C8627 - GESTIONE DELLE RISORSE UMANE NELLA TRANSIZIONE DIGITALE

Course contents

BLENDED COURSE STRUCTURE: HUMAN RESOURCE MANAGEMENT IN THE DIGITAL TRANSITION

The course provides a scientific-methodological framework for managing the transformation of human resources in the digital transition, articulated across four interconnected strategic areas. The first area addresses changes in the world of work, from the renegotiation of the psychological contract to the conscious management of organizational change. The second develops e-leadership competencies necessary to manage remote and hybrid teams, recognizing and preventing the risks of digital wellbeing such as technostress. The third builds the capabilities of digital talent attraction and selection, integrating new recruitment methods and regulatory compliance with the use of AI. The fourth provides tools and methodologies for the continuous development of digital competencies, through upskilling and reskilling aimed at the promotion and enhancement of employability.

The contents are organized into four themes that integrate in-person activities, asynchronous guided online activities (eTivities) and synchronous distance moments, according to the blended teaching model adopted by the Degree Course.

THEME 1: CHANGES IN THE WORLD OF WORK, PSYCHOLOGICAL CONTRACT AND CHANGE MANAGEMENT

Digitalization, quiet quitting, change of values, management of resistance and communication of the transition

Digital transformation and impact on organizational dynamics. Quiet quitting and crisis of the traditional psychological contract. Redefinition of values in work (autonomy, flexibility, work-life balance) and generational differences. Change management and management of resistance to digital. Conscious communication of the transformation. Support for less digital personnel. Involvement of managers as sponsors of change.

THEME 2: DIGITAL LEADERSHIP, REMOTE WORK MANAGEMENT AND ONLINE WELLBEING

E-leadership, management of remote workers, technostress and digital wellbeing

Distinctive competencies of the e-leader in the digital context. Management of remote and hybrid teams. Asynchronous and synchronous communication. Technostress: causes, prevention and management. Right to disconnect. Work-life balance and psychological safety. Mental wellbeing of collaborators in digital work.

THEME 3: PERSONNEL SELECTION IN THE DIGITAL ERA

Attraction, selection and integration of the new resource in the digital labor market

Selection principles; Digital recruiting; new selection, evaluation and onboarding methods; references to employer branding and talent attraction.

THEME 4: PERSONNEL TRAINING, UPSKILLING, RESKILLING AND ONLINE EVALUATION

Digital tools for training, digital competencies and online evaluation

Digital competencies mapping (EU DigComp framework). Upskilling and reskilling. Gamification and engagement. Training effectiveness.

Readings/Bibliography

BIBLIOGRAPHY AND REFERENCE MATERIALS

The following list of references is purely indicative. The specific readings necessary to prepare for the exam will be indicated and provided in class in due course.

Elements of work psychology – Guglielmi, Mazzetti (1st ed): Chapter 1, Chapter 7:

Introduction to organizational psychology, edited by Chmiel, Fraccaroli and Sverke: Chapter 4, 5, 6

Training, The methods (1), edited by Quaglino, Ghislieri: Chapter 19, Chapter 24.

How e-leadership changes with artificial intelligence, Iacono: Chapter 1, Chapter 2, Chapter 3, Chapter 5, Chapter 7.

Where possible, the material will be made available by the instructors, in the form of handouts or slides.

Other documents (lecture slides, scientific papers, national and international policies, infographics, videos) will be distributed through the Virtual

Furthermore, Erasmus students can arrange with their lecturers to study specific material in English.

Teaching methods

TEACHING METHODOLOGY AND LEARNING SUPPORT

The course adopts the blended learning approach envisioned by the Degree Course, integrating in-person and online activities to promote active participation and provide constant support to the acquisition of knowledge, skills and competencies. The training pathway combines lectures and classroom activities with guided asynchronous online activities (eTivities), accompanied by formative feedback from the instructor, and moments of synchronous distance discussion and support.

For each eTivity, a support forum specific to the distance activity and a synchronous support/discussion space are activated on the Virtual platform, with indication of scheduled links. Additionally, two multiple-choice tests with formative and self-assessment value are provided (5 questions at mid-course, 10 questions at the end of the course), available on Virtual.

This didactic organization aims to respond more effectively to student needs, promoting continuous and meaningful interaction throughout the training pathway. The blended model indeed supports learning access processes, promotes active participation and offers opportunities for recovery, consolidation and enhancement of acquired competencies. To learn in detail about the organization of teaching activities and modes of participation, you are invited to consult the course page on the Virtual platform, as well as the lecture calendar.

The course includes in-person lectures, synchronous distance sessions and asynchronous activities (eTivities, to be carried out individually), with material and exercises provided by the instructor. Furthermore, some hours of synchronous distance teaching are planned, during which the instructor will be available for individual and group feedback and in-depth discussion.

Individual responsibility: Students are required to adopt a progressive approach to study, accompanied by constant commitment to follow updates provided during lectures or published on the instructor's website (including any variations in program or activities). Working and non-attending students: we recommend getting in contact with the instructor or the tutor in case of doubts or difficulties.

Assessment methods

ASSESSMENT AND EVALUATION METHODS

eTivities constitute a mandatory component of the training pathway and contribute to the final evaluation of the course with a specific weight equal to 20% of the final grade. Each eTivity is associated with a maximum score defined by the instructor and communicated to students on the Virtual platform. The overall score obtained in the eTivities contributes to the determination of the final exam grade, expressed out of thirty, together with the evaluation of the final test. In the case where the student does not complete or does not submit the activities within the deadlines established with the instructor (for example, students who take the exam in academic years different from the course delivery year or who do not respect the scheduled deadlines), and in any case within the last final appeal of the academic year, an additional study commitment, agreed with the instructor, may be required.

NB. On Virtual the submission date for eTivities will be indicated for those who wish to participate in classroom discussion. Otherwise, they must be submitted at least 20 days before the date of the exam appeal in which they intend to take the exam.

Final Examination

The final test consists of a written exam on the contents covered during the course and on the texts and materials indicated in the bibliography.

The test will consist of:

• 4 brief definitions (maximum 5 lines), each evaluated up to 3 points: these are questions aimed at verifying knowledge of key concepts. Answers must be concise, terminologically correct and relevant, and demonstrate mastery of the discipline's specific lexicon.
• 2 open-ended questions with reasoned answers, each evaluated up to 6 points: they require a more extended, articulated and reasoned treatment. The student is invited to refer to theories and models and demonstrate critical and applicative understanding of the contents.

The maximum overall score is 30/30. Honors may be awarded to those who answer in a particularly complete, rigorous and in-depth manner to all questions, demonstrating full mastery of the contents.

Evaluation Criteria for Answers

For the 4 brief definitions (maximum 5 lines – maximum 3 points each):

• Terminological correctness: precise use of discipline concepts and language.
• Expository clarity: the answer must be comprehensible, orderly and free from ambiguity.
• Relevance: the answer must be directly related to the question.

For the 2 open-ended questions (maximum 6 points each):

The same three criteria as the definitions apply, to which the following are added:

• Conceptual completeness: the answer addresses the required contents exhaustively, without significant omissions.
• Argumentative capacity: the answer demonstrates coherent and well-structured reasoning, with possible examples, connections or applications.
• Reference to theories and models: relevant approaches, authors or concepts covered in the texts are correctly cited.

To take the exam, registration through the AlmaEsami application is required.

Those who are unable to register by the scheduled date due to technical problems are required to communicate the problem to the academic office and the instructors before the official closure of the registration lists.

Exam results will be published on Almaesami.

Students who wish to discuss the exam can attend office hours (every Tuesday from 10 to 12). To discuss the exam, it is essential that the student has already conducted a first self-assessment of their test by comparing their answers with what is illustrated in the textbook.

To book an appointment, please send an email.

Please check for any variations in office hours on the instructors' web pages, in the "Announcements" section.

Use of Artificial Intelligence

Regarding the use of Artificial Intelligence by students in carrying out and planning activities (eTivities and/or Project Work), limited, declared and non-substantial use of AI for support activities (summaries, reformulations) is permitted. Substantial use for carrying out parts of the activity is not allowed.

Regarding learning verification, the use of AI is prohibited. Any use constitutes a violation of academic integrity. For further information, please refer to the University Guidelines (https://www.unibo.it/it/ateneo/statuto-norme-strategie-bilanci/intelligenza-artificiale/Casi-uso-GenAI-comunita-studentesca-valutazione ).

Non-Attending Students

Evaluation consists of a single written exam, based on the contents presented in class (slides and materials available on Virtual) and on the texts indicated in the bibliography. An additional study commitment, agreed with the instructors, may also be required.

Erasmus students

 
With regard to the method of assessment, Erasmus students are STRONGLY encouraged to contact their lecturers at least two weeks BEFORE the examination date.

Students with Learning Disabilities (DSA) or Temporary or Permanent Disabilities

It is recommended to contact in advance the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ); it will be its responsibility to propose to interested students any adaptations, which must in any case be submitted, with 15 days' notice, for the approval of the instructor, who will assess their appropriateness also in relation to the learning objectives of the course.

NB. It is therefore reminded that the material contained in Virtual is mandatory (e.g. videos, case studies, etc.). Such materials may therefore be subject to examination.

Teaching tools

During face-to-face lessons, the tools used to support teaching include PowerPoint presentations and practical exercises related to the topics covered. Distance learning activities are supported by the Virtuale platform (materials, eTivities, forums, self-assessment tests) and by Microsoft Teams for synchronous sessions and feedback. Documents and articles will be shared with students via Virtuale.

Office hours

See the website of Giulia Paganin

See the website of Federico Fraboni