B3084 - ORGANIZATIONAL PSYCHOLOGY AND TEAM PROCESSESS

Conoscenze e abilità da conseguire

By the end of the course, students will know: •the main theories in Organizational Psychology •the main principles of organizational structure and design •the social-psychological processes underlying teamwork •the main theories of leader-members relationships, conflict management and development of creativity-innovation outcomes •the main psychosocial processes related to organizational behavior •the main goals of psychologists’ professional activity in such domains

Contenuti

The course provides an in-depth exploration of Organizational Psychology, encompassing its theoretical, research-oriented, and professional facets. It is composed of several modules that work together to offer a comprehensive understanding of the discipline.

The objectives of this course are to cultivate knowledge and competencies in the following areas:

Understanding various types of organizations, local and global

Nudging behavioural changes in the organizations

Technology integration and adoption in organizations

Training in organizations, focusing on training design, evaluation and training transfer 

Cross-cultural management

The psychosocial impact of organizational mergers and acquisitions

Testi/Bibliografia

Mandatory readings for the written exam (close-ended questions)

Vorm, E. S., & Combs, D. J. (2022). Integrating transparency, trust, and acceptance: The intelligent systems technology acceptance model (ISTAM). International Journal of Human–Computer Interaction, 38(18-20), 1828-1845

von Thiele Schwarz, U., Nielsen, K., Edwards, K., Hasson, H., Ipsen, C., Savage, C., ... & Reed, J. E. (2021). How to design, implement and evaluate organizational interventions for maximum impact: The Sigtuna Principles. European Journal of Work and Organizational Psychology, 30(3), 415-427.

Fraboni, F., Brendel, H., & Pietrantoni, L. (2023). Evaluating Organizational Guidelines for Enhancing Psychological Well-Being, Safety, and Performance in Technology Integration. Sustainability, 15(10), 8113.

Venema, T., & van Gestel, L. (2021). Nudging in the workplace: Facilitating desirable behaviour by changing the environment. In A handbook of theories on designing alignment between people and the office environment (pp. 222-235). Routledge.

Morandini, S., Fraboni, F., De Angelis, M., Puzzo, G., Giusino, D., & Pietrantoni, L. (2023). The impact of artificial intelligence on workers’ skills: Upskilling and reskilling in organisations. Informing Science, 26, 39.

+ slides

Mandatory readings for the written exam (open-ended questions). Select two papers at your choice.

Tušl, M., Rainieri, G., Fraboni, F., De Angelis, M., Depolo, M., Pietrantoni, L., & Pingitore, A. (2020). Helicopter pilots’ tasks, subjective workload, and the role of external visual cues during shipboard landing. Journal of Cognitive Engineering and Decision Making, 14(3), 242-257.2.

Puzzo, G., Sbaa, M. Y., Zappalà, S., & Pietrantoni, L. (2023). The impact of cultural intelligence on burnout among practitioners working with migrants: an examination of age, gender, training, and language proficiency. Current Psychology, 1-15.

Brendel, H., Sbaa, M. Y., Zappala, S., Puzzo, G., & Pietrantoni, L. (2023). The Impact of Work-Related Barriers on Job Satisfaction of Practitioners Working with Migrants. Social Sciences, 12(2), 98.4.

Panchetti, T., Pietrantoni, L., Puzzo, G., Gualtieri, L., & Fraboni, F. (2023). Assessing the Relationship between Cognitive Workload, Workstation Design, User Acceptance and Trust in Collaborative Robots. Applied Sciences, 13(3), 1720

Metodi didattici

The teaching methodologies for this course are:

A) Lectures: These sessions involve a comprehensive review of the relevant literature, exploration of conceptual issues, and presentation of empirical findings by the lecturer. These sessions are interactive, allowing for questions and comments from students. The slides used in the lectures will be uploaded to the virtual platform for further reference after each session.

B) Student-Engagement Strategies: This includes the flipped classroom approach, paired and small-group activities, role-play, and case work. The flipped classroom model shifts traditional lecture content to pre-class assignments, enabling class time to be utilized for more interactive and immersive learning experiences. This method empowers instructors in their crucial role of guiding students towards deeper comprehension and more advanced application of concepts.

Ethical Conduct: All students are required to adhere to the University of Bologna's ethical code. This includes treating all peers, themselves, the course instructor, and teaching assistant with respect and courtesy, embracing and respecting diversity in all its forms.

Modalità di verifica e valutazione dell'apprendimento

Final written exam.

This consists of 40 multiple-choice questions. Each question is offering four options (one correct answer, three incorrect). The questions are based solely on the prescribed reading material and the lecture slides.Two open questions are related with optional papers. Students are responsible for sourcing the full text of the papers and chapters listed. The written exam, which lasts around 50 minutes, is scheduled approximately one week after the final class.

Active participation. 

This is evaluated using various behavioral indicators such as asking questions, taking notes, abstaining from unrelated tasks, leveraging prior knowledge and personal experiences, and engaging in both in-class and flipped class group activities. Attendance also contributes to this assessment. This component contributes to additional bonus points (max 2 points). 

Orario di ricevimento

Consulta il sito web di Luca Pietrantoni

Consulta il sito web di Monica Rubini