Sciences and techniques of social work

The contents of the lectures are centered on the critical analysis of the main research areas and related theoretical models that characterize the Work Psychology. This part of the course is based on four basic thematic areas: the relationship between the individual and his/her work (individual at work), and the influ-ence of the nature of organizational contexts on organizational behavior, stress and psychosocial risk fac-tors, and elements of management psychology of human resources. The practical/experiential component of teaching, provides instead for laboratory activities and/or exercises. In the following, the nature and the temporal articulation of each element of the course are shown schematically. Course introduction (2 modules, 4 hours). Module 0. Past and future of Work Psychology: Classic themes and emerging trends Module 1. Research in Work Psychology The individual at work (9 modules, 18 hours) Module 2. Work motivation Module 3. Job satisfaction Module 4. Current research on emotions at work Module 5. Personality and self-efficacy beliefs Module 6. Core self-evalutation, Psychological Capital, Positivity Module 7. Organizational citizenship behavior Module 8. Burnout, boredom and workhaolism at work The individual and the work environment (5 modules, 10 hours) Module 9. Organizational socialization of new recruits Module 10. The groups at work Module 11. Perspectives on climate and organizational culture Stress and psychosocial risk factors (3 modules, 6 hours) Module 12. Burnout, and work-related stress Module 13. Recent developments in burnout research Module 14. Counterproductive work behaviors Elements of psychology of human resource management (5 modules, 10 hours) Module 15. Work training Module 16. Work performance Module 17. The goal setting theory

The course requires an adequate knowledge of the Italian language. A useful prerequisite is the ability to read and understand texts in English.

The manual is Alessandri, G., Borgogni, L. (Edited by) (2018). Psychology of work: from research to practice (Vol. I and II). Franco Angeli, Rome.

Given the nature of the course and the educational objectives, the course will be delivered in different but integrated ways. The prevailing teaching method is that of the frontal lecture. The course topics will be pre-sented in great depth and detail, and will follow the structure of the reference manual. Active participation is however strongly encouraged. The lectures will be accompanied by seminars, conducted by researchers working on research projects that focus on some of the themes in the program, which have the aim of of-fering an updated state of the art on some specific topics. Lectures of experts from the organizational world will be planned (usually one or two psychologists per year, in service within institutions, institutions, or companies), which will provide an updated overview of some working environments of the occupational psychologist. Laboratory activities are a second important component of the course, and have the purpose of allowing each student to experiment with the practical application of some content that characterizes the discipline. They can take the form of small group activities, case analysis, and provide for the use of telematic supports.

The course will be in only presence

The exam has a double objective. First of all, to evaluate the disciplinary competences achieved by the student, in terms of knowledge of contents. The second element evaluated is the practical competence ex-pressed by the student during laboratory activities. During the course, there are two intermediate tests that will contribute equally to the composition of the final grade. The student is required to register to the tests according to the methods presented by the teacher at the beginning of the course, and recalled one week before the test (when the registration will open). The first intermediate exam is usually in the middle of the course, and the second one at the end of the course. The specific dates are communicated by the teacher at the beginning of the course. The first test address the first part of the program and the laboratory activities carried out up to that moment. The second part of the test address the second part of the program and the laboratory activities carried out up to that moment. At the beginning of the course the teacher will provide all the information about the chapters to study for the first and second tests. From the first exam session on, the exam focuses on the entire program. During the course, at the end of each learning unit, the teacher will propose in itinere evaluation tests in the form of open questions or multiple choice quizzes. These tests do not affect the exam grade but only serve to assess the state of actually acquired knowledge. The tests (intermediate and final exam) consist of 30 closed-ended questions consisting of 5 alternatives, which focus on the disciplinary contents of the course, plus an open-ended question, aimed at assessing the acquired laboratory skills. Oral integration is normally requested by the teacher. The student's grade is the result of the average of the two marks of the intermediate tests, carried out during the course. Starting from the first exam session, the grade assigned to each student corresponds to the grade obtained in the exam. The grade is established as follows: 30 points for the 30 answers closed. The honors can be obtained by correctly answering both all the answers closed, and the open-ended answer, and by obtaining an "extra bonus" for the high quality of the latter. The points achieved thanks to the participation in the research activities will be added to the exam grade. The number of the points may vary depending on the research activities organised by the teacher, or selected by the student. The number of points assigned to each research activity are established by the teacher at the beginning of the course. In no case, the points awarded for participation in research activities can contribute to the achievement of the honors.

Borgogni, L. (a cura di) (2018). Valutazione e talent management: il contributo metodologico della psicologia. Milano: Franco Angeli.

The course includes lectures

The contents of the lectures are centered on the critical analysis of the main research areas and related theoretical models that characterize the Work Psychology. This part of the course is based on four basic thematic areas: the relationship between the individual and his/her work (individual at work), and the influ-ence of the nature of organizational contexts on organizational behavior, stress and psychosocial risk fac-tors, and elements of management psychology of human resources. The practical/experiential component of teaching, provides instead for laboratory activities and/or exercises. In the following, the nature and the temporal articulation of each element of the course are shown schematically. Course introduction (2 modules, 4 hours). Module 0. Past and future of Work Psychology: Classic themes and emerging trends Module 1. Research in Work Psychology The individual at work (9 modules, 18 hours) Module 2. Work motivation Module 3. Job satisfaction Module 4. Current research on emotions at work Module 5. Personality and self-efficacy beliefs Module 6. Core self-evalutation, Psychological Capital, Positivity Module 7. Organizational citizenship behavior Module 8. Burnout, boredom and workhaolism at work The individual and the work environment (5 modules, 10 hours) Module 9. Organizational socialization of new recruits Module 10. The groups at work Module 11. Perspectives on climate and organizational culture Stress and psychosocial risk factors (3 modules, 6 hours) Module 12. Burnout, and work-related stress Module 13. Recent developments in burnout research Module 14. Counterproductive work behaviors Elements of psychology of human resource management (5 modules, 10 hours) Module 15. Work training Module 16. Work performance Module 17. The goal setting theory

The course requires an adequate knowledge of the Italian language. A useful prerequisite is the ability to read and understand texts in English.

The manual is Alessandri, G., Borgogni, L. (Edited by) (2018). Psychology of work: from research to practice (Vol. I and II). Franco Angeli, Rome.

Given the nature of the course and the educational objectives, the course will be delivered in different but integrated ways. The prevailing teaching method is that of the frontal lecture. The course topics will be pre-sented in great depth and detail, and will follow the structure of the reference manual. Active participation is however strongly encouraged. The lectures will be accompanied by seminars, conducted by researchers working on research projects that focus on some of the themes in the program, which have the aim of of-fering an updated state of the art on some specific topics. Lectures of experts from the organizational world will be planned (usually one or two psychologists per year, in service within institutions, institutions, or companies), which will provide an updated overview of some working environments of the occupational psychologist. Laboratory activities are a second important component of the course, and have the purpose of allowing each student to experiment with the practical application of some content that characterizes the discipline. They can take the form of small group activities, case analysis, and provide for the use of telematic supports.

The course will be in only presence

The exam has a double objective. First of all, to evaluate the disciplinary competences achieved by the student, in terms of knowledge of contents. The second element evaluated is the practical competence ex-pressed by the student during laboratory activities. During the course, there are two intermediate tests that will contribute equally to the composition of the final grade. The student is required to register to the tests according to the methods presented by the teacher at the beginning of the course, and recalled one week before the test (when the registration will open). The first intermediate exam is usually in the middle of the course, and the second one at the end of the course. The specific dates are communicated by the teacher at the beginning of the course. The first test address the first part of the program and the laboratory activities carried out up to that moment. The second part of the test address the second part of the program and the laboratory activities carried out up to that moment. At the beginning of the course the teacher will provide all the information about the chapters to study for the first and second tests. From the first exam session on, the exam focuses on the entire program. During the course, at the end of each learning unit, the teacher will propose in itinere evaluation tests in the form of open questions or multiple choice quizzes. These tests do not affect the exam grade but only serve to assess the state of actually acquired knowledge. The tests (intermediate and final exam) consist of 30 closed-ended questions consisting of 5 alternatives, which focus on the disciplinary contents of the course, plus an open-ended question, aimed at assessing the acquired laboratory skills. Oral integration is normally requested by the teacher. The student's grade is the result of the average of the two marks of the intermediate tests, carried out during the course. Starting from the first exam session, the grade assigned to each student corresponds to the grade obtained in the exam. The grade is established as follows: 30 points for the 30 answers closed. The honors can be obtained by correctly answering both all the answers closed, and the open-ended answer, and by obtaining an "extra bonus" for the high quality of the latter. The points achieved thanks to the participation in the research activities will be added to the exam grade. The number of the points may vary depending on the research activities organised by the teacher, or selected by the student. The number of points assigned to each research activity are established by the teacher at the beginning of the course. In no case, the points awarded for participation in research activities can contribute to the achievement of the honors.

Borgogni, L. (a cura di) (2018). Valutazione e talent management: il contributo metodologico della psicologia. Milano: Franco Angeli.

The course includes lectures