94244 - Work and Orientation Psychology

Learning outcomes

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

• demonstrate knowledge of the main theoretical models, methods, and tools for designing career guidance interventions aimed at preventing school dropout and early educational disengagement;
• demonstrate knowledge of the main theoretical models, methods, and tools for designing career guidance interventions that support educational and school-to-work transitions;
• demonstrate knowledge of the principal methods and tools (e.g., competence assessment and skills balance) used to design career guidance pathways that facilitate the social and labour market integration of vulnerable groups, such as former prisoners, migrants, and individuals experiencing social disadvantage;
• analyze the psychological and social factors influencing career guidance and career development processes;
• critically evaluate career guidance interventions designed to prevent social exclusion and disadvantage;
• design evidence-based career guidance and employment support interventions for individuals experiencing social vulnerability and disadvantage.

Course contents

This course provides an introduction to the core topics of Work and Organizational Psychology and Career Guidance, integrating theoretical perspectives, empirical research, and practical applications. It aims to equip students with the knowledge and skills needed to understand the psychological processes underlying work and career development, as well as to design evidence-based educational and career guidance interventions.

The course covers the following topics:

• Contemporary transformations in the world of work, including digitalization, globalization, labor market flexibilization, and changing employment patterns.
• Job demands and resources in contemporary workplaces, with particular attention to employees' subjective work experiences and motivational processes.
• The psychological relationship between individuals and work, focusing on identity development, well-being, and career construction.
• The purposes and functions of educational and career guidance, including information, counseling, and developmental interventions, as well as the competencies required for effective guidance practice.
• Group career guidance, including its objectives, facilitation methods, stages, and practical tools.
• Career guidance interventions supporting career entry, re-employment, career transitions, and the development of employability.
• Career anchors as expressions of individuals' core values and career motivations, together with the main methods used for their assessment.
• Career development and the role of organizations in promoting sustainable careers and lifelong professional growth.
• The Individual Placement and Support (IPS) model for the labor market integration of people with severe mental health conditions, including its theoretical foundations, core principles, implementation process, and empirical evidence.
• The psychological, organizational, and economic costs and benefits of work, with particular attention to employee well-being, organizational effectiveness, and societal sustainability.

Readings/Bibliography

The exam will cover selected chapters from the following texts:

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

• Capitolo I. Nuove sfide per l’orientamento
• Capitolo III. Funzioni dell’orientamento e competenze per attuarle
• Capitolo V. L’orientamento di gruppo
• Capitolo VI. Azioni orientative per l’inserimento, il reinserimento e lo sviluppo nel lavoro
  
  

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

• Capitolo III. Teoria delle ancore di carriera
• Capitolo IV. Metodi per le ancore di carriera
  
  

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 (Ediz. riveduta e ampliata). Bologna University Press

PARTE PRIMA. Salute mentale e lavoro

• Capitolo I.1. Lavoro, disoccupazione e salute. Una relazione complessa
• Capitolo I.2. Lavoro e salute mentale in un mondo in rapida trasformazione
  

PARTE SECONDA. Paradigma, modello e metodo IPS, una pratica evidence-based

• Capitolo II.1. Dalla riabilitazione psichiatrica agli interventi orientati al recovery. Il caso IPS
• Capitolo II.2. Il metodo IPS: principi e aspetti metodologici
• Capitolo II.3. Le evidenze di efficacia dell’IPS nel mondo
  
  

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

• Capitolo III. Lavorare oggi: domande e risorse
• Capitolo IV. Il legame psicologico tra individuo e lavoro
• Capitolo VII. Ricavi e costi del lavoro
• Capitolo VIII. Condotte lavorative anomale e controproducenti

 

ERASMUS STUDENTS:
Students who choose to take the examination in English are expected to study the following materials, which provide a concise yet comprehensive introduction to work psychology, career development, career guidance, and the Individual Placement and Support (IPS) model.

Textbook:

Dean, L., & Cousans, F. (2023). Work Psychology: The Basics. Routledge.

Required Readings.

• Bond, G. R., Drake, R. E., & Becker, D. R. (2020). An update on Individual Placement and Support. World Psychiatry, 19(3), 390–391.
• Feldman, D. C., & Bolino, M. C. (1996). Careers within careers: Reconceptualizing the nature of career anchors and their consequences. Human Resource Management Review, 6(2), 89–112.
• Guilbert, L., Bernaud, J.-L., Gouvernet, B., & Rossier, J. (2016). Employability: Review and research prospects. International Journal for Educational and Vocational Guidance, 16(1), 69–89.
• Schein, E. H. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Executive, 10(4), 80–88.
• Seibert, S. E., Akkermans, J., & Liu, C. H. (2024). Understanding contemporary career success: A critical review. Annual Review of Organizational Psychology and Organizational Behavior, 11, 509–534.
• Watts, A. G. (2005). Career guidance policy: An international review. The Career Development Quarterly, 54(1), 66–76.

Teaching methods

The course is delivered through lectures supported by PowerPoint presentations and, where appropriate, complemented by classroom discussions, case studies, and practical exercises designed to facilitate the application and consolidation of the theoretical concepts covered.

Interactive digital tools will be used throughout the course to collect real-time feedback, stimulate discussion, and promote active student participation.

Course materials, including lecture slides, required readings, supplementary resources, and practical exercises, will be made available through the Virtuale platform:
https://virtuale.unibo.it/?lang=en

 

Classroom Etiquette and Participation

Active and respectful participation is an essential component of the learning experience. Students are encouraged to contribute thoughtfully to classroom activities and to help create an inclusive, collaborative, and intellectually stimulating learning environment.

Students are expected to:

• Demonstrate respect toward instructors, classmates, and the university community;
• Attend classes regularly and participate actively in learning activities;
• Consult the Virtuale platform regularly for course materials, announcements, and updates;
• Use shared learning resources responsibly and appropriately;
• Contribute constructively to discussions by listening respectfully and valuing diverse perspectives.

The university classroom is also a setting for developing professional attitudes and behaviors. Accordingly, students are expected to conduct themselves with responsibility, integrity, and a collaborative spirit.

Assessment methods

The final assessment consists of a written examination comprising five open-ended questions to be completed within 60 minutes.

Answers will be evaluated 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 critically integrate and connect the different topics covered during the course.

Students must register for the examination through the AlmaEsami online system.

Examination results will be published on AlmaEsami.

Students who wish to review and discuss their examination may attend the instructor's office hours (every Tuesday, from 10:00 a.m. to 12:00 p.m.). Before requesting a review, students are expected to have reflected on their answers by comparing them with the material presented in the course textbook.

To schedule a review, students should contact the instructor by email.

Please check the instructor's webpage, under the "Announcements" section, for any changes to office hour schedules.

Teaching tools

The main tools used throughout the course will include:

• PowerPoint presentations
• Interactive digital tools
• Group exercises
• Printed materials provided in class

Whenever possible, downloadable resources will be made available on 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