70014 - Human Resources Psychology

Learning outcomes

By the end of the course, students will be able to:

• understand the main theoretical models and empirical evidence concerning the psychological processes underlying work and organizational behaviour;
• analyze the factors that promote well-being, motivation, and healthy organizational functioning, as well as those associated with psychosocial risks and work-related stress;
• understand the principles of team functioning, leadership, and conflict management in educational, social, and healthcare organizations;
• design evidence-informed interventions aimed at promoting individual well-being, effective teamwork, and healthy organizational environments.

Course contents

The course explores the main topics of work and organizational psychology through an integrated perspective that combines theoretical models, empirical research, and practical applications in educational, socio-educational, and health and social care settings.

Particular attention is devoted to the psychological, relational, and organizational processes that influence individual well-being, the functioning of work teams, and the quality of services. The course adopts an approach oriented towards the design, management, and evaluation of interventions aimed at promoting healthy, inclusive, and sustainable work environments, with particular reference to services operating in contexts of social vulnerability.

The course covers the following topics:

• transformations of work and contemporary career concepts;
• the psychological contract;
• work motivation;
• emotions at work, emotional labour, and emotional dissonance;
• work-related stress, psychosocial risks, workplace bullying (mobbing), burnout, and work engagement;
• organizational well-being, organizational commitment, and work-life balance;
• work teams, team building, and conflict management;
• leadership and coordination of multidisciplinary teams;
• organizational change and innovation;
• designing interventions to promote organizational well-being;
• diversity management and inclusion.

Readings/Bibliography

ATTENDING STUDENTS

Students are considered attending if they participate in at least 70% of the 48 contact hours.

Attending students follow a differentiated examination programme, as part of the intended learning outcomes is achieved through classroom activities (case discussions, practical exercises, group work), which constitute an integral part of the learning process.

To prepare for the examination, attending students are required to study the following materials:

1. Guglielmi, D., & Mazzetti, G. (2025). Elementi di psicologia del lavoro. Teorie e strumenti per le professioni socioeducative e sanitarie. Il Mulino.
   
2. Teaching materials made available on the Virtuale platform.

For attending students, the study of Elementi di psicologia del lavoro is limited to the topics covered during the lectures. 

 

NON-ATTENDING STUDENTS

To prepare for the examination, non-attending students are required to study the following textbooks in their entirety:

1. Guglielmi, D., & Mazzetti, G. (2025). Elementi di psicologia del lavoro. Teorie e strumenti per le professioni socioeducative e sanitarie. Il Mulino.
   
2. Guglielmi, D. (2015). Mobbing. Quando il lavoro ci fa soffrire. Il Mulino.
   
   

ERASMUS STUDENTS

Erasmus students who wish to prepare the course and take the final examination in English are required to study the following textbook:

1. Chmiel, N., Fraccaroli, F., & Sverke, M. (Eds.). (2017). An Introduction to Work and Organizational Psychology: An International Perspective (3rd ed.). Wiley.

The examination syllabus includes Part II (Organization-Focused) and Part III (People-Focused), corresponding to Chapters 9–24 (pp. 159–467).

Teaching methods

The course adopts an active and participatory teaching approach, combining lectures with experiential learning methods, including professional simulations (In-Basket), case discussions, group work, and Project-Based Learning (PBL) activities. These teaching methods are designed to facilitate the application of theoretical knowledge to realistic professional situations and to develop students' analytical, intervention-design, problem-solving, collaborative, and decision-making skills in educational, socio-educational, and health and social care settings.

The course is part of the University of Bologna's Teaching Innovation Project. As part of this initiative, 8 hours of teaching will be delivered in a hybrid format, using innovative teaching methods that promote active student participation, collaborative learning in small groups, and the use of interactive digital tools to support case discussion and problem-solving.

Assessment methods

Students are considered attending if they participate in at least 70% of the 48 contact hours.

A different assessment scheme is provided for attending students, as part of the intended learning outcomes is achieved through the learning activities carried out during the course.

 

ATTENDING STUDENTS

The final assessment is based on:

• a group presentation, consisting of a critical analysis of a scientific article discussed in relation to the theoretical models and topics covered during the course;
• a written examination covering the topics addressed during the lectures.

The group presentation will be assessed according to the criteria listed below and may increase the grade obtained in the written examination by up to 3 points.

The group presentation will be evaluated according to the following criteria:

• scientific rigour of the analysis;
• ability to relate the findings of the article to the course contents;
• critical thinking and discussion skills;
• clarity of presentation and effectiveness of communication.

The written examination consists of 5 open-ended questions to be completed within 60 minutes. Answers will be assessed according to the following criteria:

• appropriate use of disciplinary terminology and clarity of expression;
• relevance to the question;
• completeness and accuracy of the discussion;
• ability to establish critical connections among the different topics covered in the course.
  

 

NON-ATTENDING STUDENTS

Assessment consists of a written examination covering the entire syllabus prescribed for non-attending students.

The examination consists of 5 open-ended questions to be completed within 60 minutes. Answers will be assessed according to the following criteria:

• appropriate use of disciplinary terminology and clarity of expression;
• relevance to the question;
• completeness and accuracy of the discussion;
• ability to establish critical connections among the different topics covered in the course.

Teaching tools

Teaching activities will be supported by PowerPoint presentations, illustrative videos, and other learning materials. The lecture slides, together with any supplementary materials (e.g., scientific articles), will be progressively made available on the University's Virtuale e-learning platform, within the course webpage.

Students with specific learning disorders (SLD) or disabilities are encouraged to contact the University's dedicated support service as early as possible:
https://site.unibo.it/studenti-con-disabilita-e-dsa/en

Any adaptations to teaching activities or assessment methods will be defined by the University support service and must be submitted to the lecturer for approval at least 15 days in advance, taking into account the intended learning outcomes of the course.

Office hours

See the website of Greta Mazzetti