Learning objectives

"1) To know and understand the psychological theories that make against the fundamental processes of functioning and adaptation of the individual to the material and social environment; 2) Know and understand the theories related to the mechanisms of psychological functioning of people at work and in organizations, including their motivations, satisfaction and well-being; 3) Apply the theories on the functioning of individuals, groups and organizations to the analysis of phenomena of learning and personal and social change. SPECIFIC TRAINING OBJECTIVES To know the meanings of work for personal and professional identity; to know the variables that positively and negatively affect work performance and organizational processes; to explore the relationships between “person” and “role” and how the both of them affect the relationships between motivation and satisfaction (wellbeing vs malaise in organizations); to know how to read individual, relational and group phenomena in organizations in order to manage them to foster wellbeing and hinder malaise.”

Prerequisites and basic notions

Notions of General Psychology, Social Psychology and Methodology of Psychological Research.

Program

The course deals with the typical topics of work and organizational psychology and the fundamentals of the so-called human resource management, that is to say:
- Personnel research, selection and assessment (assessment of: position, performance and potential), as well as job placement and organizational socialization (tutoring, mentoring e coaching);
- Human resource training and development, as well as processes of growth, creativity and innovation in organizations;
- Vocational guidance related to career development, both in and out the same organization.
These topics provide the occasion to also deal with:
- Task performance and contextual performance;
- Teamwork, team building and involvement;
- Leadership management of people at work;
- Job satisfaction and motivation at work;
- Health, wellbeing and psychosocial risks (stress, mobbing and burnout);
- Diversity management.

Bibliography

Didactic methods

Teaching is held in person through lectures conducted with the support of video projection, classroom readings, case studies and exam examples.

Learning assessment procedures

Written exam with a variable number of open and closed questions directly drawn by the texts. During the course, examples of written tasks and relative answers are given to the students in the classroom, so that they can become familiar with the kind of tasks they are going to deal with and can ask questions of any kind.

Evaluation criteria

The first evaluation criterion concerns the demonstrated learning by students of the concepts and contents of the subject, those present in the study material. If students just demonstrate this, their grade will fluctuate between 18 and 21.
The second evaluation criterion concerns the demonstrated ability on the part of students to connect notions and contents to each other and to produce an articulated and reasoned speech with respect to what is asked. If students prove this, their grade will fluctuate between 22 and 26.
The third and final evaluation criterion concerns the demonstrated ability of students to apply intelligently and creatively (which does not mean either imaginative or utopian) what they have learned to real cases of professional training and development in order to achieve real and concrete learning goals, change, well-being, etc. If students prove this, their grade will fluctuate between 27 and 30.
Laude is 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, Evaluation criteria

Exam language

Italiano