The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast-moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.

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In this paper an evaluation study of a public programme that financed a regional network of 157 youth centres in the South of Italy was presented. A theory-based evaluation model was adopted to explore the causal links between different kind of participation experiences. Evaluation questions focused on three main issues: the empowerment perception of the team during the management of the centres; the empowering effect of participation in the organization of the youth centre; and the decision making abilities of the young people involved. After an exploratory study, an on-line structured questionnaire has been administered to all the centres. New youth centres appear as striving to become sustainable enterprises. However, there is a common difficulty to integrate day to day management and sustainability strategies. This difficulty is lower when project leaders participated in the design of the centres together with other young people. Thus, results confirmed that participation in the design was an empowering experience. However, this study warns against some unwanted effects of the participation. For instance, participation processes was a form of decorative consultation for half of the cases. Therefore, empirical evidence suggests further research to focus on the creation of stable participation structures inside the centres to avoid the risk of participation processes without a real effect on decisions

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