94244 - Work and Orientation Psychology

Learning outcomes

At the end of the course, students will:

• be able to integrate knowledge from Work and Organizational Psychology and Career Guidance in order to design educational and guidance interventions consistent with the needs of target groups and organizational constraints;

• know the main models of career development and employability within organizations and be able to apply them to understand and support processes of job entry, professional growth, and career transitions;

• know the main theoretical models in Work Psychology related to labour market changes, motivational processes, and work engagement in organizational contexts;

• know the psychosocial models related to decision-making processes, behavioural change in organizations, and group dynamics;

• know the principles of occupational safety and the main psychological factors involved in risk perception and risk management;

• be able to recognize the psychosocial factors influencing work-related well-being and ill-being, with particular reference to work-related stress, burnout, and coping strategies;

• be able to critically interpret group dynamics and change processes within educational and social contexts;

• be able to analyse organizational contexts and professional roles through tools such as Job Analysis and Job Design;

• know the main theoretical models of career guidance, with particular reference to processes of choice, development, and professional transition;

• know specific career guidance tools such as career anchors and competence-based assessment (skills assessment), useful for exploring values, resources, and professional trajectories;

• know the Individual Placement and Support (IPS) model as an approach to job placement and re-employment, with particular attention to contexts of vulnerability and socio-labour inclusion;

• be able to apply career guidance tools and models to support individuals and groups in processes of choice, job entry, and professional development.

Course contents

The course aims to introduce and explore the main topics of Work and Organizational Psychology and Career Guidance, integrating theoretical perspectives, research findings, and practical implications. The objective is to provide students with knowledge and tools to understand how organizational contexts function, the psychological processes related to work, and the main guidance actions that support educational and professional transitions.

In particular, the course addresses the following topics:

• Changes in the labour market and contemporary organizations, with reference to transformations in employment models and their implications for educational professions.

• Career development and employability within organizations, with particular attention to professional growth processes, the construction of work identity, and the role of organizations in supporting sustainable career development over time.

• Motivational processes and work engagement, with a focus on the quality of work experience and the construction of professional meaning.

• Decision-making processes in organizational contexts and behavioural change within organizations, with particular reference to human service settings.

• Group dynamics and psychological safety as conditions for the effective functioning of educational teams.

• Occupational safety and risk management, including psychological models of human behaviour, non-technical skills, and cognitive biases in risk perception.

• Work-related stress, burnout, and coping strategies, in relation to the sustainability of the educational profession and individual and organizational well-being.

• The analysis of professional roles through tools such as Job Analysis and Job Design, aimed at understanding required competencies, identifying potential skill gaps, and supporting individuals in interpreting labour market opportunities and demands.

• The functions of educational and career guidance, understood as informational, training, and counselling activities supporting choices and transitions.

• Career anchors and the skills assessment process (competence-based assessment) as tools for exploring values, resources, and professional trajectories.

• Guidance actions for job placement, re-employment, and professional development, with particular reference to supporting transitions and promoting employability.

• The Individual Placement and Support (IPS) model, aimed at facilitating the employment of individuals in vulnerable situations, including an in-depth examination of its core principles and potential applications in socio-educational contexts.

Readings/Bibliography

Preparation for the final examination necessarily requires the study of the materials presented and discussed during lectures (slides and any additional teaching materials provided by the instructors).

Students are also required to study the following texts:

1. Guglielmi, D., & Chiesa, R. (2021). Orientamento scolastico e professionale. Bologna: Il Mulino.

   • Chapter I. New challenges for guidance

   • Chapter III. Functions of guidance and the competencies required to implement them

   • Chapter V. Group guidance

   • Chapter VI. Guidance actions for job placement, re-employment, and professional development

2. Toderi, S., & Sarchielli, G. (2013). Sviluppare la carriera lavorativa. Bologna: Il Mulino.

   • Chapter III. Career Anchors Theory

   • Chapter IV. Methods for assessing career anchors

3. Fioritti, A., & Albano, F. (Eds.). (2025). Individual Placement and Support. Manuale italiano del metodo per il supporto all'impiego delle persone con problemi di salute mentale (Revised and expanded edition). Bologna: Bologna University Press.
   Part Two. IPS paradigm, model and method: an evidence-based practice

   • Chapter II.1. From psychiatric rehabilitation to recovery-oriented interventions: The IPS case

   • Chapter II.2. The IPS method: principles and methodological aspects

   • Chapter II.3. Evidence of IPS effectiveness worldwide

4. Sarchielli, G., & Fraccaroli, F. (2023). Introduzione alla psicologia del lavoro. Bologna: Il Mulino.

   • Chapter II. New scenarios for work

   • Chapter III. Working today: demands and resources

   • Chapter IV. The psychological bond between individual and work

   • Chapter VII. Gains and costs of work

For Erasmus students, alternative or additional materials in English may be agreed upon with the instructors.

Teaching methods

The course is delivered through lectures supported by PowerPoint presentations and, where possible, complemented by classroom discussions and practical exercises aimed at applying and consolidating the concepts addressed. The course is designed as an interactive and participatory learning pathway, making use of teaching methods such as group work, simulations, project work, case discussions, and engagement with guest speakers and experienced professionals.

Interactive digital tools such as Wooclap and Mentimeter will also be used during the lectures to collect real-time responses, stimulate discussion, and encourage active student participation.

Students are strongly encouraged to participate actively in the learning activities and to study progressively by completing the assigned tasks. They are responsible for keeping themselves informed about announcements made during lectures and/or published on the Virtuale platform: https://virtuale.unibo.it

Guidelines and Classroom Conduct

Active and responsible participation is an integral part of the learning experience. Students are therefore invited to contribute to the creation of an open, respectful, and collaborative learning environment.

In particular, students are expected to:

• Maintain a respectful attitude toward instructors, peers, and the university environment;

• Attend and participate regularly and attentively in in-person learning activities;

• Regularly consult the Virtuale platform for updates, materials, and communications;

• Use shared resources and teaching materials responsibly;

• Contribute constructively to discussions, valuing dialogue and diverse perspectives.

The university is also a space in which professional modes of working are experienced and developed. For this reason, the course promotes behaviours consistent with responsibility, integrity, and collaboration.

Assessment methods

La prova di accertamento (unica prova finale, valida per entrambi i moduli) si svolge esclusivamente in forma scritta.

L’esame finale consiste in una prova (della durata di 90 MINUTI) basata sui testi indicati nella sezione “Testi/Bibliografia”. La prova comprende 6 domande, così suddivise:

• 4 definizioni brevi (massimo 5 righe), ciascuna valutata fino a 3 punti: si tratta di quesiti mirati alla verifica della conoscenza dei concetti chiave. Le risposte devono essere concise, terminologicamente corrette e pertinenti, e dimostrare padronanza del lessico specifico della disciplina.

• 2 domande aperte a risposta argomentata, ciascuna valutata fino a 9 punti: richiedono una trattazione più estesa, articolata e ragionata. Lo studente è invitato a riferirsi a teorie e modelli e mostrare una comprensione critica e applicativa dei contenuti.

Il punteggio massimo complessivo è 30/30. 30/30. La lode potrà essere attribuita a chi risponde in modo particolarmente completo, rigoroso e approfondito a tutte le domande, dimostrando piena padronanza dei contenuti.

Criteri di valutazione delle risposte

Per le 4 definizioni brevi (massimo 5 righe – massimo 3 punti ciascuna):

• Correttezza terminologica: uso preciso dei concetti e del linguaggio della disciplina.

• Chiarezza espositiva: la risposta deve essere comprensibile, ordinata e priva di ambiguità.
• Correttezza terminologica: uso preciso dei concetti e del linguaggio della disciplina.
• Chiarezza espositiva: la risposta deve essere comprensibile, ordinata e priva di ambiguità.

• Pertinenza: la risposta deve essere direttamente riferita alla domanda.

Per le 2 domande aperte (massimo 9 punti ciascuna):

Valgono gli stessi tre criteri delle definizioni, a cui si aggiungono:

• Completezza concettuale: la risposta affronta in modo esaustivo i contenuti richiesti, senza omissioni rilevanti.

• Capacità argomentativa: la risposta mostra un ragionamento coerente e ben strutturato, con eventuali esempi, collegamenti o applicazioni.
• Completezza concettuale: la risposta affronta in modo esaustivo i contenuti richiesti, senza omissioni rilevanti.
• Capacità argomentativa: la risposta mostra un ragionamento coerente e ben strutturato, con eventuali esempi, collegamenti o applicazioni.

• Riferimento a teorie e modelli: vengono citati correttamente approcci, autori o concetti rilevanti trattati nei testi.

Per sostenere la prova d'esame è necessaria l'iscrizione attraverso l’applicativo AlmaEsami.

Coloro che non riuscissero ad iscriversi entro la data prevista per problematiche tecniche, sono tenuti a comunicare il problema alla segreteria didattica e alle docenti prima della chiusura ufficiale delle liste di iscrizione.

Gli esiti della prova verranno pubblicati su Almaesami.

Le studentesse e gli studenti che desiderino discutere la prova d'esame possono scrivere una mail ai docenti del corso, per concordare un ricevimento. Per discutere il compito, è indispensabile che lo studente/la studentessa abbia già fatto una prima auto-valutazione della propria prova confrontando le proprie risposte con quanto illustrato sul libro di testo.

Teaching tools

The course will be delivered through an innovative teaching approach, in accordance with the objectives and contents outlined in the syllabus. The main learning tools used throughout the course will include:

• Group exercises

• PowerPoint presentations

• Video materials

• Printed materials distributed in class

• Online collaborative tools (e.g., Wooclap, Mentimeter)

Where possible, downloadable materials will be made available on the Virtuale platform: https://virtuale.unibo.it/

Students with Learning Disabilities or Disabilities

Students with specific learning disorders (SLD) or disabilities are encouraged to contact the relevant University Office in advance: https://site.unibo.it/studenti-con-disabilita-e-dsa/it

The University Service will propose any necessary accommodations to the students concerned. Such accommodations must be submitted to the instructor at least 15 days in advance for approval. The instructor will evaluate their appropriateness in relation to the learning objectives of the course.

Se vuoi, posso uniformare anche questa parte al resto del documento in un’unica versione completa e pronta per l’inserimento nel sistema di Ateneo.

 

Office hours

See the website of Giulia Paganin

See the website of Federico Fraboni