Personnel, Work and Organizational Psychology

Module (Theoretical) Part (48 hours) The in-depth topics will focus on: - main theoretical models of organizational intervention, - analysis and understanding of the organizational context, - the intervention and the request for change, - subjective filters in the analysis of reality, - change and organizational culture, - change and organizational development, - organizational development and learning processes, - intervention at the individual, group, and organizational level, - evaluation of the intervention.

The course assumes a good mastery of the foundations of work and organizational psychology, of methodology for psychological research and of the psychology of intrapsychic processes underly-ing social phenomena.

The program includes one textbook and supplementary teaching material provided by the professor through a teaching bulletin board and e-learning: Petitta L. (2011). L’intervento per lo sviluppo organizzativo. Teorie e tecniche. Milano: Franco Angeli

The course includes alternating moments of theoretical presentations and practical laboratory exercises. In particu-lar, lectures, individual and sub-group exercises, organizational observation, case studies, testimonials from organ-izations, and use of e-learning. Laboratory activities include both individual and group exercise sessions. The planning of laboratory activities will be agreed upon the beginning of the course and communicated via bulle-tin board.

The attendance is optional but strongly recommended.

The exam includes a written and an oral assessment that can be requested by the professor or by the student. The written test consists of a total of three open-ended questions. In particular, two questions will ask to illustrate concepts related to theories and paradigms of the exam program, and a third question will provide information on a specific context/organizational situation and will ask to illustrate a pro-ject proposal for organizational intervention developed by the student. The aim of the written test is to ascertain the knowledge acquired by the student and the mastery in applying this knowledge for the analysis of organizational contexts and the design of projects of organizational intervention. In particular, the open-ended questions contribute both to the assessment of knowledge and to the as-sessment of the student's competence in communicating contents related to different theories and paradigms and in mastering their terminology. In addition, the open-ended question on training in-tervention design also contribute to ascertain the student's competence in the practical application of theories in designing a training intervention in all its steps (e.g., analysis of context, analysis of de-mand, objectives, roles, methodology, program, evaluation of the intervention). The objective of the oral exam is to further deepen the knowledge gained by the student and his/her competence in designing an intervention. The exam is scheduled at the end of the course. The exam includes a written and an oral assessment that can be requested by the teacher or by the student. The oral exam takes place in a different date following the written test. The written exam lasts 1 hour and 15 minutes and includes a total of three open-ended questions. In particular, two questions will ask to illustrate concepts related to theories and paradigms of the exam program, and a third question will provide information on a specific context/organizational situation and will ask to illustrate a project proposal for intervention by the student. Students who have passed the written test can access the oral. The oral exam consists of a colloquium with open questions (open stimulus). The three questions of the written test contribute to reach 30/30 points. The oral exam contributes to reach 30/30 points.

The course includes alternating moments of theoretical presentations and practical laboratory exercises. In particu-lar, lectures, individual and sub-group exercises, organizational observation, case studies, testimonials from organ-izations, and use of e-learning. Laboratory activities include both individual and group exercise sessions. The planning of laboratory activities will be agreed upon the beginning of the course and communicated via bulle-tin board.