The teaching of Sociology of organizations will make students acquire the basic concepts of the theoretical framework of organizational sociology and examine the interconnections with other disciplines, which have, as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations
Knowledge and understanding:
- to provide knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.
Applying knowledge and understanding:
- to develop skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.
Making judgements:
- to promote critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.
Communication skills:
- can communicate about their understanding, skills and activities, concerning the course contents, with peers, supervisors and clients.
Learning skills:
- have the learning skills to undertake further studies related to the analysis of the various organizational models, with particular attention to the structural and cultural dimensions, to the coordination mechanisms, to the redesign of innovative organizational models, with a high degree of autonomy.
Knowledge and understanding:
- to provide knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.
Applying knowledge and understanding:
- to develop skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.
Making judgements:
- to promote critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.
Communication skills:
- can communicate about their understanding, skills and activities, concerning the course contents, with peers, supervisors and clients.
Learning skills:
- have the learning skills to undertake further studies related to the analysis of the various organizational models, with particular attention to the structural and cultural dimensions, to the coordination mechanisms, to the redesign of innovative organizational models, with a high degree of autonomy.
teacher profile teaching materials
- the theoretical and methodological model of organizational learning by Argyris and Schön;
- explicit knowledge, tacit knowledge and knowledge management (elements of knowledge management): from Polanyi to Nonaka and Takeuchi;
- the factors of environmental complexity and instability and the needs for change of organizations (elements of change management);
- the pressures and resistance to change within an organization;
- organizational learning and skills development: the Boyatzis model;
- organizational learning as the key to managing change and innovation: the March model;
- reflective skills as the key to a balanced development of skills in organizations.
The laboratory provides the possibility of carrying out group work (face-face for those attending, but also online for those not attending). These activities may concern the in-depth analysis and presentation of a scientific article relating to the topics covered; the design of an intervention to analyze learning processes in an organization.
Programme
The main topics covered during the laboratory are:- the theoretical and methodological model of organizational learning by Argyris and Schön;
- explicit knowledge, tacit knowledge and knowledge management (elements of knowledge management): from Polanyi to Nonaka and Takeuchi;
- the factors of environmental complexity and instability and the needs for change of organizations (elements of change management);
- the pressures and resistance to change within an organization;
- organizational learning and skills development: the Boyatzis model;
- organizational learning as the key to managing change and innovation: the March model;
- reflective skills as the key to a balanced development of skills in organizations.
The laboratory provides the possibility of carrying out group work (face-face for those attending, but also online for those not attending). These activities may concern the in-depth analysis and presentation of a scientific article relating to the topics covered; the design of an intervention to analyze learning processes in an organization.
Core Documentation
Teaching supporting materials and scientific articles are proposed by the teacher at the start of the course.Attendance
The course is face-face. Lessons take place during the second semester, on Thursdays, from 10.00 to 13.00. The program for non-attending students is the same.Type of evaluation
Student learning is assessed through a final oral exam. The objective is to verify with the student the degree of maturity of the theoretical-conceptual wealth of knowledgeacquired, thanks to individual in-depth study and reflection, and of the skills acquired thanks to team work, in terms of analytical and critical thinking. During the exam, group work is also discussed with those attending, with a focus on the personal contribution given.