In contemporary organisations, characterised by flexibility and increasingly sophisticated technological development, the dimensions of efficiency and effectiveness of professional action are increasingly rewarding and training easily adapts to the demands of specialisation and increasing technicality. Professionals are called upon to update and equip themselves with skills that are more and more up to date with the complexity of a labour market in perpetual transformation and subject to changes and perturbations that make the stability of an organisation a result that is never predictable, changeable and always precarious. Faced with demands for effectiveness, updated skills that are consistent with changing scenarios, and ever-improving performance in every professional sphere, the time that an organisation spends on training and reflecting on its internal processes, attributing meaning and significance to the processes implemented, risks becoming progressively shorter; at the same time, investment in participatory processes that allow each professional to grow professionally in a work team capable of investing in the plurality of professional skills present in an organisation, in a logic of cooperation and the revival of the values of cooperation and solidarity, becomes increasingly less important.
In this scenario, the risk is that individual and collective work loses its project investment in favour of the accentuation of a dominant performative value. Organisations, today, are traversed by trends that seem to be in opposition; the rationalisation of tasks seems not to take into account the share of emotional investment that professionals bring in the exercise of their roles and functions, and the underestimation of this 'immaterial' component of organisational life may generate states of distress that affect individuals and groups: pronounced competitiveness can be at the origin of tacit states of conflict that run through the life of work teams and, which, without appropriate safeguards, can degenerate over time into toxic dynamics that work against productivity goals. Relaunching the recovery of meaning for professionals is vital today, as well as supporting them in the search for interstitial spaces to relaunch forms of reflexivity and planning as well as evolutionary alternatives, both in the profit and non-profit sectors.
The course will address pedagogical counselling as knowledge endowed with a complex epistemology and as a device capable of valorising the client system's implicit knowledge, capable of overcoming moments of impasse and criticality thanks to a practice of reflexivity in which counsellor and client develop a concerted process of negotiation of the problem and a multi-layered reading of its implicit aspects. Thinking about pedagogical counselling needs to refer to a complex epistemology in which professional practice is embedded with implicit theoretical dimensions that emerge when the professional knowledge of an individual, a group or an organisation as contextually situated knowledge is made the object of processes of reflexivity by "observing depths and dialoguing with situations". The course will develop a focus on the centrality of the group as a driving force in the life of an organisation. A work group is a multi-layered entity that, in addition to a formal structure of roles and functions, experiences submerged dynamics of an emotional/affective order. These elements connected to the organisation's manifest dimensions may conflict and not find sufficient harmonisation; thus some tacit dimensions may generate over time deadlock situations, widespread experiences of dissatisfaction and dynamics that crystallise around rigid communication scripts that hinder the group's productive process and the organisation as a whole. Reconsidering each individual organisation as a living, dynamic organism crossed by phases of development and temporary moments of crisis that may prelude new arrangements is the task of pedagogical counselling that works for the autonomy of the client system and for the system's ability to learn from itself. Pedagogical counselling establishes work settings in which reflexivity is put at the service of a change process that reinforces, over time, the system's resilience and cohesion and its ability to accept new challenges. When collaboration and cooperation enable divergent positions to be negotiated and constructive conflict processes to mature, the organisation's knowledge grows and is amplified. A functional group is a multiplier in both a quantitative and qualitative sense of the thoughts and dynamics that develop within it. Solutions to a problem will certainly be more forward-looking, perspective-rich and elaborated if it is a group rather than an individual alone that elaborates them. The course will focus on the theoretical and experiential nature of the group construct. This knowledge about the group as a trans-disciplinary object will be approached through a didactic device that relies on learning to inhabit a group, to know its dynamics from the inside. The course will think together clinical-pedagogical theories on counselling and training models to translate this knowledge into competences. Within a theoretical-experiential training perspective each student and the group as a whole will be involved in the experimentation of counselling attitudes in the context of the living and participating work of the class. The dialogical dimension, the focus on specific moments of intensive work in small and large groups allows for the maturation of knowledge that is not only theoretically founded, but which calls upon each student to re-examine his or her own implicit epistemologies, allowing for the assumption of a clearer awareness of the value assumptions that guide one's positioning within an organisation and developing communication and relational abilities that qualify as skills of primary importance for a productive integration in the world of work. Knowledge of this complexity is built through a pedagogical device in which the group assumes the role of active protagonist who, starting from specific and targeted stimuli (case analyses, co-construction of self-cases, etc.) is stimulated to train its own capacity to elaborate contents, negotiate its own cultural assumptions, share its own internalised training models, and co-participate in emotional processes of resonance and mirroring.
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In this direction, it becomes essential to work on transversal competences such as

1. Reading and analysing the demand for help in its manifest and latent aspects;
2. Active listening;
3. Observation of the dynamics and phenomena that characterise the life of a team
4. Self-observation;
5. Meta-reflection;
6. The negotiation of one's own viewpoints within working groups;
7. The understanding of conformity processes that characterise organisational mindsets;
8. The focus on building trust, mirroring and empathic movement;
9. The ambivalences that characterise the affective movements of work groups.
10. The processes of feedback and recognition of resistance in the helping relationship that are always active processes within a working group requiring counselling intervention.

The processes of feedback and recognition of resistance in the helping relationship, which are always active processes within a working group that requires counsultancy intervention. It is significant, at a training level, to work to develop skills in students that will allow them in their future professional role to creatively combine elements belonging to the technical area and hard elements with elements belonging to the emotional area and soft elements of organisational life to understand the points of interconnection and move them in a creative and generative direction for the organisation itself.