OVERVIEW

The course proposes a recognition of the main evolutions of work scenarios to focus on the psychological dimensions that characterize the complex relationship between subject and organization and the solicitations that they propose to the professional figures operating in them, with particular reference to the psychologist.

AIMS AND CONTENT

LEARNING OUTCOMES

To build conceptual maps for the understanding of the relationship between the individual, the organization and the evolution of work scenarios. To develop skills to observe the different organizational contexts in which the psychologist works. To promote methodological competencies and a first contact with tools useful for professional work with people and groups in organizational contexts.

AIMS AND LEARNING OUTCOMES

At the end of the course, students will be able to:

o    Interpret the different organizational contexts in which the psychologist operates.

o    Apply theoretical-conceptual maps for the understanding of some of the most significant phenomena related to organizations.

o    Describe and differentiate the several conceptions of organization;

o    Describe the different dimensions of organizational analysis;

o    Illustrate the historical and theoretical traditions of organizational studies;

o    Describe some typical constructs of work psychology: organizational culture, motivation, leadership, training, safety at work, organizational health, well-being

o    Demonstrate awareness of one's preferred learning strategies, organization and assessment of personal learning according to what has been understood and learned

PREREQUISITES

None

TEACHING METHODS

• Lectures in active and participatory mode
• Small group work in the classroom
• Case studies
• Professional Testimonials

SYLLABUS/CONTENT

• Historical evolution of the discipline and paradigms
• The person's relationship with work
• Relationship with the role and interpersonal relationships
• The relationship with the organization
• Manage relationships in the organization
• Satisfaction, health and well-being

RECOMMENDED READING/BIBLIOGRAPHY

The detailed program for people enrolled in Psychological Sciences and Techniques (10 CFU) is as follows:

Avallone F. (2020). Psicologia del lavoro e delle organizzazioni. Roma, Carocci.

Chapters:

1.1 Significati del lavoro

3. Origini e sviluppo della psicologia del lavoro e delle organizzazioni

4. Paradigmi e teorie della psicologia del lavoro e delle organizzazioni

5. Ricerca e professione in psicologia del lavoro e delle organizzazioni

10. Le competenze professionali

11.4 Il contratto psicologico

14. Il gruppo di lavoro

16. L’organizzazione

17. Le culture organizzative

18. Cambiamento e sviluppo organizzativo

19. Comunicare

20. Motivare

21. Influenzare e guidare

23. Negoziare

25. Apprendere

26. La soddisfazione lavorativa

27. Sicurezza, infortuni e rischi professionali

28. Stress, rischi psicosociali e salute organizzativa

In addition to the book chapters, attending students will also have to use the teaching materials (handouts) provided during the course, which can be used to focus the study on the most significant topics of the program.

Those who, for justified reasons, cannot guarantee attendance within the deadlines set out in the Degree Course Regulations (65% of lecture hours), the program is based on the whole handbook

Avallone F. (2020). Psicologia del lavoro e delle organizzazioni. Roma, Carocci.

The program for those who enrol in the 6 CFU course will be on the following chapters of the Avallone F. (2020). Psicologia del lavoro e delle organizzazioni. Roma, Carocci:

·       10. Le competenze professionali

·       19. Comunicare

·       20. Motivare

·       21. Influenzare e guidare

·       23. Negoziare

·       25. Apprendere

·       26. La soddisfazione lavorativa

·       27. Sicurezza, infortuni e rischi professionali

·       28. Stress, rischi psicosociali e salute organizzativa

Erasmus students are invited to participate to the classes during the course in order to actively engage with the academic activities of UniGe.

The program and recommended textbook is as follows:

• Bauer, T., & Erdogan, B. (2012). An introduction to organizational behavior. (Chapters 5, 6, 7, 8, 9, 10, 12, 14, 15)

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

The course will take place in the second semester

To check the detailed schedule of the lessons, please see this website:

https://disfor.unige.it/didattica/orario-lezioni

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

For attending students:

The exam consists of a written test (multiple choice test) and an oral test to deepen some elements emerging from the written test. The two tests take place on the same day (if the number of candidates allows it).

For students who do not attend for justified reasons:

The exam consists of a written test (multiple choice test) and an oral test to deepen some elements emerging from the written test and theother topics indicated in the program. The two tests take place on the same day (if the number of candidates allows it).

Students with SLD, disability or other special educational needs are advised to contact the teachers at the beginning of the course to agree on teaching and examination methods that, in compliance with the teaching objectives, take into account individual learning methods and provide suitable compensatory tools.

ASSESSMENT METHODS

The written test will assess the mastery of the contents shared the course, in relation to the expected learning outcomes. The multiple-choice questions will assess knowledge, analysis and reflection skills. The open-ended questions asked during the oral exam will be formulated to evaluate, in addition to theoretical knowledge, the ability to connect theories and concepts, the ability to critically analyze, as well as the accuracy of specialized vocabulary.

Exam schedule

FURTHER INFORMATION

All students are invited to periodically consult the page of this course on the AulaWeb e-learning portal (accessible from the University website or at: www.aulaweb.unige.it). All information and materials related to this course are published on this website.

For students with disabilities or specific learning disabilities (SLD)

Students with disabilities or SLD are reminded that in order to request adaptations during the exam, they must first enter the certification on the University website on page servizionline.unige.it in the "Students" section. The documentation will be verified by the University's Services for the Inclusion of Students with Disabilities and SLD Sector (https://rubrica.unige.it/strutture/struttura/100111). Subsequently, significantly in advance (at least 10 days) of the exam date, an e-mail must be sent to the teacher with whom the exam will be taken, including a copy of the knowledge of both the teacher who is the School Referent for the inclusion of students with disabilities and SLD (laura.traverso@unige.it) and the Sector indicated above using one of the following addresses (disabili@unige.it; dsa@unige.it; inclusione.studenti@info.unige.it). In the e-mail you must specify:

1.              The name of the course

2.              the date of the exam session

3.              the student's surname, first name and matriculation number

4.              compensatory tools and dispensatory measures considered functional and required.

The contact person (Prof. Laura Traverso) will confirm to the teacher that the applicant has the right to request adaptations in the d' examination and that these adaptations must be agreed with the teacher. The teacher will respond by communicating whether it is possible to use the requested adaptations. Requests must be sent at least 10 days before the date of the exam in order to allow the teacher to evaluate the content. In particular, if you intend to use concept maps for the exam (which must be much more concise than the maps used for study) if the submission does not meet the deadline, there will not be the technical time necessary to make any changes, which may be requested by the teacher. For further information on the request for services and adaptations, please consult the document: Guidelines for the request for services, compensatory tools and/or dispensatory measures and specific aids