To know the interconnections between Work Organization, Organizational Development and Human Resources Management, with particular attention to Lifelong Learning and CVET and be able to apply this knowledge to different professional contexts.
To acquire open-minded and critical attitudes towards continuing changes in organizational life, enhancing the ability in analyzing scenarios and recognize which factors could modify the role and the professional practices of CVET in enterprises, both in the brief and long term.
To acquire open-minded and critical attitudes towards continuing changes in organizational life, enhancing the ability in analyzing scenarios and recognize which factors could modify the role and the professional practices of CVET in enterprises, both in the brief and long term.
teacher profile teaching materials
The course is divided into four areas (3 of 10 hours and the fourth of 6 hours, for a total of 36 hours).
The first area introduces the main themes of the discipline with particular attention to the dimensions of the contemporary debate. In the first area, the topics will concern organizational models, human resource management and recruitment methodologies in the various organizational contexts, the relationship between learning and knowledge with particular regard to the topic of organizational cultures and sensemaking.
In the context of a reflection on the contemporary transformation of work induced by digitalization, the theme of Industry.4 and teamwork will be studied.
The second area focuses attention on the community of practice approach, as a tool for training and knowledge management in organizations.
In the third area, Work based learning is examined, contextualized in the European scenario and with reference to the VET and CVET frame works.
The last area, the fourth, addresses the issue of Human Development (the ISU issue, the theories of Sen and Nussbaum: the capability approach and social justice).
The areas studied will provide the methodological tools to interpret the complexity of organizational and training development in the world of work and in general in public and private organizations. The course provides for the alternation of lectures with moments of training planning and case studies. In each area there is an exercise laboratory on issues relating to the area itself. Collaborative design work will start in the laboratories with students who will be an integral part of the exam.
Area 1
• The socio-organizational scenarios for a pedagogy of human resources and organizations: theoretical frame work
• Laboratory on "Needs analysis"
• "Soft skills and Organizations" laboratory
Area 2
• The theoretical approach of communities of practice
• Workshop on "Bricks x Tips"
Area 3
• Work based learning, CVET and VET
• The skills model: construct analysis
• Validation and certification of skills: the European approach (ECVET, EQF)
Area 4
• The foundations of the Nussbaum approach: educational capabilities and welfare
• Educational dimensions of the approach to capability in social and school habitats
* Part of the program is dedicated to early childhood and applications to educational settings for children.
Alessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e terza parte)
Alessandrini G. (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma
Caggiano V. (2019), Hard work on Soft Skills
Articoli
1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study)
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844
2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154
3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183
4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups
5. Entrepreneurial university as innovation driver: the Salamanca Summer School case
6. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana
7. INITIAL TRAINING OF TEACHERS: COMPARATIVE STUDY OF MEXICAN AND CHINESE EDUCATION SYSTEMS
8. EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80
Programme
Program Module I - Pedagogy of human resources and organizationsThe course is divided into four areas (3 of 10 hours and the fourth of 6 hours, for a total of 36 hours).
The first area introduces the main themes of the discipline with particular attention to the dimensions of the contemporary debate. In the first area, the topics will concern organizational models, human resource management and recruitment methodologies in the various organizational contexts, the relationship between learning and knowledge with particular regard to the topic of organizational cultures and sensemaking.
In the context of a reflection on the contemporary transformation of work induced by digitalization, the theme of Industry.4 and teamwork will be studied.
The second area focuses attention on the community of practice approach, as a tool for training and knowledge management in organizations.
In the third area, Work based learning is examined, contextualized in the European scenario and with reference to the VET and CVET frame works.
The last area, the fourth, addresses the issue of Human Development (the ISU issue, the theories of Sen and Nussbaum: the capability approach and social justice).
The areas studied will provide the methodological tools to interpret the complexity of organizational and training development in the world of work and in general in public and private organizations. The course provides for the alternation of lectures with moments of training planning and case studies. In each area there is an exercise laboratory on issues relating to the area itself. Collaborative design work will start in the laboratories with students who will be an integral part of the exam.
Area 1
• The socio-organizational scenarios for a pedagogy of human resources and organizations: theoretical frame work
• Laboratory on "Needs analysis"
• "Soft skills and Organizations" laboratory
Area 2
• The theoretical approach of communities of practice
• Workshop on "Bricks x Tips"
Area 3
• Work based learning, CVET and VET
• The skills model: construct analysis
• Validation and certification of skills: the European approach (ECVET, EQF)
Area 4
• The foundations of the Nussbaum approach: educational capabilities and welfare
• Educational dimensions of the approach to capability in social and school habitats
* Part of the program is dedicated to early childhood and applications to educational settings for children.
Core Documentation
Testi di riferimentoAlessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e terza parte)
Alessandrini G. (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma
Caggiano V. (2019), Hard work on Soft Skills
Articoli
1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study)
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844
2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154
3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183
4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups
5. Entrepreneurial university as innovation driver: the Salamanca Summer School case
6. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana
7. INITIAL TRAINING OF TEACHERS: COMPARATIVE STUDY OF MEXICAN AND CHINESE EDUCATION SYSTEMS
8. EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80
Type of delivery of the course
Three tests are scheduled during the program, to be carried out on the dedicated remote platform, as well as dedicated Forum and blog activities. passing the intermediate tests, with a minimum of 60/100 for each test, will give access to the final oral test.Type of evaluation
Three tests are scheduled during the program, to be carried out on the dedicated remote platform (EDUFORM); the positive evaluation (minumum 60/100) relative to the intermediate tests will give access to the final oral test. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented.