96126 - Innovations in Wop Psychology

Learning outcomes

At the end of the module students will be able to understand innovation processes in workplaces and organizations, to acquire knowledge on innovation management in the industry and in the labour market, to identify contribution of WOP Psychology in the design of innovative products and services.

Course contents

The module will provide an advanced theoretical and empirical approach to understand the role of innovations in varying workplaces and industries. Topics will include:

1. Introduction to the module
   
2. Job analysis: methods, instruments and products. Application to a real context
3. Digital technologies and health promotion in the workplace; acceptance and use of technology in the workplace; methods to analyse usability and acceptability of digital solutions
4. Design of technology (e.g., wearable devices, mobile apps, artificial intelligence tools, autonomous devices) in varying industries to meet the diverse needs and preferences of workers; potential and realized impacts of emerging technologies for health promotion.
5. Nudging interventions, digital nudging and behaviour changes in organizations.
6. Team-based training in health and safety (scenario-based, simulation-based training).
   

Readings/Bibliography

Scientific papers and other course materials for this course will be made available at the course website.

Teaching methods

We will use flipped learning. A flipped class is one that inverts the typical cycle of content acquisition and application so that:

• students gain necessary knowledge before class, and
• teachers guide students to actively and interactively clarify and apply that knowledge during class.

This approach supports instructors playing their most important role of guiding their students to deeper thinking and higher levels of application. A flipped class keeps student learning at the center of teaching.

As a result of students taking responsibility, interacting meaningfully and often with their instructor and peers, and getting and giving frequent feedback, they acquire a deeper understanding of the content and how to use it.

The student role shifts from passive recipient to active constructor of knowledge, giving them opportunities to practice using the intellectual tools of the discipline.

Students work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge together inside and outside the classroom.

With more opportunities for students to apply their knowledge and therefore demonstrate their ability to use it, gaps in their understanding become visible to both themselves and the instructor.

Assessment methods

The final assessment of the Module 2 is based on:

- Activities in the flipped class. This will give 0-15 points.

- An individual paper based on a exercise. This will give 0-15 points.

Scoring from 0 to 15 (0-5 for “individual reflection paper”; 0-10 for job analysis) points is graduated as follow:

• 0-3 points (0-1; 0-2): markedly inadequate, evident misunderstanding, lack of critical comprehension, or content off-topic
• 4-7 points (2; 3-4): presentation and/or discussion are not fully adequate; imprecisions, surface exam and description of the contents, lack of critical comprehension
• 8-11 point (3; 5-6): presentation and discussion are sufficiently clear and understandable; there are elements that denote critical deepening of the contents, albeit not fully evident
• 12-14 points (4; 7-8): presentation and discussion are very clear, lexicon is specific to the topic, evidence is clearly understood and described, and critical comprehension is evident; some of these aspects, however, is present but not fully achieved
• 15 points (5; 9-10): presentation and discussion fully meet the requirements as it concerns clarity, lexicon specificity, understanding and explanation of evidence.

Office hours

See the website of Luca Pietrantoni