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The article presents an experience of simulation-based training developed in 2014 with students enrolled in the master programme in Management of Educational Services at the University of Padova. The training programme, devoted to the development of competences in the field of human resources management, has been integrated with vLeader, an online simulator designed for the improvement of leadership competences. As part of the evaluation of the programme’s effectiveness, a test for measuring personality traits according to the Big Five model and a learning journal to support reflection on simulation have been proposed to the students. Data collected with the two tools were crossed through an automated textual analysis of the learning journal contents in order to explore connections between reflections prompted by learning journals and personality traits of students involved.

This study stems from the central issue: «Does simulation consent prediction?». It outlines the process of model building at the basis of simulation procedures in social sciences, and aims to demonstrate how a specific type of social simulation, agent-based simulation, can be considered a useful instrument able to reproduce social phenomena and their complexity. In particular, through an excursus on theoretical and methodological implications of the concept of emergency, central in the epistemological debate on agentbased simulation, the possibility of bringing together micro and macro - two different levels of analysis often considered opposites - is strongly underlined. Sociology classics that consider it possible to harmonize these two levels are considered and, from a «Coleman Boat» perspective, the study demonstrates that micro and macro are not opposites, but very simply they are distinct levels of analysis, consequent to each other. From this point of view, agent-based simulation is represents an instrument able to offer the possibility of building models that include both of the above mentioned terms.

La survey: le finalità, il modello, la metodologia; Lo scenario: il punto di vista degli allievi e dei CTA in servizio; Le condizioni di efficacia dell'ambiente simulato di apprendimento secondo il caso ENAV

Perché gli ambienti simulati di apprendimento sono così efficaci?; La progettazione di ambienti simulati di apprendimento: linee guida e fattori critici; I fattori di successo e le barriere nella gestione dell'ambiente di apprendimento simulato

Le organizzazioni ad alta affidabilità: tratti distintivi e fabbisogni di apprendimento; Il ruolo della formazione nelle organizzazioni ad alta affidabilità; La formazione in organizzazioni ad alta affidabilità: gli ambienti simulati di apprendimento; Gli ambienti simulati di apprendimento delle strategie militari; I simulatori di volo e le simulazioni aeronautiche complesse; Simulazioni militari e aeronautiche: una tassonomia; Gli ambienti simulati di apprendimento nella sanità; Gli ambienti di simulazione nel settore business