85402 - Intervention in Personnel Psychology

Learning outcomes

By the end of the course, students will know: - the most relevant theories of career development, - some methods used in career interventions, with particular concern to career counseling, - the main explanatory theories of the Psychology of the Human Resources; - the objectives and the methods of the professional activity of the psychologist in Human Resources; - the tools for the development of a project on human resources management.

Course contents

The course aims to provide students with an advanced understanding of the main theories, models, and evidence-based practices in career development and career interventions. It examines how contemporary labour market transformations, organizational changes, and individual career trajectories shape career development across the lifespan.

Upon successful completion of the course, students will be able to:

• critically discuss the major theoretical frameworks of career development and career decision-making;
• analyse the impact of contemporary labour market trends (e.g., uncertainty, digitalization, globalization, sustainability, and changing employment relationships) on individuals' careers and career transitions;
• understand the role of individual differences, psychological resources, career adaptability, employability, and career self-management competencies in career development;
• evaluate the psychological processes involved in career choice, career transitions, and lifelong career development;
• understand the aims, ethical principles, and evidence-based methods of career counselling;
• distinguish between different career intervention approaches, including career counselling, career coaching, mentoring, and outplacement, identifying their specific objectives, methodologies, and fields of application;
• apply fundamental counselling and coaching techniques to support individuals in career exploration, career decision-making, and career transitions.

Readings/Bibliography

The following articles are proposed as core or recommended readings.

Additional readings, case studies, technical standards, and empirical papers may be assigned during the module according to the specific topics addressed in class.

Students meeting the 80% attendance requirement

• De Vos, A., Van der Heijden, B. I. J. M., & Akkermans, J. (2020). Sustainable careers: Towards a conceptual model. Journal of Vocational Behavior, 117, Article 103196. https://doi.org/10.1016/j.jvb.2018.06.011 [https://psycnet.apa.org/doi/10.1016/j.jvb.2018.06.011]
• Eggerth, D. E. (2008). From Theory of Work Adjustment to Person–Environment Correspondence Counseling: Vocational Psychology as Positive Psychology. Journal of Career Assessment, 16(1), 60-74. https://doi.org/10.1177/1069072707305771 (Original work published 2008)
• Savickas, M. L. (2021). Career construction theory and counseling model. In S. D. Brown & R.W. Lent (Eds), Career development and counseling: Putting theory and research to work (3rd. ed., pp. 165-199). John Wiley & Sons, Inc
• Stoltz, K. B., & Young, T. L. (2013). Applications of Motivational Interviewing in career counseling: Facilitating career transition. Journal of Career Development, 40(4), 329–346. https://doi.org/10.1177/0894845312455508 [https://psycnet.apa.org/doi/10.1177/0894845312455508]

Additional readings for students who do not meet the attendance requirement

Brown, S. & Lent, R. (2020). Career Development and Counseling: Putting Theory and Research to Work. John Wiley & Sons. Chapter I.

Teaching methods

The course will combine theoretical instruction with interactive and applied learning activities.

• Lectures and interactive discussions: : The lecturer will present theoretical models, empirical findings, methods, and practical applications in a structured manner, supported by slides, videos, and other visual materials. Students will be encouraged to participate actively by asking questions, sharing interpretations, debating theoretical and practical issues, and discussing assigned topics.
• Group work and collaborative learning: Students will work in small groups on case studies, project activities, work-system analyses, and problem-solving exercises.
• Student presentations: Students may present the results of group activities, case analyses, or project work. Presentations will support the development of scientific communication, argumentation, and peer-feedback skills.

Given the interactive nature of the teaching methods adopted in this course, regular class attendance (at least 80% of scheduled classes) is considered an integral part of the learning process. Students who do not meet the attendance requirement will be assigned additional reading and study materials to compensate for the missed learning activities and will be assessed through an alternative final assessment designed to evaluate the intended learning outcomes.

 

Assessment methods

Students meeting the 80% attendance requirement

The assessment is based on both individual and group performance. The final grade is calculated on a 0–30 scale, with 18/30 being the minimum passing grade.

1. Final written exam (individual assessment) – maximum score: 20/30
The written exam consists of four open-ended questions based on the recommended readings. The exam assesses two main components:

• knowledge and understanding of the relevant literature;
• critical thinking and the ability to apply theoretical concepts.

The use of Artificial Intelligence (AI) tools during the exam is strictly prohibited. Any use of AI tools will be considered a violation of academic integrity.

2. Group assignment – maximum score: 10/30
Students will work in groups to prepare a reaction paper (2,000–2,500 words, including title, with a maximum of 10 references) based on a motivational speech video and its relevance to career-related themes. The video and the main contents of the paper will be presented and discussed in class.

A limited, transparent, and non-substantial use of AI tools is permitted only for support activities (e.g., summarising or rephrasing). Any use of AI must be explicitly declared.

The group assignment will be evaluated based on:

• content quality and integration with career development theories;
• presentation and communication skills.

Students who do not meet the 80% attendance requirement

The assessment is based on two individual assignments. The final grade is calculated on a 0–30 scale, with 18/30 being the minimum passing grade.

1. Final written exam (individual assessment) – maximum score: 20/30
The written exam consists of five open-ended questions based on the recommended readings. The exam assesses two main components:

• knowledge and understanding of the relevant literature;
• critical thinking and the ability to apply theoretical concepts.

The use of Artificial Intelligence (AI) tools during the exam is strictly prohibited. Any use of AI tools will be considered a violation of academic integrity.

2. Individual reaction paper – maximum score: 10/30
Students are required to prepare an individual reaction paper (2,000–2,500 words, including title, with a maximum of 10 references) based on a motivational speech video and its relevance to career-related themes.

The reaction paper will be evaluated based on the content quality and integration with career development theories

A limited, transparent, and non-substantial use of AI tools is permitted only for support activities (e.g., summarising or rephrasing). Any use of AI must be explicitly declared.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. 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, taking into account the teaching objectives

Teaching tools

The slides presented during the lectures and additional materials will be made available on the virtual platform.

Office hours

See the website of Rita Chiesa

See the website of Gerardo Petruzziello

See the website of Marco Giovanni Mariani