Learning objectives

GENERAL LEARNING OBJECTIVES. *To know and understand the theories related to the mechanisms of psychological functioning of people at work and in the organizations, for example motivation, satisfaction, or wellbeing. *To apply the psychological theories to the functioning of individuals, groups, and organisation in order to observe and analyse behaviours, and in particular phenomena concerning learning and personal and social changes. *To apply knowledge about psychological measurement instruments to the assessment of individuals, to the evaluation of learning needs, for training and development of individuals along the whole life course, of groups, of organisation, and communities. *To develop and conduct educational trainings. SPECIFIC LEARNING OBJECTIVES. *To know the main approaches to professional training and development. *To know, read and manage the main relational dynamics occurring in the classroom. *To know and understand the relationships between training and development. *To know what to do in order to be able to train people in communication and conflict management in the framework of both adaptation and development.

Prerequisites and basic notions

Since this is a course held in the third year, therefore at the end of the three-year cycle in Psychological Sciences for Training, all the psychology courses present in the first and second year are prerequisites for this course, with particular reference to social psychology and work and organizational psychology.

Program

The course of Psychology of Guidance and Training for Career Development deals with guidance and training as psychological interventions aimed at bringing about a change in the professional skills of male and female workers, in particular their relational and transversal skills. Understood in this way, guidance and training aim specifically at career development which, however, does not also exclude personal growth. Students will be given notions relating to the 3 main psychological approaches to guidance and training (with related characteristics and related methods): - Psychodynamic Approach (training is becoming aware of oneself); - Cognitive-Behavioral Approach (training is training, training and modeling oneself through experience); - Psycho-Social Approach (training is knowing how to be with others and collaborate by modulating one's own behaviour). Furthermore, the teaching will trace a history of the psychology of guidance and training which will touch the following 7 phases: - Diagnostic-aptitude phase; - Characterological-affective phase; - Clinical-dynamic phase; - Economic-social phase; - Educational phase; - Phase of vocational development; - Phase centered on the person or maturational-personal. Of each phase, the contributions that each of them has given to psychologically understood orientation and training and the legacy in terms of personal and professional growth will be analysed.

Bibliography

Didactic methods

The coruse is held in presence through frontal lessons conducted with the support of video projection, classroom readings, case studies and exam examples.

Learning assessment procedures

The exam consists of two parts: 1. the first part (which must be sent via email at least one week before the written exam, which constitutes the second part) requires students to write a paper on the theme of change. In particular, in this work, male and female students will have to say whether they think that people can change or not, say where they are with respect to the dimension at whose extremes are the two polarities that we can define as "people absolutely cannot change" and "people can absolutely change", arguing one's position (which means bringing evidence about one's opinions, beliefs and convictions on the matter of change) and also dealing with the issue of resistance to change. The paper must be elaborated, i.e. treat the issues in question in a non-trivial way, accompanied by data, evidence, arguments, considerations, etc. (which will also require doing some research into this) but NOT judgments; and, above all, he will have to develop a PSYCHOLOGICAL DISCOURSE on the subject, not a purely and simply personal discourse, not an ethical-moral discourse, not a religious, spiritual, astrological, common sense or mass media discourse.
2. The second part requires students to take a written exam on the two texts scheduled for the exam. The writing will be a mix of open questions and closed questions to which the students will have to answer demonstrating at least preparation (therefore that they have studied) and, as a maximum, the ability to make connections, reflect on the notions learned thanks to this course and all the previous ones and, once again, to be able to develop a PSYCHOLOGICAL DISCOURSE on a theme, that of guidance and training, which can also be treated from other points of view (but this is, in fact, a psychology exam ).
The vote will be given only to the written test in the classroom, while the elaborate, reflective, serves as a prerequisite for accessing the written test.

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 guidance, training and 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, Evaluation criteria

Exam language

Italiano