"PN Inclusione e lotta alla povertà 2021-2027. ATS Academy"

Introduction to ATS Academy's training program to strengthen social services staff under PN Inclusion 2021-2027.

Key Takeaways

ATS Academy is a key training initiative to enhance social service staff capabilities from 2021 to 2027.
Training is designed to be flexible, inclusive, and aligned with national reforms and directives.
Inter-municipal collaboration and organizational adequacy are critical for effective social service delivery.
Active engagement from all stakeholders, including HR and management, is essential for training success.
The program supports evolving social needs with structured, sustainable, and professional responses.

What the video covers

The video introduces the ATS Academy, launching a series of four orientation webinars leading to comprehensive training starting in early 2027.
Training targets administrative and specialist roles within integrated social services, combining theoretical, practical, and experiential approaches.
The initiative aligns with the Zangrillo directive and the 2026 Budget Law, focusing on guaranteeing essential social service performance levels.
The program supports reforms related to disability and non-self-sufficiency under the PNRR, requiring organizational adjustments at local levels.
Emphasis is placed on inter-municipal cooperation and strengthening territorial social service management.
The training includes synchronous webinars, asynchronous online modules, communities, learning objects, and territorial laboratories.
The Ministry of Labour and Social Policies is investing significant European and human resources to support this systemic action.
Success depends on active participation from trainees, HR departments, and municipal and ATS management for effective implementation.
The program aims to improve responsiveness, flexibility, and structured service delivery to meet increasingly specific social needs.
Guidelines such as 'Equipo' and 'Reti' will provide a framework for daily professional practice within social services.

Chapters

What is the main purpose of the ATS Academy training program?

The ATS Academy aims to strengthen the skills and capacities of staff working in integrated social services across Italian territories, supporting reforms and ensuring essential service levels.

Who is the target audience for the training activities?

The training is designed for both administrative staff and specialists involved in social services, addressing their diverse professional needs with theoretical, practical, and experiential content.

How will the training be delivered?

Training will be delivered through a combination of live webinars, asynchronous online modules, communities, learning objects, and territorial laboratories to ensure flexibility and accessibility.

Full Transcript — Download SRT & Markdown

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Welcome, apologies for the slight delay, but we are here. Let’s begin this morning, this first institutional meeting which will serve to kick off and present the activities of what will be the ATS Academy. A first webinar that actually opens a cycle of four

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orientation webinars to be held in the coming months, which are preparatory to the actual training activities we will launch in the very first months of 2027 with a plurality of tools, of which webinars are just one of many. But we

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will have, in short, further ways to get to know each other and support you, such as communities, learning objects, and territorial laboratories, which we will develop over the coming months.

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Obviously, I won’t dwell on the specific characteristics of the training activity. Those coming after me will provide you with all the details and specifics of this training offer, which will naturally take into account the different needs related to

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the various profiles the training will address: administrative staff as well as specialist roles, with a focus that is certainly theoretical, practical, and experiential. We will certainly also give you an account of how all this fits into the framework of the

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directive now known as the Zangrillo directive, so what the obligations and opportunities are linked to this entire training path that we are about to present to you. I will not go into detail; my colleagues will do that.

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However, I will take just a minute to underline the extraordinary importance and relevance of the entire operation that the Ministry of Labour and Social Policies, using PN Inclusion resources, is launching to strengthen the staff and personnel operating in the

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integrated social services system at the territorial level. Your hiring and this entire powerful training support are, in fact, a part of it. Together with another equally important part, they must be read and kept together as an effort to strengthen the associated

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management of social services within the scope of the area. When we talk about social services, the theme of the inter-municipal dimension is evidently fundamental, because it is clear that the level of specificity of social services raises an issue of

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organizational size adequacy that has taken on, over the years, very different forms and characteristics across various territories, with very different criticalities and levels of maturity. Specifically in the different regional contexts. This is, in short, the framework into which this entire

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path is inserted and in which you will also be moving. And this is a context occurring at a very, very particular, very delicate historical moment. You know—or rather, many of you will know—that the 2026 Budget Law, starting

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from paragraph 699, laid the foundations and outlined the architecture of the new guarantee system for essential social service performance levels. It is a strategic operation because it clearly concerns essential levels, meaning the enforceability of services, the adequacy of resources, and the

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responsibilities of the various institutional levels called upon to put the guarantee system into action. It is also a very particular moment because, shortly, an important guidance tool will finally be issued: the "Equipo" guidelines. We have worked hard with

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the Ministry to produce this orientation tool which, together with other instruments—I'm thinking of the "Reti" guidelines—will form a framework; the framework within which you will then operate and which must become part of your daily professional toolkit. It is a very delicate

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transition period, also because in recent months the territories have been engaged—and will be even more so in the coming months—in implementing two important reforms stemming from the PNRR: the disability reform and the non-self-sufficiency reform, which in some way land in very different

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contexts, consequently also requiring changes to organizational structures. So, it is a very dense time, with a very, very demanding prospect of work ahead and many challenges awaiting us.

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Certainly, the overall goal—I feel comfortable saying this since we are among colleagues—the goal for all of us through these injections and highly significant, very demanding support operations, should be a single purpose: to evolve these systems, improve them, enhance the territories' ability to

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read needs, and simultaneously improve the capacity to provide timely, flexible, yet structured responses. Those working in the territories have direct contact with people, don't they?

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We municipalities are very used to this because, by definition, we are the closest entity, and we know what it means to provide answers to people, to families, and to the multiplicity of needs, right? Because, especially in recent years, there has been a notable

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level of specificity in the needs of the individual, which challenges local social services and forces us all to make a leap in quality regarding this operation. You who have just arrived in this world with different backgrounds of experience and different

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professional skills, we must all feel part of this objective. That is why, only in this way, by also improving dialogue with the third sector and refining all the tools that the legal system makes available to us, will we

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be able to respond more effectively, quickly, and, how shall I say, in a structured, not improvised, manner.

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Because very often, let's say, the contingency, the urgency of the moment, becomes the way of working; but this is not tolerable if we want our systems to evolve. I will stop here so as not to take any more time from those who will

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follow me. I truly wish you good work, not just this morning, but throughout this entire training process that will see us together over the coming months with common goals and, on our part, 360-degree support. Then, Dr. Minchillo

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and the colleagues who follow will give you all the information on the tools to be put into play. And so, good work. I pass the floor to Director De Camillis, whom I thank for the extraordinary commitment that the entire Ministry is

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putting into this operation. Thank you. Yes, thank you, Doctor, and thank you also for this introduction, which allows me not to have to add much, because the picture that has been drawn is very, very comprehensive. And thanks also to all the participants who are

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connected and are very numerous, as was mentioned earlier. We are talking about a systemic action that, as the Ministry of Labor, we have decided to implement with a very, very significant investment of European resources and a very significant investment of human

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resources and energy from the general directorate. Here with me are the managers who are personally overseeing these activities and our working group that is accompanying this measure. We are very happy to have engaged ANCI in this activity, which will develop over

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the coming months and to which we are dedicating particular attention. As Dr. D'Amato has already said, the challenge that awaits us is also the commitment we made to the European Commission when it approved our national program, namely to contribute to the

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strengthening of territorial areas and social services at the local level; and therefore, the hiring, the competition, and this training activity all go in this direction. I will add nothing more. We need the full cooperation of those receiving this training, because

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training, even the best in terms of content or design, does not achieve the best results if there is no willingness, indeed, to listen and fully embrace it. We need the HR departments where these new officials have been hired to

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put these new officials in the best position to be able to benefit from this training path and to be employed in the best way possible. We also need the cooperation of those with management responsibilities at the municipal and ATS level because this

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strengthening, from our point of view, from our perspective, also requires, in some cases, the updating and adjustment of organ

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lives. These reforms—I am thinking of social-health integration, the strengthening of services, multidimensional assessment—often require evolving organizational models that may have been built or designed for less complex or less ambitious scenarios. Our hope is that everyone can do their part and take full

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advantage of this training opportunity and all the other measures that we have planned with ANCI to implement from today and in the coming months. Thank you. I thank ANCI once again and the team that has been set up to follow

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these activities, and I hand it over to Carla or Renato. Please, go ahead. Carla Antonucci. Thank you, thank you, Director. Just a few words to update you on the state of play before I pass the floor to our

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colleagues from ANCI for the presentation of the program, because this is our first opportunity to meet.

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The qualified candidates are not here yet; we are proceeding with the, let's say, necessary steps to be able to start scrolling through the rankings, where there are qualified candidates, of course. So we are already well ahead and we expect to close these procedures

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for the most substantial part by the month of October, so as to let the qualified candidates also participate in this important training process. I would add that some ATS, and therefore some new hires, were left out of this

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first session due to a series of issues that have afflicted some ATS, which we are trying to resolve. In fact, these months have been characterized by continuous support work for the ATS, especially in the most problematic cases; however, we feel we have

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achieved good results. And I repeat, some people are still missing, both among the winning candidates and especially the eligible ones, but we expect to proceed quickly in the coming weeks; so this is an important element that we felt was important to tell you

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about. So I leave the floor directly to my ANCI colleagues to continue. Thank you.

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Thank you. Um, for us it is a significant occasion, because in recent months, uh, we had alluded to this design, this strategy, to this type of path that we would have started with the new hires. And, obviously, in the

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initial phase the focus, the support, the activity was centered on the onboarding process, let's call it that.

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However, in the vision shared with the Ministry, the onboarding process is not just hiring, but the entire process that should allow you to have a series of tools, uh, training to be able to best manage the entry phase and the

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operational management phase of the activity. In this sense and from the beginning we have outlined a project design that has identified in this term , in this container that we have called ATS Academy, the training and skills growth space in which we wanted to

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insert a series of tools. So we dedicate this part of the webinar to presenting to you better and in a more in-depth way what the strategy is, what the tools, the timelines, and the next steps are. And this will be the heart

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and focus of my speech. Maria Teresa Chirò is here with me, whom I thank, who is the person following, the project manager of the, of the development of the platform, because as we will have the opportunity to tell

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you, everything will be managed within a learning environment that we will start to see today and we will also tell you when it will be available. And then also thanks to the support of Francesco Galgani who is connected

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online and whom I thank, we will try to make a somewhat broader reflection, or rather we will try to understand with you how to possibly insert this training path into the overall strategy of strengthening the organization. So there are three foci that are distinct

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from each other, but in some way integrated. So the voices are in fact three, but progressively when you listen to them you will understand that at least in our idea it is one as a type of perspective. But let's go in

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order and let's start from the idea of ATS Academy, so let's look at it, uh, a bit more specifically. I have shared some slides, let's see for a moment if they appear on screen. I think so. So, obviously some things are basic, but in

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a presentation it is useful, uh, to re-highlight them. Our space, ATS Academy is the space that accompanies the new hire, obviously with an idea, an ambition: that of then producing value for the entire organization. And, obviously, it is primarily aimed at the

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new hires recruited through the Ministry of Labor and Social Policies call, therefore administrative staff, accountants, psychologists, pedagogists , and socio-pedagogical educators.

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These are, of course, the five initial roles that we will involve. And we will do so with a series of goals or purposes that you see here, which are in some way correlated. That is, it is obvious that, on one hand, our first

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desire is to orient you—to help you navigate these systems which, as we heard earlier from Dr. De Camilis and Dr. Amato, have their own complexity, territorial peculiarities, and differentiation; but surely the main objective is to work on your knowledge

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and skills, developing them with a transversal and specialized approach. Why is this? Because another idea is to connect experiences. Our idea, our intention, is not to provide theoretical training, but to associate certain general notions and guidelines with a series of experiential contents,

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in order to bring the activity from theory into practice, thus moving from knowing to knowing how to do and knowing how to be. So, the final related concept is applying this knowledge and these tools within work processes. So, why the idea of creating

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a container, why create the ATS Academy ? Based on what I represented earlier, we can center our goals around three main aspects. The first, which we desire especially in this initial phase , is to accompany your entry, therefore

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providing institutional coordinates. The second is to develop skills. The third, if you will, is a broader perspective: to work with you to pave the way for a general strengthening of the ATS, because I remind you that the POS project essentially has two lines

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of intervention: a first line dedicated to new hires and a second line, Line B, which is dedicated to strengthening, but both obviously contribute to this type of goal. Therefore, this path is also being structured and built according to this perspective. What

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does ATS Academy make available to you? We mentioned it in our previous webinars, but today we can return to it in greater depth and begin to reason more thoroughly about what the components of our Academy are. First of

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all, webinars, so we will have moments of what we call synchronous training, in which we will try to work on common knowledge, therefore aimed at all five profiles, or on specialized content skills aimed either at individual profiles or groups of profiles

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depending on common work oversight and processes. We will see this training offer; it will be characterized by monthly sessions that will accompany you throughout the entire life cycle of ATS Academy. Alongside this, however, we will also provide you with learning

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objects that we will organize within MOCUs, i.e., online training modules. Obviously, this is a second strategy, a second component that differs from the previous one because it is characterized by asynchronous training sessions, structured to fully respect sustainability and work schedules; yet,

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as we will show you later, they are highly personalized and designed to enhance individual profiles. We deemed it useful, also following our interactions with the Ministry, to add other elements alongside these two that have a stronger focus on interaction

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and networking: that is, creating moments of very practical discussion and exchange among participants and across the different regions. From this perspective, we have planned to provide you with two distinct but, I might add, highly correlated tools. The first

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space is the communities. These will be places where you can engage with your colleagues based on your professional profile and with our experts. There will be continuous discussion and questions, obviously focused on practices and experience. This element, however, is associated with another,

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which we call territorial workshops. Because we have planned, in a second phase (after working on foundational knowledge), to create in-person moments to discuss practical and operational issues, as well as scenarios you are currently gathering, which will allow for shared learning; through our

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trainers and experts, this will create further added value and provide you with solutions or food for thought.

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This entire system, all these components—with the obvious exception of the territorial workshops—will live within an e-learning environment, a platform we will make available to you from mid-November, which will be your place to find these products and consult them, along with everything we

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will progressively produce. during the life cycle of our project. Now, let's try to provide some additional details on each of these components, because until now we have told you things that we had already partially mentioned and seen in previous webinars. So, the

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webinars have a series of characteristics that you can see highlighted here. The first thing is that our plan should represent the tool through which we try to build a common language among all the figures who have been hired at this moment. So, let's

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try to take this first step and make this first leap in quality. The webinars will have a dual characteristic. There will be cross-functional webinars, meaning dedicated to all profiles simultaneously, or webinars with specialized content aimed at individual types of participants. Here too, always

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with the perspective of working within a shared vision, a group vision, and a vision of correlating skills and knowledge. Obviously, to do this, we will use and have a network of institutional speakers and industry experts. It is equally true, however,

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that our desire, our perspective, or if you will, our message is always to have a dialogical approach in our relationship with you, and therefore our sessions will always be open to questions and answers in real time, or if that is not possible, obviously to

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provide you with follow-up insights, perhaps through other channels as well, and I am thinking of the PriZ community . All this, however, thanks also to the e-learning environment, will allow you, on the one hand, to participate in person and therefore to take advantage

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of the features and benefits of being present, interacting with the speaker, asking questions, etc. However, the e-learning environment will also allow you to access recordings if you cannot attend or if you need to delve deeper into certain aspects that seemed of

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particular interest during the viewing, and you will also find materials and other useful tools at your disposal.

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All this, however, has added value in our view because the e-learning environment we are currently building will allow us to prepare and offer you a scheduled calendar of meetings that will be communicated in advance, much like what happened with this webinar,

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and will allow you to have two elements that we consider very useful. First of all, and this also applies to what the director said earlier, in the dialogue we are having today with the HR managers of the ATS themselves, we will

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track your participation, but we will also track the knowledge acquired through evaluation tests, and this will give you a certification, a badge that has significant value for you and also for the organization regarding the investment. It is also obvious that,

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within the dialogic perspective we are adopting and the perspective that these training events must always have in order to adjust their aim and be oriented toward your needs, all our events are characterized by the presence of satisfaction surveys that

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will somehow give us a focus on what is happening and, possibly, on critical dynamics, critical issues, or positive aspects. This is because the entire process is built with a vision of listening to the needs of the individuals and the ATS; that is, a

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logic of dialogue and perspective that must, in the delivery of webinars, but more generally of the contents, have a capacity and flexibility regarding what will be delivered over the coming months. The second content, therefore the second component we spoke about

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earlier, consists of these learning objects organized within the MOOCs. What are they? They are modules that can be used autonomously at any time.

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So here we enter into the logic of the sustainability of the path, because by having the recordings available, you will be able to access the platform and follow a piece of the training, or the whole part, whenever you find it useful

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. These MOOCs will be organized by profile, so you will have a MOOC available for administrative staff, one for accountants, one for psychologists, and so on. Therefore, with strong customization, precisely because the idea is to provide an integration

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between more general training provided through webinars and more specific training made available through the MOOCs. The MOOCs will obviously be characterized by multimedia content, operational sheets, and in this case too, by tests, that is, by the possibility of getting some feedback on

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what you have learned. So, strong customization and management timing for each participant, with the learning objects made available progressively; that is, you will find these contents available as we go. So that each of you can follow them not all at once, but

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rather build your own path strategy, and again, in line with what we represented to you earlier, tracking, therefore recognition of acquired knowledge, and the possibility for us to have feedback on what has been accomplished, precisely to be able to

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orient or reorient subsequent phases over time. So, the key element of this second component is learning in an asynchronous logic that should make the path flexible and accessible. We are betting on its effectiveness from the start, let's say, we shall see.

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Alongside these two components, there is a third one in which we strongly believe. We believe in this because, based on previous experiences we've had in other projects, we’ve seen that accompanying training with moments of structured discussion (as they say in

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the jargon, "peer to peer," meaning between participants) can be an added value, obviously with the support of our experts who can give you concrete answers, perhaps on problems you are facing. This is also to foster and facilitate dialogue. Therefore, we will

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have a stable space within our environment for professional peer discussion. What we want to focus on is operational efficiency. That is, what we have gathered over time in other projects, and what we will try to do with facilitators, is receive questions

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from you on concrete cases, because we believe that the exchange of experiences can be the basis for your professional growth, in the first place , and therefore for all the reasoning we have done about the territorial areas as a whole. It is obvious that

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these processes have their own complexity, and it is obvious that the large numbers make it difficult to manage everything. Precisely for this reason, we will support this process not only with, let's say, an adequate technological infrastructure, but also

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with facilitators, with moderators who will in some way foster dialogue within the communities. But keep in mind that, precisely in the dialogic perspective of what I was describing to you, for us the communities can represent, and should represent, also a moment of

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gathering emergent needs that come from the territory. So it is, in some way, an always-active listening channel that I, with ATS Academy, have to understand and perceive what is happening within the territory. Precisely for this reason, these elements that will emerge

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from the communities will also be functional, just like the satisfaction questionnaires and all the other moments of dialogue that we are planning, to orient or, if you like, better reorient the entire training framework that we are going to

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structure. I come last to the final component, which are the territorial workshops. I must say that on this, there has been a very positive and structured dialogue with the Ministry.

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There has been a significant investment input from the Ministry into this strategy because it was considered relevant and useful, at a certain point in your knowledge growth path, to insert moments of discussion in the field; that is, moments in which these

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five types of professional figures could compare notes with each other and dialogue, perhaps on specific cases.

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And on practical cases to find solutions to bring back within their own context. This is the perspective that characterizes the territorial workshops. There will be 36 of them, lasting two days for 10 hours of training activity, and obviously, we

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will then communicate the calendar and the participation methods for the individual people. It is obvious from everything you have heard that we are facing a project of national caliber, and as Director De Camilis said, a systemic action; therefore, we will

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need to carry out a territorial subdivision that will obviously try to consider proximity, and we will try to encourage participation to the best of our abilities. However, what we want to emphasize at this moment is our strong desire to have a single national

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direction; that is, a logic that favors an operational application of the acquired skills and an exchange between different professionals in the same field, thinking about the production of reusable tools and solutions—that is, the possibility of taking home from

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those two days not just knowledge, but concrete things. that you can transmit on a practical level within your own context. That is why the workshops, in our design, should bring the skills into daily practice. This is a bit of

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the process and this is a bit of the collection of what our different components are, the four components that characterize ATS. All of this will reside within our platform, or as we call it, the e-learning environment. I will say just one thing about this;

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Maria Teresa Chirò will then go into some aspects in more detail after me, but there are some elements that I want to point out to you in this initial presentation. The first is a unique and personal login for each of you. Inside,

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you will find paths structured for your profile; but, of course, we will explain how you can access all the content. Because while it is true that on one hand we have an idea, a strategy , a plan for each of you, it is clear

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that each of you can expand your own knowledge, and fortunately, technology allows us to do so today; and so this will be an element. It is obvious that within the community and tracking, there will be elements that will help

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you in some way to enhance what you do within our system. How will the registration take place, and what is the process we will follow? We will send you an email, and we will ask you to register on our platform and in our

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e-learning environment. I must tell you in advance that registration is not immediate; that is, it will not happen upon finishing the form because, as always happens in these cases, we need to verify the data, the correctness of the address, the email, and the

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information entered. After a few days, you will receive an email with the access link and the possibility of entering the environment where you will be able to log in with a SPID system, therefore with personal credentials of your own and managed according to this

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procedure. This is basically the process. It is important to give you the final two pieces of information related to the timeline; as we said at the beginning, we have divided our path into two phases. We are now starting an

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orientation phase that will conclude in December 2026, which includes this institutional kick-off webinar. There will be four orientation webinars and the opportunity to access the platform.

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Throughout this process, we will continue collecting and analyzing needs to best guide the training activity for 2027. The training activity for 2027 will feature webinars, MOOCs, communities, and territorial workshops, a significant training package. These are the dates you can already mark down

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regarding the first four orientation webinars. You will receive a more specific invitation later; the first webinar is October 29th, the second November 18th, the third November 30th, and the fourth December 10th, and we will guide you with some key questions.

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Where do I work, and what is the context in which I am placed? How is this context transforming, and how can I contribute to its evolution? What you will have available in 2027 as an overall package is 12 webinars, 55

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learning objects, 5 communities, and 36 territorial workshops. Obviously, this is the overall offer, but if we break it down by individual profile, what you will have available as a single profile is 40 potential hours of training divided as follows: 13.5 hours are

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synchronous training, with webinars on transversal specialist content. It is obvious that you can follow them either synchronously or asynchronously. 16.5 hours will be done via Learning Objects , so each of you will have your own path characterized by 7, 8, 10, or 11

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events that make up the MOOCs, and then you will have the 10-hour workshop spread over two days. You can see there is a certain weight distribution that somehow includes all three components: an in-person part, a synchronous part, and an asynchronous part. Regarding the

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webinars, as I was telling you, we will have two types of webinars. Transversal webinars, which are the same for all participants like today's, like the orientation ones, where all five profile types will be invited to attend , while those with specialist content

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will be differentiated by profile type. All these activities will obviously start in January 2027. This is a bit of an overview of our implementation timeline. So in November, we will give you the 15th as a start date: the

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e-learning platform will launch, but we will start with recruitment first. Then there are the webinars distinguished by these two areas, the orientation webinars and then, until June 2027, the subsequent phase of webinars. Then there are the learning objects and

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MOOCs, which will be progressively made available to you by July 2027, though you will obviously find some of them sooner. The communities will be the active channel throughout the entire ATS Academy cycle, and then starting in May, we will also launch the local

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workshops, which have a subsequent timeline and implementation schedule. You can see some slightly thinner bars because we are already working on all these topics; we have started a dialogue with some stakeholders to better identify needs and orient training activities, in order to

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provide you with a training plan that meets these requirements. This is the overall picture we wanted to present, trying to go into more detail on the individual components. In any case, these slides will be made available so that those who did not attend or those

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who wish to study them further can have the opportunity to read and consult them. Thank you, I will stop here and hand over to Maria Teresa Chirò. Hello , good morning everyone. One moment while I share the slides. Right, what

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we want to present to you now is the platform and how the platform we are finishing up works. The main goals of a learning platform are to create a unique digital environment where users, in this case you new hires, can find

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all the tools and content useful for integrating effectively and completely into your ATS. The second goal is to standardize the training path and, therefore, create a process and path that is homogeneous on a national scale , standardizing all the content and

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courses provided. The platform will make it possible to constantly monitor your progress and, therefore, your professional growth, certifying the skills you will gradually acquire. How do you access the platform? You will enter through the project website, progetto posto.it, which will be online

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shortly, and there will be a section dedicated to e-learning, which you will access through authentication via SPID or CIE. All of you will be pre-profiled within the platform, so depending on the role you hold in the ATS, you will

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be directed to the personalized path for your profile. The ATS Academy, which is the training container dedicated to you new hires, will be composed, as Dr. Minchillo mentioned earlier, of webinars, MOOCs, and communities. Each participant will already have their own path suggested

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and available; therefore, it will be personalized. From your dashboard, you will be able to monitor the courses you have taken, completed, those you still need to take or continue, and the badges you have earned so far, along with a calendar of appointments

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regarding your learning path. The platform's features. There is tracking of your participation in individual courses, specifically for synchronous courses, which are webinars, and asynchronous courses, which are learning objects. And learning objects are the courses that make up the MOCs.

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Each learning object will be a prerequisite for the next. At the end of every live event, all material related to that course will be made available, such as slides and recordings. What is the tracking for?

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It is to monitor actual participation in each course; therefore, a minimum participation time is required, after which you will be given the opportunity to take the final test to verify the knowledge acquired, as well as the satisfaction survey. Once the

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evaluation test is passed, an open badge will be issued, which is a digital certificate recognized at the European level. The other tools made available by the platform are a document repository, meaning a collection of materials, FAQs, formats, manuals, reference acts, and

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administrative templates. The communities that have already been presented, which will be five, one for each profile, you will all be able to access every community, but in particular, actively discuss in the one that is specifically labeled for your

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role. We provide a virtual assistant named Sofia that allows you to have immediate support by providing answers for every piece of content you search for within the project's knowledge base , such as webinars, MOCs, communities, posts, discussions, and materials. The

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virtual assistant will reach out and draw from everything made available by the platform. As we were saying: paths are personalized based on the profile.

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Therefore, you will be suggested all content and courses specifically dedicated to your role, but we leave the content of other profiles openly accessible, as we believe it is important for personal knowledge enrichment and cross-functional insight . So you will find the ability to

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access all content openly and freely. However, the open badge and the evaluation test will be issued exclusively for the courses within your scope. So, what are the next appointments? As we were saying, the most imminent events are the first

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cross-cutting orientation webinar on October 29th, which will kick off the training activities, and then you will find the platform I just showed you active from mid-November. Well, I have finished. Thank you. Thank you, Maria Teresa. Just a few quick answers to

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some questions that have arrived in the meantime. You will see that Francesco Galgani, who speaks after me, will provide you with some specifications.

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So, is the training during working hours? Yes, our webinars and workshops will be delivered during working hours.

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Obviously, the MOOCs are a different matter; they are recordings, so you can access them in the ways and at the times you deem most appropriate. There was a very interesting question about whether people not currently involved, let's say, not newly hired but related

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to the field, can also participate. Our idea is obviously yes. We will tell you how and in what manner later. This is also because, as I was telling you, there is a second, broader line, but even for the contents of the first

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training cycle for our new hires, it is obvious that we will consider this type of inclusion. Some have spoken to us about credits and other things. What we have presented to you is what we will do: our training allows for tracking

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participation, a test, and a badge that recognizes the knowledge acquired. In this perspective, as Francesco Galgani will now tell you, we are moving within the logic of the so-called Zangrillo directive on training. Other uses do not fall within what we are doing at

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the moment, and there were some questions about maternity leave, and the fact of being able to replace the 40 hours with those of mandatory training in the agency, etc. This falls exactly within the logic of the Zangrillo directive. So, Francesco

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Galgani, I bring you in and give you the floor. Thank you. Thank you, Francesco. Good morning everyone, and I will immediately share the presentation . Here we are. So, an essential element that Francesco Minchillo focused on is linked to the fact that, obviously,

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from January 2025, exactly from January 14th, following the Zangrillo directive , the principle of mandatory training for a total of 40 hours per year was introduced within the public administration. Attention, here is the first element on which it is necessary

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to provide clarity: we are in a specific context, I am addressing the newly hired officials assigned to the ATS by the Ministry of Labor and Social Policies. We are in a context where there is clearly an employment relationship between the newly hired

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officials and their respective ATS— their employers—and consequently, planning must necessarily be developed by the entity, by the competent bodies, and by the competent governing bodies within that entity. In other words, participation in training is absolutely necessary, especially first and

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foremost during the so-called onboarding phase; however, it stems from a plan developed by the entity, not from a unilateral decision by the individual employee. So much so that, in this regard—and moving to a more technical profile—the importance and

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essential nature of training, in relation to the principles set out in the Zangrillo Directive, is linked to the fact that training itself is considered an essential element, absolutely necessary for creating public value, and therefore, the training program must necessarily be

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included within the plan, specifically in section 3: organization and human capital. Clearly, in this process, preliminarily before approval by the governing body—which in municipalities is the executive committee—the authority to approve the plan specifically refers to the municipal executive committee. As I was

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saying, in this process, the essential role is played by managers, and by managers, we mean both the heads and contacts of the ATS and the heads of the personnel offices. Why is this?

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Because, naturally, the entire training need is identified and specifically detailed in the planning tool we mentioned earlier: the training plan within the PIAO, based on a skills gap analysis. A skills gap analysis that is developed at the end of an assessment

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process, which involves and directly engages the relevant managers. In our case, clearly, I reiterate, these are the ATS contacts and heads and the heads of the personnel offices. As for the employees, obviously I return to my previous consideration, and I apologize

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, but I use this expression to clearly convey the idea. It is not that training is an optional path that the employee can choose to take or not. Let us remember, I repeat, that the relationship between officials assigned

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to the Ministry of Labor and Social Policies and the ATS is an employment relationship, which implies that the employee must necessarily perform their work in the direction and manner requested by the employer. Regarding the onboarding path, the essential

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element, as we said, is integration, because obviously newly hired officials have skills, knowledge, and abilities that they must naturally develop. As a well-known football coach loved to say, or as they say in Piombino, nobody is born knowing everything. Obviously,

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this concerns qualified, selected personnel, but the performance of activities such as those relating to the integrated system of social interventions and services in which the hired officials will be employed necessarily, mandatorily, requires a deepening and expansion of their

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knowledge, skills, and abilities. What does this mean? And it is a matter—I am speaking to you of concepts very well articulated in the Zangrillo directive—that technical knowledge of subjects and topics is not enough; it is naturally a necessary condition, but

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not a sufficient one. It is also necessary to acquire the capacity to operate, or in other words, to translate those pieces of knowledge and skills into concrete operational results—within the framework, naturally, of the legitimacy of administrative action. Why? Because

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this allows us to create public value that is then reflected in results in the form of services and activities provided for the benefit of the reference community, and of businesses and citizens. So, in essence and, shall we say, wanting to recap: A training

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process functional to the transmission and deepening of knowledge, skills, and abilities with a view to both the improvement and expansion of one's own professionalism, and at the same time, the ability to operate on-site and translate into facts, actions, and

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results. Concrete data, the exercise of administrative accountability. In this regard, the tutoring and support path in the growth of the new employees is also very important. Um, someone uses the word mentoring not by chance, that is, but beyond the support activity

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from colleagues with more experience that the officials have found or will find in the entities to which they have been assigned—ATS—there will naturally be, as Dr. Minchillo and Dr.

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Chirò mentioned very well before me, this training action that also includes support in the growth of the officials themselves. Let us return to concepts already widely articulated and well explained by those who preceded me during this webinar. Programming, or as

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we said earlier, training must also necessarily fit into a rational path that responds to programming logic. It cannot be something improvised, something, shall we say, thrown together following a contingency or contingencies that might happen to arise. The tracking element is very

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important. Dr. Chirò mentioned it previously, that is, how necessary it is, beyond and subsequent to profiling, to actually participate in the individual training course so that the training activity is effectively recognized and can allow for the acquisition of credits following a

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final evaluation test. And furthermore, as Dr. Mechillo mentioned very well previously, these activities can also contribute to achieving the 40-hour annual minimum training goal that the Zangrillo Directive sets as an essential requirement for public administration employees. The delivery

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methods for the training activity have already been well outlined previously, and you can see them again on this slide. We start with webinars, like the one today, and then, in a logic aimed at further encouraging—regardless of the hours the activity takes place—

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participation in the training itself, there are learning objects and the so-called MOOCs (an acronym that stands for Massive Open Online Courses), which offer the possibility of benefiting from a training process regardless of the schedule; that is to say, in other

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terms, the possibility of following the course asynchronously. And then the community; look, previous experiences gained by ANCI on this front, I am thinking above all of the Piccoli project, testify to the value of this tool, specifically the possibility of

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interacting with colleagues and raising questions that pertain to one's own practical experience in the field. Last but not least, of course, the tool of territorial workshops where we will engage in discussions from the perspective we mentioned earlier— namely knowledge, competence, and

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operational capacity—I was saying, we will discuss specific topics that effectively relate to daily reality. So , recapping one last time to conclude, the essential element of training design stems primarily from a skills assessment, from an analysis conducted at the level of each individual entity.

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Now, this obviously goes without saying , but I will take 20 seconds to specify it clearly. It is important, it would be truly essential, that the training program corresponds to the needs related to the individual entity. It is

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obviously capable, thanks to the tools provided and thanks obviously to the support of the Ministry of Labor and Social Policies in this, to guarantee training that is, I say in quotation marks, personalized, personalized and related to the needs of the individual

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entity, of the individual ATS. The need to proceed through the planning tool goes by the name of PIAO through the training program. The training program, contained in section three " Organization of human capital" of the PIAO itself, and furthermore, the

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outcome of the training course, following the passing of evaluation tests, is the acquisition of an open badge that effectively certifies that level of preparation and training.

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Finally, just 10 seconds on what Francesco Minchillo previously anticipated: monitoring, or rather the ability to use the platform to take stock of the training status of individual employees. I thank you, I have finished, and I therefore pass the

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floor back to Dr. Minchillo. I am now going to disconnect and thank you, Francesco. So, to summarize, also because I saw that several questions came in on this. So, our training is not mandatory; however, based on what we have presented to you today—to the

Speaker A

new hires, but in particular to the managers, the area representatives, and the personnel structures—our training has characteristics such that, if you find it useful, interesting, and valuable, you can include it within the PIAO. Therefore, for this, as Francesco

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Galgani told you, we can help you review them, and it can have added value from this perspective. I am basically referring, of course, to all the online remote activity. What does this mean? That, and I always return to

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this point with great attention, the Zangrillo directive specifies 40 minimum hours of training; so, it is not limited to that. You are getting an integrative proposal that still has all the elements: tracking, scheduling, badging—all the elements that are

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useful to you for this type of purpose. We will give you a schedule, we will provide you with calendars, and we will try to give you the times in advance; generally, they will be held in the morning around this time. Then someone

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asks, "But I'm not there on the 29th, I can't, etc." Don't worry, there is the recording, you will have the information, you can take the tests, and you will have everything you need afterward. Today, however, we will not

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have a certificate of participation because this is obviously an informational webinar. It is quite clear that due to the significant investment the Ministry has made in recent years, ATS Academy is not an entity that lives in isolation, but a

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structure and a logic inserted into the entire vision of strengthening, and therefore also correlated to the programming of master's programs and other elements. These are just a few considerations I wanted to share with you. Ecco. I leave the floor to Dr.

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Sampogna. Yes, thanks in the meantime, and I will perhaps leave the floor to Dr. Renato Sampogna so he can summarize some fundamental concepts of the operation that we feel are useful to reiterate.

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Thank you. Yes, thanks, Carla. No, I’d like to build on the last point Dr. Menchillo made because, in terms of assessing the mandatory training requirements employees have, this certainly doesn't qualify as an activity integrated into those mandatory obligations. So, this

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point is, well, entirely correct and something we agree with. However, we want to reiterate one thing: the employees currently hired by the social territorial zones, using PN Inclusion resources, have a specific purpose, as Dr. D'Amato and the director reminded

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us. And the support process we are currently undertaking is part of the overall strategy to strengthen these zones; therefore, we do not expect this process to be viewed as optional for these employees. While there may be an opportunity to open this up to other

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ATS employees, as requested, we will evaluate that. But generally speaking, this is a path that employees hired under the PN must follow and complete because, as I said, it is part of the broader strategy to strengthen the ATS.

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Furthermore, employees must complete their 40 hours of training, so we are also facilitating their entry and support in these training paths. It is therefore important to reiterate these two aspects. The mandatory nature of training programs, as Dr. Menchillo

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mentioned, right? But for these employees, this path is not optional. We expect all employees to participate, and all employees to take part in the workshops held in the territory. We want to create a community, as we were saying, to discuss various aspects,

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also because, based on the questions we see, we think there is a great need, as you are rightly asking questions that will find quick answers within the training courses. So, we expect and are certain that all employees—also because this falls within working hours

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, as we are not asking you to do training outside of working hours— will complete it. And for this reason, tracking on the platform and the Open Badge are all mechanisms designed to reinforce this aspect. As a second

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point, there is various information being requested regarding the topic of multidisciplinary teams. On that note, we have one final meeting on October 7th to give a final review to the mechanism of the national guidelines. I want to highlight that the guidelines,

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being guidelines, will be advisory in nature and will focus on the general criteria for the multidisciplinary teams. I see very specific questions in the chat regarding placement in specific services. If you expect the guidelines to answer these questions,

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you won't find the answers there because it’s a national document, so it won’t address those specific questions; however, we will provide the general criteria for you to adapt to your own context. So, I’ll take one I read at random: can socio-pedagogical

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educators work in the teams of foster care centers? The answer I give you is: why not? Does the foster care center fall under the integrated system of social interventions and services? Yes, you must evaluate if it is already

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funded and if there is double funding, but the managers will assess that; generally speaking, all educators and psychologists participate in the multidisciplinary teams of all interventions in the territories, based on the ATS organization. From this point of view, the guidance is the same

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as we gave last time: the first element to evaluate is asking if that intervention falls within the integrated system of social interventions and services. I’ll give you a very simple example. We are talking about the foster care center;

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we could compare it to working as an educator in daycare centers, which some municipalities manage directly. The first question one asks is: does it fall under the integrated system of social interventions and services? The foster care center does; the daycare

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center does not. In this case, you have your first answer: for daycare, educators cannot be employed because it doesn't fall under the integrated system; for foster care, they can. The second element is to verify how multidisciplinary teams are organized

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within the ATS structure. Many questions about what work we expect from educators and psychologists.

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Nothing more than the tasks and functions that the law assigns to you as professionals, including pedagogists . So, each of you has a reference; for example, speaking for psychologists, you have registration with the professional board, a code of ethics,

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and a set of duties you can perform. For these roles, the further evaluation element—beyond the first question— is: does it fall within the integrated system of social interventions and services? Yes. Let’s move to the second one. Do these interventions we

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are carrying out have a social value or a healthcare value? This second question helps you well to identify and verify the activities you can carry out . This example is much easier to make, for instance, for psychologists, who

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are figures normally classified in the healthcare field, but because they perform a whole series of activities that concern the essential levels of care, and thus relate to the care and therapeutic accompaniment of the person . Instead, within the ATS, it is

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positioned through what is the social function of the psychologist. We will specify in the guidelines that the psychologist can also use all the tools that the profession makes available to them in a social setting, and they will perform functions that fall within the

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scope of social competence and the responsibility that the ATS and the Municipality have in the field of social services. So, this is something you will find again, I repeat, within the guidelines, because we are trying to define it clearly. And I also

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announce that we do not expect the multidisciplinary team to only work on one of the three areas of intervention, which is: working with the person, therefore the individual level. Because all the questions I see are questions that focus on the first level, on the

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individual care of the person. We expect, instead, that with this strengthening, the other two areas of intervention will also be valued. I am mainly referring to work with groups, therefore not with the single individual in the context of individual

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care. So we expect that educators, psychologists, together with social workers, but also with pedagogists, will put into practice activities that are also innovative and new within their territories to work with groups of families, groups of parents, groups of young people, groups of elderly

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people, everything that you can achieve in the territory in the form of group work. And we also expect, and I repeat that you will find this in the guidelines, that the teams can work and must also work in the context of local

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and community social services. Therefore, we expect work that also goes to a third level, which then falls within the professional mandates of all the professions that have been hired, that is, working from a preventive perspective with community actions that

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you can plan in a diversified manner within your territories. These are the three areas of intervention that we expect and that you will find better regulated in the guidelines. Certainly, for psychologists, we are asked if this training can be recognized in terms of

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continuing education credits (CME). We are certainly connecting with the ANC and the professional order to ask that this training can also be recognized in the context of those continuing education credits, so as to give professionals the opportunity to value

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this training that is being carried out even more. A different matter, and I will conclude, is for the accountants and administrative staff, who have very specific and also very transversal functions within the social territorial areas; and therefore it is evident that

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their role extends transversally across different sectors, always within the scope of the integrated system of social interventions and services. The training designed with ANCI is very hands-on, meaning it should provide you with a series of very practical elements to work within the ATS on

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specific matters: such as public tenders, co-design topics, and defining administrative procedures, though not generally within social services. The definition of the ATS. Many have pointed out to us that they are located in different offices. ATS entities have very diverse structures, so this type

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of training will also be provided accordingly. You have pointed out, and we will do this, that many are in decentralized offices, so for your involvement, we need to engage the ATS and the central offices. We will certainly do that, as we have the

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contacts, so we will communicate to everyone the need to involve you. However, for accountants and administrative staff, it is very important: we have already answered some questions; you can absolutely work on all activities, such as fund reporting and support for service

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implementation. Essentially, this role is specifically structured to provide this administrative and accounting support, so the training will be a bit different, more oriented toward this aspect: the use of platforms, the use of the multi-fund platform, the use of

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the platform regarding the National Social Policy Fund—a series of activities that the entity normally carries out—and so, in this sense, we believe that this initial practical experience you are undertaking will be complemented by the training. The training will certainly support you,

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based on what we hear, and we are very pleased about this from some of the contacts we have had with the local areas. We know that the staff is already active; many are already stably integrated into the offices, have

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started their work, and are settling in . We are certainly aware of the fact that it is not easy for many people to arrive in already defined, organized contexts. However, we believe this is a step that all public administration

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employees have gone through—ourselves included when we first arrived in our offices—and that they then find the right and productive balance within the individual organization. Therefore, the advice is also not to stop or dwell, in the initial phases, on the indications

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or tasks assigned within the framework of the collective labor agreement. Because even the initial act of learning in the field and seeing different things in the first phase is essential, as it allows you to understand where you are, what

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organizational context you have arrived in, and what the critical elements, as well as the opportunities, are. So, in this sense, we truly believe that training—and we really insisted that it shouldn't just be training delivered through a PC screen, but rather that

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there should be local workshops which take a lot of effort and resources to organize, but—we believe that this space for meeting among all employees is essential for exchanging experiences and, well, for sharing everything that has been done and achieved. So, we hope

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that you are fully engaged with us on this journey. Thank you. Well, let's say we have provided an initial 360-degree overview. Thank you for being with us. Obviously, we have already distributed the dates for the upcoming webinars of the first

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orientation cycle; you will have taken note of them, but you will find all the references on the project website anyway. Have a good day at work, and good luck for the coming months. Thank you.

Topics:ATS AcademyPN Inclusionsocial services trainingZangrillo directivedisability reformnon-self-sufficiency reformPNRRinter-municipal cooperationItalian social servicesMinistry of Labour

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