on the other hand.

Furthermore, both axes contribute to the sustainability of a project: the micro-level focuses on individuals and their knowledge, skills, resources, and so on, and the macro-level focuses on the family, the community, and the organization; in other words, the broader society of which individuals are members (Di Fabio, 2016a, 2016b). It is essential to identify the next individual sustainable development zone (Di Fabio, 2013, 2014d, 2016; Vygotskij, 1934) in order to ensure the sustainability of projects on the vertical axis. Regarding the horizontal aspect of the sustainability of a project, it should be emphasized that transitioning occurs from the micro-level to the macro-level in the relationship between people and the social world. Balance needs to be maintained between "me", "us", "the organization", "people", and "the world". Deep reflexivity is required to maintain this balance (Di Fabio, 2016a, 2016b).

Meaningfulness is an integral aspect of the sustainability of a project. Moreover, fundamental factors embedded in the notion of a positive psychology approach to career and life management include individual uniqueness, authenticity, and purposefulness (Di Fabio, 2014a; 2014b). In other words, personal and professional life projects are likely to be sustainable if they are firmly anchored in meaningful construction and therefore characterized by coherence, direction, significance, and belonging (Di Fabio, 2016b; Schnell, Höge, & Pollet, 2013). Advancing the paradigm of motivation and volition, the paradigm of meaning-making through grounded reflexivity can provide a firm basis for success in the fourth industrial revolution (Di Fabio & Blustein, 2016). Within the paradigm of meaning-making the sustainability of the life project is anchored to the construction of a life full of authentic meaning for individuals (Di Fabio, 2016b). This is a framework for the development of the personal and professional paths in ever-changing contexts, highlighting the importance of the connections and meaning (Di Fabio, 2016b).

Conclusion

This article highlighted the opportunities (some would say "challenges") that characterize the future of work in the 21^st century (Di Fabio & Maree, 2016). They include technological advances, the changing psychological contract, the need for adaptability, the importance of applying grounded reflexivity, the need to manage fluidity and big data sets, the need to re-skill, up-skill, and cre(ate)-skill, as well as the need to ensure both the sustainability of a project and the sustainable project. Using these opportunities (some would say “meeting these challenges”) will set self- and career construction in motion and promote awareness of the importance of ensuring that life projects meet the criterion of meaningfulness, which can be seen as the determinant of the success of individual as well as collective life projects (Di Fabio, 2016).

The recognition of, respect for, and presence of meaning in the structuring of a sustainable project by an individual (Di Fabio & Maree, 2016) underpin the importance of the subjective traits of people and are prompted by the narrative construction of meaning. Drawing on the subjective career-life (which includes the subjective organizational life explicitly and implicitly) is the key to solving problems, promoting personal and organizational growth, and augmenting the success of people and organizations.

Any discourse on the challenges facing the future of work would be incomplete without considering the important organizational theme of ecology (Di Fabio, 2016). From a theoretical point of view, ecology includes the totality of interrelationships in a life (i.e. organizational) context as it is generally accepted that personal and environmental factors interact continuously and dynamically. It is imperative to augment this interaction by focusing on ignored or implied aspects of this relationship (Di Fabio, 2016) to ensure that they too play a constructive role in shaping the future of work and the sustainability of projects or sustainable projects. The concept of the positive narrative (Di Fabio & Maree, 2016) underscores the manner in which the stories of people, although apparently sometimes complicated, conflicting, and fragmented, can be elicited and transformed into a coherent storyline that generates hope, opportunity, and success in the future personal and professional life of both the individual and the organization.

Meaning-making facilitates the drawing of future trajectories because it implies flexibility and a willingness to (face) change, construct, deconstruct, and reconstruct. The individual and the organization are thus given the opportunity to build a sustainable project by implementing the "me→us→organization→people→world” trajectory as part of a meaningful and advanced reflexive and meaning-making process (Di Fabio, 2016; Di Fabio & Maree, 2016). To ensure the success of such a project, an integrated approach (involving quantitative and qualitative paradigms) (Di Fabio, 2013a, 2014e; Di Fabio & Maree, 2012, 2013, 2016; Maree, 2012, 2013b) is needed to analyze data objectively. Such analysis will enable researchers to identify major trends (Cross, 2013) in large data sets and help them plan and structure meaningful future projects and interventions. The qual+/"quan approach (Di Fabio, 2013a, 2014e; Di Fabio & Maree, 2012, 2013, 2016; Maree, 2012, 2013b) represents an important contribution by work and organizational psychology to conversations about the future of work (Di Fabio, 2016).

In summary: Authentic meaning-making by people and/or organizations enables them to construct and implement stories of hope and success in which the main features of the future of work are defined not only in terms of challenges but also (or especially) in terms of opportunities to rewrite and re-construct "problematic" stories. Starting from concrete, real-life situations, people and organizations can begin to write the next chapter in the future of their work. This can happen either within one’s own project or within the system and/or the organization to which one belongs.

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Autore per la corrispondenza

A. Di Fabio
Indirizzo e-mail: adifabio@psico.unifi.it
Tel. +39 055 2755013. Fax +39 055 2756134. Department of Education and Psychology University of Florence, Italy, via di San Salvi, 12 Complesso di San Salvi, Padiglione 26, 50135 Firenze.

Note

¹ A

DOI: 10.14605/CS931619

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A psychological perspective on the future of work: Promoting sustainable projects and meaning-making through grounded reflexivity[:it]A psychological perspective on the future of work: Promoting sustainable projects and meaning-making through grounded reflexivity[:]