Introduction: Digital Do-It-Yourself in work and organizations Sample Clauses

Introduction: Digital Do-It-Yourself in work and organizations. Digital Do It Yourself, among all its impacts and changes brought at both societal and organizational levels, is reshaping work and organizations due to the interactions between DiDIYers (and their aggregations) and their environment (Xxxxxx et al. 2012). The spread of DiDIY mindset and DiDIY activities among individuals acts as a strength influencing the evolution of the socio/economic/technological environments, together with other global phenomena, such as technological progress, globalization, migration (McKinsey 2015). By exploiting these trends – digital technologies and knowledge sharing – within certain community, activities previously carried out by experts can be now performed by XxXXXxxx, therefore asking for a reshaping of certain organizational roles (or, at a higher level of aggregation: certain organizational units, certain enterprises), workplace processes and structures. In order to understand the skills characterizing XxXXXxxx, it is necessary to draw insights from the maker movement, that shares some fundamental elements with XxXXX. One of them is participation in a community, the main drivers being values (Xxxxx 1929), beliefs (Xxxx et al. 2001), and dispositions (Xxxxxxx et al. 2000). These drivers help in shaping the maker mindset: playful, asset- and growth-oriented, failure positive, and collaborative (Xxxxxx 2015; Xxxxxxx 2013). As investigated by Xxxxxxxxx (2013) it is “experimental play” that has fostered the rise of new digital tools, an easier access to components and growth of online communities eventually culminated with the explosion of the maker movement (Xxxxxx 2015). Playful activities along with fun are at the heart of makers’ activities that group and work together for “their pleasure in making and using their own inventions’’ (Xxxxxxxxxxx 2005). Persistence in the challenge of making (Xxxxxxxxxxxxx et al. 2004) as long as environmental conditions such as a playful learning environment encourage experimentation and create the basic conditions for the development of conceptual knowledge and adaptive expertise (Xxxxxx et al. 1986). Another important element emerging from seminal papers is the freeness of makers to focus on doing the task or job they want. They can strengthen their expertise background as well as focus on something new to learn. The crucial topic is that makers focus on skills rather than abilities. As reported by Xxxxxx (2015), “making advocates a growth mindset, where, given effort and resources, anyone ...