Personnel, Work and Organizational Psychology

Educational objectives

Through the lectures students will have to know the main statistical models for multivariate analysis examined in class. Students in particular must know how to choose the most appropriate multivariate statistical analysis models for the analysis of real data. Knowing how to interpret the results of studies and research in which these models are used.
Through the practical activities of the laboratory students will need to know the software used for the application of the models for multivariate analysis examined in class. In particular, students will have to know how to correctly interpret the outputs of the Mplus and SPSS programs, and build programs in Mplus language-syntax for the analysis of structural models with latent variables (confirmatory factor analysis, models with only observed variables, complete models on a single group). Finally, students must be able to correctly use the Mplus and SPSS programs to analyze real data (data screening, exploratory analysis, confirmatory analysis).
Knowledge and understanding: The student must demonstrate knowledge and ability to understand the techniques of data analysis used in scientific articles and research in applied psychology.
Applying knowledge and understanding: The student must be able to apply the techniques of statistical analysis of the most appropriate data to the research problems typical of applied psychology and more generally of psychology.
Making judgements: The student, through the research problems proposed in the lectures and lab exercises, will develop the skills to integrate different and complex knowledge in the field of data analysis applied to research problems in applied psychology; will be able to formulate decisions and conclusions regarding the research hypotheses and the phases in which the research is organized; finally, he/she will be able to make a reflection on the social and ethical responsibilities connected to the conduction of research with human subjects, and on the impact of the decisions made in relation to the results deriving from the application of data analysis techniques.
Communication skills: The student will be able to elaborate written materials and oral presentations able to communicate the knowledge (for example the results of the application of data analysis techniques) and to illustrate the processes that led to their acquisition (e.g., the collection of data and the statistical analysis of them) to specialists and non-specialist stakeholders.
Learning skills: Through the lectures and through practical laboratory experiences the student will acquire not only knowledge in the field of data analysis, but also the ability to deepen both the theoretical and practical aspects in an autonomous way, in order to be able to undertake any subsequent studies (masters, doctorates, specializations) with high autonomy.

Educational objectives

The general goals of the course relate to the development of knowledge, critical skills and competences in the design and implementation of HR processes, namely recruitment, selection and assessment, which are presented in accordance with theoretical models and constructs of work and organizational psychology. Special attention will be devoted to the specificity of the organizational contexts in which these processes take place, as well as to the practical and ethical aspects.
During lectures the main theoretical approaches to selection will be presented, together with the psychological constructs to take into account in individual assessment. Then, the different methodologies, tools and techniques will be illustrated.
During the laboratory, students will be involved in direct experimentation (through exercises and cases) and the subsequent discussion will allow the development of specific skills.
The course also stimulates the comparison with real organizational life in two ways: with the participation of managers that will share their job experience with students, by inviting students to realize, in small groups, a selection project work in which they will be asked to conduct an interview “on the field”.
Knowledge and understanding.
Students through lecture, exercises and in-depth study of texts, at the end of the course will have developed knowledge regarding:
1) the key elements and techniques of job analysis, considering the specificity of the organizational context;
2) the main psychological constructs to consider for the definition of a selection profile and its assessment (traits, motivations, knowledge, skills, competences, etc.) and the differences among them;
3) the main techniques and most relevant tools to detect such dimensions (interview, psychological tests, simulations) and their main characteristics and limitations;
4) methods and problems related to recruitment (traditional and on the web), also taking into account the characteristics of the labor market
5) the methodology of Assessment Center (in terms of basic requirements, types of dimensions, exercises, and different structure in line with the different objectives)
Applying knowledge and understanding.
Students at the end of the course will be able to:
1) Build a job analysis interview
2) Evaluate the quality of the information present in an already existing job description
3) Define a selection profile logically derived from a job position
4) Design a selection process
5) Consciously choose the tools to be used in relation to the selection objectives
6) Build a grid of questions for the selection interview
7) Analyze a report of a psychological test and evaluate the need for further information
8) Choose the most appropriate recruitment channels
9) Build an Assessment Center dimensions/exercise matrix
10) Create an observation grid
11) Evaluate the consistency of an Assessment Center process with the International AC Guidelines
12) Verify the effectiveness of a selection and /or assessment process.
Making judgements.
Through exercises and organizational cases, students are encouraged to develop critical thinking and autonomy of judgment, moreover, during lectures and discussions, students are encouraged to identify the complexity of recruitment and selection processes, in terms of their organizational, social and ethical implications. The participation of invited managers and the group project-work carried out by students contribute to highlight the different points of view and approaches to problems. The activities related to the selection project, including the plenary presentation, allow to stimulate critical reflection, starting from the discrepancy between what has been presented in class and what emerged “on the field”.
Communication skills.
Dealing with the study of different materials and texts (chapters written in Italian/English, chapters with a psychological/managerial approach, scientific/popular articles), together with the participation of psychologists and managers, is aimed at facilitating the acquisition of different communication registers. Moreover, during laboratory, students will be invited to present their group work and to actively participate to develop communication skills.Since project-works will be carried out during the course (and presented in the last week of the course), students will be encouraged to organize their study on time and in parallel with the lessons and to plan the activity “in the filed”, in a self-managed and autonomous way. The information seeking and the use of web resources (professional databases, search engines, social network as Linkedin) will be stimulated for in-depth analysis and to familiarize with important tools of contemporary world of work.

Educational objectives

The course aims to provide the theoretical and instrumental tools for analyzing processes that promote engagement and wellbeing or determine stress-generating dynamics in organizational environments. The professionalizing laboratory has the following objectives: 1) the acquisition of skills related to the administration and scoring of assessment and diagnosis tools, 2) the acquisition of skills related to the design of intervention or prevention interventions.
Knowledge and understanding.
The course aims to provide a broad knowledge of theoretical and intervention models relating to the issues of engagement, well-being and organizational maladjustment. In addition, the understanding of the strengths and limitations of the different models will be ascertained, providing the basis for their correct and flexible application within different organizational scenarios.
Applying knowledge and understanding.
At the end of the course the ability to use different analysis and diagnosis tools will be ascertained together with the ability to plan an organizational intervention, relating to one of the three areas covered by the course (stress, well-being, or engagement) in all its phases.
Making judgements.
The course will encourage a critical reading of the various theoretical and intervention models presented, together with the ability to frame the phenomena of stress, well-being and engagement using a broader organizational lens.

Educational objectives

General aims.
The course aims at providing the students with theoretical and practical knowledge that will help them understand how the theoretical models for the study of personality characteristics as well as to practice the main tools for personality assessment.
The expected learning outcomes will be: a competent and critical reading of theoretical models related to personality psychology; up-to-date knowledge of the scientific literature concerning the association between personality and adaptive/maladaptive outcomes; profile analysis of single cases.
Students will learn how to master the main principles guiding the assessment process as well as the main personality tools used in organizational settings. During the course, students will also acquire the practical and technical abilities related to the assessment procedures (administration and interpretation of the results). A specific focus will be on identifying the personality characteristics and profiles associated with adaptive/maladaptive functioning.
Specific aims.
Knowledge and understanding: passing the exam ensures being able of understanding and using the most widely used tools for the assessment of personality characteristics.
Applying knowledge and understanding: passing the exam ensures mastering the knowledge and use appropriate instruments for the research and the assessment of personality in organizational settings.
Making judgment: passing the exam ensures being able to make informed judgments and evaluations of both theoretical models and assessment instruments, recognizing their strengths and limits. Moreover, passing the exam implies the capacity to plan a personality assessment across different organizational settings. These abilities will be attained through discussions on single cases and reports.
Communication skills: passing the exam ensures that students master the communication abilities and tools needed for developing scientific reports both in the written and oral format.
Learning skills: passing the exam ensures the acquisition of transversal skills that will help students deepen more advanced topics related to psychological assessment. Single cases of personality profiles of children, adolescents, and adults will be discussed in class to foster their learning skills.

Educational objectives

The overall objectives of the course refer to learning and acquiring of assessment and development methods for human resources in organizational contexts, paying attention to psychosocial processes and environment in which such methods will be implemented, mastery and project of competency models, goal setting technique and conceptual principles of coaching. Competencies related to job analysis, performance management and potential assessment will be tranferred and developed through laboratory activities..
knowledge and understanding
Classroom lectures, supplementary readings and testimonies will enable students to acquire basic knowledge regarding:
job analysis and assessment, performance and potential assessment, main tools and techniques useful in such fields;
performance management;
technical, human/relational and management issues implied into the performance management;
goal setting;
determinants of organizational behavior;
main methods for performance and people development;
personal resources and individual characteristics for the potential.
applying knowledge and understanding
Classroom lectures, supplementary readings, testimonies and exercises will enable students to acquire basic competencies regarding:
job analysis reporting;
analyzing and reviewing a performance management process;
evaluating the potential to be measured to identify the better tools for estimate it;
encouraging a performance management culture alongside the people value;
facilitating the person-environment fit;
implementing performance assessment programs customized for each organization;
producing competency models customized for each organization;
producing a performance appraisal sheet;
projecting a potential assessment and development process;
training managers to evaluate professionals.

making judgements
Judgment autonomy will be developed by:
critical analysis of assigned supplementary readings, consisting in articles;
a “fieldwork” in which students are required to interview employees about performance and potential assessment practices used and to highlight strengths and weaknesses of them;
deepening data collected by classroom presentations and group debate;
critical analysis of the presentations;
exercises made ad hoc.

communication skills
Comunicative skills will be developed by presentations of articles assigned to students, presentations of results deriving from interviews conducted in the organizations, constant stimulation for participating during discussion and, finally, simulations and relative notes and reflections.

learning skills
Proactivity and self-regulation in learning will be encouraged by readings or deepening, searching for additional educational material on web site, or asking professor and lecturers during classroom lessons. During laboratory activities, students will be stimulated to search for supplementary documents and information regarding the organizational practices aimed to human resources assessment and development.

Educational objectives

The course aims to provide theoretical frameworks and practical tools for analyzing interpersonal and group dynamics in work and organizational contexts. The professionalizing laboratory has the following objectives: 1) the acquisition of skills related to communication and management skills that prevent discriminations, 2) the acquisition of assessment and intervention skills that promote acceptance and value differences within work and organizational contexts.
Knowledge and understanding.
The course aims to provide a broad knowledge of theoretical and intervention models relating to the issues of interpersonal and group dynamics, and of the management of relationships in different organizational contexts (e.g., selection, assessment, training).
Applying knowledge and understanding.
At the end of the course the ability to apply different analysis and diagnosis methods to assess interpersonal dynamics and communications strategies within organizational contexts. The ability to plan and carry out psychological intervention aiming at promoting positive interpersonal relationships will be also assessed.
Making judgements.
The course will encourage a critical appraisal of the different theoretical models in the field of interpersonal dynamics and diversity management. Particular emphasis will be given to critical appraisal of interventional models to promote acceptance and value differences.
Communication skills.
The course will promote the development of the specific lexicon that characterize the different theoretical models and approaches presented. The individual ability to present interpersonal and group analysis and interventional projects will also be sought.
Learning skills.
During the course, learning skills will be promoted using several methods including learning by experience, roleplaying, and in-depth theoretical and methodological learning.

Educational objectives

The course aims to provide the conceptual elements and to acquire psychological competences in relation to analysis and intervention for organizational development. The workshop (laboratory) aims to: 1) develop competences in planning all steps of an organizational intervention; 2) analyze and diagnose one’s own subjective styles of designing an intervention. Overall, both lectures and laboratory practice will allow students to acquire competences in the design of all phases of the organizational intervention.

Educational objectives

The course aims to provide students with the basic conceptual and practical skills as future professionals, specifically related to the need analysis, design, management and evaluation of organizational training interventions. A psychosocial approach and a learning organization framework will be adopted.
Knowledge and understanding– At the end of the course, students will know main theories and models on the organizational training process, will be able to identify the role some organizational factors play in the training process (e.g., organizational culture) and to choose adequate techniques for training intervention management.

Applying knowledge and understanding– The course includes interactive lessons, with examples, work on case study and exercises during the workshop lessons. Applying theory to practice will support the students’ ability, at the end of the course, to project a training intervention, adapting the acquired knowledge to specific organizational contexts and to possible critical issues (COURSE). Students will also develop the basic skills for the management of a training intervention (LAB).

Educational objectives

Apply knowledge, understanding and problem-solving abilities in new or unfamiliar topics within multidisciplinary contexts.
Learning skills to study in a manner largely self-directed or autonomous.

Educational objectives

External Practical Evaluative Internship (TPV) 18 CFU
The activities of the practical, evaluative internship—through direct observation and the execution of targeted tasks—enable situated learning and the development of essential competencies, procedural skills, and relational abilities necessary for professional practice. These activities should be aimed at learning the methods, tools, and procedures relevant to applied psychology contexts, particularly organizational settings. They may include practical field experiences, observation, participation in workgroups, simulations, project writing, and other activities designed to teach how psychologists operate and intervene within organizations. Specifically, the competencies to be acquired during the external internship include:
- The appropriate use of psychological tools and techniques for case assessment (individual, dyad, group, or organization)
- The formulation of theoretically grounded and evidence-based professional intervention hypotheses
- The ability to analyze, listen, and connect with the context and the client/audience
- The preparation of reports and their communication to the patient/client/user/institution/organization
- Independent and critically oriented reflection on the internship experience
- The integration of theory, tools, and psychological practice
- The development and maintenance of appropriate relationships with colleagues
- Knowledge of and mastery over the ethical and professional implications of the activities carried out.

Internal Practical Evaluative Internship (TPV) 2 CFU
The 2 CFU for the Internal Practical Evaluative Internship (TPV) are dedicated to critical reflection on the experience gained in an organizational context. The main goal is to focus on one’s personal growth, with particular emphasis on developing professional expertise and cultivating a psychological approach that is always ethically and professionally sound.
The specific objectives of the course are:
-To support students in reflecting on their internship experience in order to foster the development of psychological competencies and the adoption of a professional psychologist’s mindset;
-To deepen knowledge and skills related to the legal and ethical aspects of the profession, highlighting their key distinguishing features.

Educational objectives

1 CFU in "Other Professionalising Activities" aim at allowing the students to integrate their knowledges and skills with those which, though important for their future profession, are not part of the degree program.
knowledge and understanding
Depending on the activities they choose, students will acquire specific professional knowledge.
applying knowledge and understanding
Depending on the activities they choose, students will have the opportunity for applying their knowledge and skills to specific professional fields.
making judgements
Depending on the activities they choose, the larger scope of their professional skills will allow the students to increase their ability of making autonomous judgements.
communication skills
Depending on the activities they choose, students will interact with professionals from psychology and other disciplines. Such interaction will allow them to sharpen their communication abilities even out of their professional field.
learning skills
Depending on the activities they choose, students will be able to face fields and topics requiring different learning strategies.

Educational objectives

The purpose of the master’s thesis is to develop the students’ scientific problem-focused approach and improve their ability to pursue lifelong learning. In their work on the thesis, the students will train in resolving problems independently, critical assessment of scientific literature and formulating clear research questions.
Knowledge and competences, as well as the students’ ability to apply knowledge and competences, their ability to communicate, and their ability to make judgements will be evaluated by their tutor and co-tutor, and by a jury of professors on the basis of thesis presentation (both written and oral) and defense.