C9170 - WORK PSYCHOLOGY AND COGNITIVE ERGONOMICS

Learning outcomes

By the end of the course, students will: - analyze work motivation and job attitudes - Evaluate work- and life-related outcomes resulting from the experience of working - know the principles and techniques of job and task analysis. - understand Human-technology interaction - acquire knowledge of Industry 5.0 and human-centred approach

Course contents

This course is divided into two modules.

Module 1-Work Psychology (24 h)

The module introduces students to key concepts and theories in Work Psychology, with a focus on the psychological processes that shape employees’ experiences, attitudes, motivation, and performance in the workplace. The course examines the relationship between employee well-being and productivity, the determinants of work motivation, the role of psychological contracts and social exchange relationships, and the formation of job attitudes.

By the end of the module, students will be able to:

• Understand the relationship between employee well-being and job performance.
• Explain major theories of work motivation and their applications in organizational settings.
• Identify the main components and consequences of job attitudes (i.e. job satisfaction, work engagement).
• Conceptualizing decent work and its relationship with employee well-being and sustainable performance.
• Apply work psychology theories to contemporary organizational challenges.

Module 2 – Cognitive Ergonomics (24 h)

 

The module introduces the main theoretical and applied principles of cognitive ergonomics, focusing on the interaction between workers, tasks, technologies, and work systems. Particular attention will be devoted to the analysis and design of work activities, with the aim of improving human performance, usability, and well-being. The module will address methods for job analysis, task analysis, and job design, examining how work demands, responsibilities, procedures, information requirements, and environmental conditions can be systematically assessed and redesigned. Students will also be introduced to the principles of Human-Centred Design and their application to the development and evaluation of technologies, interfaces, and sociotechnical systems.

The main topics covered will include:

• Introduction to cognitive ergonomics: definitions, theoretical foundations, areas of application, and relationships with work and organizational psychology.
• Job analysis: methods for analysing jobs, roles, responsibilities, competencies, work demands, and contextual conditions.
• Cognitive task analysis: methods for examining the knowledge, reasoning, decision strategies, and cognitive processes required to perform complex tasks.
• Job design and work-system design: organization of tasks, responsibilities, autonomy, workflows, information, and human–technology interactions.
• Human-Centred Design: user involvement, iterative design, analysis of user needs, prototyping, usability evaluation, and design for human capabilities and limitations.

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

Module 1

• Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25–53. https://doi.org/10.1146/annurev-orgpsych-120920-053933 [https://psycnet.apa.org/doi/10.1146/annurev-orgpsych-120920-053933]
• Blustein, D. L., Lysova, E. I., & Duffy, R. D. (2023). Understanding decent work and meaningful work. Annual Review of Organizational Psychology and Organizational Behavior, 10, 289–314. https://doi.org/10.1146/annurev-orgpsych-031921-024847 [https://psycnet.apa.org/doi/10.1146/annurev-orgpsych-031921-024847]
• Cropanzano, R., & Wright, T. A. (2001). When a "happy" worker is really a "productive" worker: A review and further refinement of the happy-productive worker thesis. Consulting Psychology Journal: Practice and Research, 53(3), 182–199. https://doi.org/10.1037/1061-4087.53.3.182 [https://psycnet.apa.org/doi/10.1037/1061-4087.53.3.182]
• Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations. The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108 [https://psycnet.apa.org/doi/10.1146/annurev-orgpsych-032516-113108]
• Hobfoll, S. E., Halbesleben, J., Neveu, J.-P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5, 103–128. https://doi.org/10.1146/annurev-orgpsych-032117-104640 [https://psycnet.apa.org/doi/10.1146/annurev-orgpsych-032117-104640]

Module 2

• Chiou, E. K., & Lee, J. D. (2023). Trusting automation: Designing for responsivity and resilience. Human Factors, 65(1), 137–165. https://doi.org/10.1177/00187208211009995
• Gualtieri, L., Fraboni, F., Brendel, H., Pietrantoni, L., Vidoni, R., & Dallasega, P. (2024). Updating design guidelines for cognitive ergonomics in human-centred collaborative robotics applications: An expert survey. Applied Ergonomics, 117, 104246. https://doi.org/10.1016/j.apergo.2024.104246
• Pessiglione, M., Blain, B., Wiehler, A., & Naik, S. (2025). Origins and consequences of cognitive fatigue. Trends in Cognitive Sciences, 29(8), 730–749. https://doi.org/10.1016/j.tics.2025.02.005
• Bartolomei, M., Gervasi, R., Acconito, C., Angioletti, L., et al. (2026). Evaluating mental workload: A taxonomic approach to evaluation tools based on ISO 10075. Applied Ergonomics, 130, 104659. https://doi.org/10.1016/j.apergo.2025.104659
• Hasani, N., Hosseini, A., Ashjazadeh, Y., Diederichs, V., Ghotb, S., Riggio, M., ... & Nasir, V. (2025). Outlook on human-centred design in industry 5.0: towards mass customisation, personalisation, co-creation, and co-production. International Journal of Sustainable Engineering, 18(1), 2486343. DOI:10.1017/pds.2021.513

Additional readings for students who do not meet the attendance requirement

Truxillo, D., Bauer, T., & Erdogan, B. (2021). Psychology & Work: Perspectives on Industrial & Organizational Psychology - 2nd Edition. NY: Routledge. Chapters 3, 9, 11 and 12

Teaching methods

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

• Lectures: The lecturer will present theoretical models, empirical findings, methods, and practical applications in a structured manner, supported by slides, diagrams, videos, demonstrations, and other visual materials. Multimedia resources, examples, storytelling, and questions will be used to connect theoretical concepts with real work situations and encourage student engagement.
• Interactive discussions: Students will be encouraged to participate actively by asking questions, sharing interpretations, debating theoretical and practical issues, and discussing assigned topics. These activities will support deeper understanding, critical thinking, and consideration of diverse viewpoints.
• Group work and collaborative learning: Students will work in small groups on case studies, project activities, work-system analyses, and problem-solving exercises. Group activities will develop teamwork, collaborative problem-solving, and the ability to integrate different disciplinary and professional perspectives.
• Case-based learning and practical exercises: Students will analyse realistic work scenarios, technologies, interfaces, incidents, and organizational problems. They may be asked to conduct elements of job or task analysis, identify cognitive demands and ergonomic criticalities, and propose evidence-based redesign solutions.
• Flipped classroom: Selected materials, articles, videos, or recorded lectures will be reviewed before class. Classroom time will then be used for discussion, application exercises, case analysis, and collaborative problem-solving.
• Guest lectures and expert sessions: Researchers and professionals may be invited to discuss applied projects, methodological challenges, current technologies, and professional experiences. These sessions will help bridge academic knowledge and professional practice and expose students to emerging developments in cognitive ergonomics.
• 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 recommended because 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

The assessment integrates the content covered in both modules and differs for attending and non-attending students. The final grade is awarded on a 30-point scale, with 18/30 as the minimum passing grade.

Students meeting the 80% attendance requirement

The final grade is based on both individual and group assessments.

1. Final written exam (individual assessment) – maximum score: 21/30

The exam consists of 21 multiple-choice questions covering all the topics included in the required readings for both modules. The exam assesses two main components:

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

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

2. Group presentations – maximum score: 10/30 (5 points per presentation)

Students will complete one group project in each module, resulting in two group presentations to be delivered and discussed in class.

Generative AI tools may be used to support learning activities, provided that their use is transparent, critical, and consistent with academic integrity. Students remain fully responsible for the accuracy, originality, and quality of submitted work and must clearly acknowledge any substantial use of AI-generated content.

Each presentation will be evaluated on the basis of:

• quality and accuracy of content;
• critical analysis and integration of theoretical concepts;
• clarity of presentation and communication skills.

Students who do not meet the 80% attendance requirement

Assessment is based exclusively on a final written exam (individual assessment) – maximum score: 30/30.

The exam consists of 31 multiple-choice questions covering all the topics included in the required readings for both modules. The exam assesses two main components:

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

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

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

All materials will be made available on the virtual platform.

Office hours

See the website of Rita Chiesa

See the website of Federico Fraboni