The course aims to provide knowledge about the contexts and theories related to the psychology of work, forming the skills to analyze work behaviour and to interpret the complexity of the individual, structural, cultural, economic and social factors that influence and determine such work behaviour.
With the study of the Psychology of work the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- to know the main theories of occupational psychology;
- acquire the theoretical and epistemological foundations of research applied to work contexts;
- to know the main methodological approaches used in the field of occupational psychology.
In terms of ability to apply knowledge and understanding:
- to be able to identify the needs of actors and stakeholders in the field of occupational psychology;
- to know how to define the main lines of a project of analysis of the working context;
- to be able to select procedures and techniques according to the objects and objectives of the analysis of the working context.
In terms of autonomy of judgement:
- identify the relationship between personal dynamics and decision making at the level of work organisation;
- identify the relationship between psychological elements and organizational policies;
- recognise the function of professional competence in relation to organisational culture.
In terms of communication skills:
- Being able to critically analyse the language used in the work context;
- Being able to elaborate a plan for the analysis of organizational needs.
In terms of learning ability:
- deepen one's knowledge using texts of a manualistic and scientific nature in the sector.
With the study of the Psychology of work the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- to know the main theories of occupational psychology;
- acquire the theoretical and epistemological foundations of research applied to work contexts;
- to know the main methodological approaches used in the field of occupational psychology.
In terms of ability to apply knowledge and understanding:
- to be able to identify the needs of actors and stakeholders in the field of occupational psychology;
- to know how to define the main lines of a project of analysis of the working context;
- to be able to select procedures and techniques according to the objects and objectives of the analysis of the working context.
In terms of autonomy of judgement:
- identify the relationship between personal dynamics and decision making at the level of work organisation;
- identify the relationship between psychological elements and organizational policies;
- recognise the function of professional competence in relation to organisational culture.
In terms of communication skills:
- Being able to critically analyse the language used in the work context;
- Being able to elaborate a plan for the analysis of organizational needs.
In terms of learning ability:
- deepen one's knowledge using texts of a manualistic and scientific nature in the sector.
teacher profile teaching materials
There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences.
This course will present theoretical contents and fieldwork discussions.
Moreover, there will be in-class works and visiting lectures.
The course includes lessons in English and Spanish.
V. Caggiano, Hard work on Soft skills, Teaching and Learning way to BE HAPPY , Anicia Roma 2019
Articoli di ricerca:
Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2). ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153
Caggiano, V., Belsaguy, I., (2017). Initial Training of teachers: comparative study of mexican and chines education systems. EDUCAZIONE, 5(1), 91-102. ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/131
Caggiano, V., Bellezza, A., & Piccione, V. (2017). Entrepreneurial university as innovation driver: the Salamanca Summer School case. Studi Sulla Formazione, 20(2). doi:10.13128/Studi_Formaz-22179
http://www.fupress.net/index.php/sf/article/view/22179/20572
Caggiano, V. (2016). Assunti e pratiche dell’Educazione Imprenditoriale. Il caso della Summer School# Teaching&Learning way to be happy. EDUCAZIONE, 5(1), 91-102. ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/98
Caggiano, V. (2015). Educación emprendedora y el uso de la metáfora: un camino hasta la felicidad. EDUCAZIONE, (4), 107-118. ISSN: 2280-7837, doi: 10.14668
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80
For non-attending students
In addition to the texts for those who attend, the program includes these texts:
Pedagogia dell’innovazione, Andrea Bellezza, Anicia 2017
V. Caggiano, Educazione Imprenditoriale, Aspetti psicologici dell’imprendere, Anicia Roma 2012
Programme
This course deals with the fundamentals of Work Psychology with the aim of providing a basic knowledge of: the main theories that have marked the development of this discipline, with a focus entrepreneurial education and self assessment competences;the methods and tools used in work psychology research.There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences.
This course will present theoretical contents and fieldwork discussions.
Moreover, there will be in-class works and visiting lectures.
The course includes lessons in English and Spanish.
Core Documentation
ARGENTERO, CORTESE, PICCARDO, Psicologia del lavoro, Raffaello Cortina Editore, Milano Cap: cap. 1, 2, 3, 5, 6, 7, 9, 10,13V. Caggiano, Hard work on Soft skills, Teaching and Learning way to BE HAPPY , Anicia Roma 2019
Articoli di ricerca:
Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2). ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153
Caggiano, V., Belsaguy, I., (2017). Initial Training of teachers: comparative study of mexican and chines education systems. EDUCAZIONE, 5(1), 91-102. ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/131
Caggiano, V., Bellezza, A., & Piccione, V. (2017). Entrepreneurial university as innovation driver: the Salamanca Summer School case. Studi Sulla Formazione, 20(2). doi:10.13128/Studi_Formaz-22179
http://www.fupress.net/index.php/sf/article/view/22179/20572
Caggiano, V. (2016). Assunti e pratiche dell’Educazione Imprenditoriale. Il caso della Summer School# Teaching&Learning way to be happy. EDUCAZIONE, 5(1), 91-102. ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/98
Caggiano, V. (2015). Educación emprendedora y el uso de la metáfora: un camino hasta la felicidad. EDUCAZIONE, (4), 107-118. ISSN: 2280-7837, doi: 10.14668
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80
For non-attending students
In addition to the texts for those who attend, the program includes these texts:
Pedagogia dell’innovazione, Andrea Bellezza, Anicia 2017
V. Caggiano, Educazione Imprenditoriale, Aspetti psicologici dell’imprendere, Anicia Roma 2012
Reference Bibliography
De la Fuente-Anuncibay, R., González-Bernal J., De Diego-Vallejo, R., Caggiano, V. (2017). Liderazgo educativo en centros de secundaria. Relación con la percepción y la satisfacción laboral del profesorado, Cadmo, 2, p-51-63 Bellezza, A., Caggiano, V., Bernal, J., De La fuenTe, R., & Franco, J. (2017). AUGMENTED REALITY: APPLICATIONS IN BUSINESS AND EDUCATION. DYNA, 92, 288-292. Caggiano, V., Bellezza, A., Belsaguy, I. O., & González-Bernal, J. (2017). Work Values: A Comparative Research between Italian and Spanish Youth. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(15), 95-106. Caggiano, V., Akanazu, H., Furfari, A., & Hageman, A. (2016). Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study). Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(14), 57-81. Caggiano, V., & Di Loreto, M. (2015). Valori e stili d’insegnamento nelle scuole primarie. Uno studio sulle auto-percezioni degli insegnanti. Cadmo. Martìn, A. M. C., Valdivieso, B. J. A., Caggiano, V., & Martín, A. L. J. (2013). Definición operativa de un perfil psicoinstruccional eficaz: aproximación conceptual y psicométrica en una muestra de Maestros de Educación Primaria del Sistema Educativo Español. Cadmo. Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2).ISSN: 2280-7837 Caggiano, V., Belsaguy, I., (2017). Initial Training of teachers: comparative study of mexican and chines education systems. EDUCAZIONE, 5(1), 91-102. Caggiano, V., Bellezza, A., & Piccione, V. (2017). Entrepreneurial university as innovation driver: the Salamanca Summer School case. Studi Sulla Formazione, 20(2). doi:10.13128/Studi_Formaz-22179Type of delivery of the course
The lessons include the following methods: lectures, exercises, seminars, simulations, group work, use of telematic supports (teacher bulletin board).Attendance
Attendance is optional, although the frequency is strongly recommended, considering the performance of the lessons in terms of presidential activities carried out.Type of evaluation
Verification of learning takes place through an oral test.