Teaching code

4S011771

Credits

9

Coordinator

Riccardo Sartori

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/06 - WORK AND ORGANIZATIONAL PSYCHOLOGY

Courses Single

Authorized

Moodle Seminars 0

The teaching is organized as follows:

Learning objectives

GENERAL OBJECTIVES: - Acquire an overview of the main psychological theories of reference and the related constructs connected with the subject of training activities for adults. - Use the main psychological theories of reference and related constructs related to the subject of adult education activities. SPECIFIC OBJECTIVES: The course aims to immerse the students in the methods and techniques that can be used in the adult education classroom. By means of a series of tasks drawn from the reference literature, the students are involved in discussions and group work that make them take on the role of active trainees. Furthermore, in turn, each of them will take on the role of trainer/conductor of training activities. The course has the following specific training objectives: - know the theories and models relating to lifelong learning; - know and be able to apply the methods and techniques for detecting training needs and desires; - know the specificity of continuing training methods and techniques; - know how to apply some specific methods and techniques for continuing training; - know and be able to grasp the main classroom management models in adult education; - know and be able to apply methods and techniques for evaluating training outcomes.

Prerequisites and basic notions

Since this is a course in the first year of a master's degree, taught within the SSD M-PSI/06 (Work and Organizational Psychology), it is a prerequisite to have followed and taken exams of the same SSD.

Program

The course intends to show students how the concept and practice of psychological intervention can also be imported into the world of business, companies and organizations in general. From this point of view, the course will deal with the following topics: - Training, continuous training and development: relationships, similarities and differences; - Continuing training and career guidance: adult learning; - Placement and job placement: which characteristics increase the employability of the unemployed and the unemployed; - Theories of career guidance and training: from traits to context to the interaction between the two; - Training and organizational cultures: which intervention for which organization; - Psycho-social training and transactional analysis: the group and the relationships between individuals as a method and goal of continuous training.

Bibliography

Didactic methods

Lectures with discussion of cases and readings

Learning assessment procedures

The exam is written and focuses on the in-depth and assimilated study of texts. The writing will include a variable number of open and closed questions so that the student can demonstrate his preparation and the teacher can have a large and sufficiently representative sample of the knowledge developed during the course and individual study. I don't use a rigid and structured written exam format, in the sense that sometimes there are closed questions, sometimes not. On the other hand, there are always open questions, generally 3 in number. I generally assign 10 points to each open question so that the sum makes 30. Praise depends on the way in which the student offers his answers, on the degree of detail of the same and the way in which the student demonstrates that he knows how to argue and support any of his personal points of view. During the teaching I show some examples of written exams in the classroom so that the students can view them, photograph them and disseminate them as they see fit.

Evaluation criteria

The first evaluation criterion concerns the demonstrated learning by students of the notions and contents of the subject, those present in the study material. If male and female students limit themselves to demonstrating this, their vote will fluctuate between 18 and 21. The second evaluation criterion concerns the demonstrated ability of male and female students to link notions and contents to each other and to produce an articulated and reasoned discourse than what is asked of them. If male and female students demonstrate this, their mark will fluctuate between 22 and 26. The third and final evaluation criterion concerns the demonstrated ability of male and female students to apply in an intelligent and creative way (which does not mean imaginative or utopian) what learned in real cases of training and professional development in order to achieve real and concrete objectives of learning, change, well-being, etc. If male and female students demonstrate this, their vote will fluctuate between 27 and 30. Honors are reserved for those who produce a perfect written assignment in every part that communicates learning, connections, critical thinking and the ability to apply all this to real cases. I conclude by saying that the grammatical and stylistic correctness with which students offer their answers to the questions also contributes to the final grade.

Criteria for the composition of the final grade

See above

Exam language

Italiano