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

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

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 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

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 transferred 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 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 transferred 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 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 transferred 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 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 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 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

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

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

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.