11339 - FORMAZIONE E GESTIONE DELLE RISORSE UMANE

Learning outcomes

• Demonstrate knowledge and understanding of key concepts and theoretical approaches related to human resource development and management, with particular attention to motivational, relational, and organizational processes that influence behavior in professional settings;

• Develop specific analytical skills for examining organizations, their structures, and processes, using advanced theoretical and practical tools to interpret and intervene in organizational contexts;

• Analyze organizational environments and interpersonal dynamics, applying methodologies for personnel selection, performance evaluation, and competence development;

• Acquire practical competencies in applying innovative models for training and human resource development, addressing emerging issues such as digitalization, agile work, and workplace inclusion;

• Integrate knowledge and skills to design strategic interventions aimed at improving organizational performance and promoting individual growth and professional development within work settings.

Course contents

The course explores the main theoretical models and applied tools in work and organizational psychology, with a specific focus on the training, management, and development of human resources. Course content addresses the motivational, relational, and organizational processes that influence individual behavior and supports the analysis and implementation of interventions within contemporary work settings.

Specific topics include:

• The evolution of the concept of work and career, and the role of the psychological contract

• Core theories of motivation and their application in the organizational context

• Personnel selection processes: tools, strategies, and validity criteria

• Design and evaluation of training programs and competence development initiatives

• Performance appraisal and the setting of individual and organizational goals

• Dynamics of work groups, with attention to socialization, team building, and conflict management

• Leadership behaviors and the development of leadership competencies

• Organizational structure and culture, and major models of organizational change

• The impact of digital technologies and smart working on organizations and work practices

• Strategies to promote organizational well-being, inclusion, and diversity management

• Analysis and design of interventions aimed at professional development and sustainable careers

Readings/Bibliography

The exam will cover selected chapters from the following texts:

1) Chmiel, N., Fraccaroli, F., & Sverke, M. (a cura di). (2019). Introduzione alla psicologia delle organizzazioni. Il Mulino.

• CAPITOLO III. Fissare obiettivi e valutare i collaboratori nelle organizzazioni
• CAPITOLO IV. Lo sviluppo delle tecnologie dell’informazione e della comunicazione e il loro impatto sul mondo del lavoro e sulle organizzazioni
• CAPITOLO V. Sull’interdipendenza tra lavoro, organizzazione e tecnologia

 

2) Truxillo, D. M., Bauer, T. N., & Erdogan, B. (2020). Psicologia del lavoro e delle organizzazioni (M. Miglioretti & S. Zaniboni, a cura di). UTET Università.

• CAPITOLO 5. Selezione del personale: test e altre procedure per la selezione
• CAPITOLO 6. Formazione e sviluppo del personale
• CAPITOLO 12. Struttura, cultura e cambiamento dell’organizzazione

 

3) Guglielmi, D., & Mazzetti, G. (2025). Elementi di psicologia del lavoro: Teorie e strumenti per le professioni socioeducative e sanitarie. Il Mulino.

• CAPITOLO I. Come cambiano i significati e le relazioni lavorative
• CAPITOLO II. La motivazione nel contesto lavorativo
• CAPITOLO VI. Lavorare in gruppo e gestire i conflitti
• CAPITOLO VII. La leadership come processo organizzativo
• CAPITOLO VIII. Il Cambiamento organizzativo e la sua gestione
• CAPITOLO IX. Interventi per il benessere e la gestione delle diversità
  

 

Required Reading for Students Taking the Exam in English

Students who choose to prepare the course and take the final exam in English are required to study the following textbook:

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

They are expected to study Part II: Organization-Focused and Part III: People-Focused, from Chapter 9 to Chapter 24 (pp. 159–467).
This selection constitutes the full required content for the course.

Teaching methods

The course is based on an interactive and participatory approach using teaching tools such as group work, simulations, project work, case studies, and discussions with external professionals. Such methods are part of the more general innovative teaching approach that characterizes a highly professional and qualifying LM course. These methods are part of an innovative teaching approach that characterizes this highly qualifying LM course.

Students will be considered as attending if they participate in at least 70% of the total course hours, corresponding to a minimum of 34 out of 48 hours. Only attending students will be eligible for the specific exam modality reserved for this group. Attendance will be systematically recorded throughout the course.

Guidelines for Effective Learning and Course Participation

Class attendance is strongly recommended and will be monitored. The final assessment requirements differ for attending and non-attending students. Active participation in class activities is designed to support deeper learning and reduce the amount of independent study required outside the classroom.

Students are strongly encouraged to actively participate in class and progressively work on their assigned tasks. They are responsible for keeping up to date with information provided in class and/or on the Virtuale platform, at https://virtuale.unibo.it/?lang=en

Students are expected to conduct themselves in a proper and respectful manner at all times. This includes both avoiding unauthorized behavior that is subject to disciplinary action (e.g., copying texts from classmates or the Internet, falsifying data, etc.) and following basic social rules.

Assessment methods

ATTENDING STUDENTS:

The following assignments are required and assessed:

1. Development and presentation of an in‑depth exploration of one of the topics covered in class – carried out in groups (maximum 6 points).

2. Final written examination on the course contents. 

The presentation can add up to 6 additional points to the final mark, which is expressed on a thirty‑point scale. Evaluation will be based on the following criteria:

- Rigour and coherence of the contents presented

- Clarity of delivery and communicative appropriateness

- Ability to integrate and connect the chosen topic with the other contents of the course

Because 6 points correspond to roughly 20% of the overall grade, the presentation is intended to reward commitment and to promote active learning. 

The end‑of‑course written test consists of 5 open‑ended questions to be completed in 60 minutes.
Each answer will be graded on a 6-point scale according to the following criteria:

• Terminological accuracy and clarity of expression. Appropriate use of disciplinary vocabulary and clear, coherent organisation of the content.
• Relevance. Precise adherence to the task, with a clear focus on the requested content.
• Conceptual completeness. Sufficiently developed discussion that includes the essential theoretical elements.
  

 

NON‑ATTENDING STUDENTS:

The end‑of‑course written test consists of 5 open‑ended questions to be completed in 60 minutes. Each answer will be graded on a 6-point scale using the folloqing criteria:

• Terminological accuracy and clarity of expression. Appropriate use of disciplinary vocabulary and clear, coherent organisation of the content.
• Relevance. Precise adherence to the task, with a clear focus on the requested content.
• Conceptual completeness. Sufficiently developed discussion that includes the essential theoretical elements.

Teaching tools

The course will be based on innovative teaching methods, in compliance with the objectives and

contents listed in the program. The main teaching tools will be:

• Group exercises
• PowerPoint
• Videos
• Printed documents
• Online collaboration tools (e.g., Wooclap, Mentimeter)

Where possible, downloadable materials will be available at https://virtuale.unibo.it/?lang=en

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Greta Mazzetti

See the website of Giulia Paganin