93519 - PSYCHOLOGY OF WELLBEING IN ORGANIZATIONS

Anno Accademico 2023/2024

  • Docente: Stefano Toderi
  • Crediti formativi:: 8
  • SSD: M-PSI/06
  • Lingua di insegnamento: Inglese

Conoscenze e abilità da conseguire

By the end of the course, students will know the theoretical and applied models in the area of work and organizational psychology related to the assessment, protection and promotion of workers health and well-being using different intervention approaches targeting both work organization and individual workers.

Contenuti

The course presents theories, methods, and assessment and intervention tools to promote health and wellbeing in the organizations and in different workplaces. The course involves the following integrated and complementary modules:

Stefano Toderi (36 hours I year; 45 hours II year)
Contents

  1. Introduction to the module and the course
  2. Introduction to organizational wellbeing and key concepts of Work and Organizational Psychology
  3. Job analysis: methods, instruments and products. Application to a real context
  4. Work stress and its prevention: theoretical models, measurement and the European Perspective on prevention.
  5. Work stress prevention phases
  6. Work stress interventions
  7. The supervisor’s role in creating healthy workplaces
  8. Work stress prevention in a real workplace context

Luca Pietrantoni (12 hours I year; 15 hours II year)

The module provides an advanced theoretical and empirical approach to understanding the role of technologies in health and safety in different workplaces and industries. Topics include:

- Safety, behaviours and accidents; Human Error Prevention, Nonon-technical skills training.

- Acceptance of technology in the workplace; human-technology interaction in the workplace (human-AI, human-robot collaboration); impacts of new technologies on the workplace; methods for analysing the usability of technological solutions.

- Nudging techniques and methods; digital nudging; behaviour change in organisations (e.g. promoting physical activity in the workplace, use of PPE).

- Examples and use cases from European projects; case studies from industrial projects with national and international companies.

Each module consists of theoretical parts, presentations of tools and group activities in the context of research and intervention projects on the topics covered.

 

Testi/Bibliografia

Scientific papers and other course materials for Module 1 will be made available during the course and at "Virtuale".

Module 2. Prof. Luca Pietrantoni

Mandatory readings:

  1. Morandini, S., Fraboni, F., De Angelis, M., Puzzo, G., Giusino, D., & Pietrantoni, L. (2023). The Impact of Artificial Intelligence on Workers’ Skills: Upskilling and Reskilling in Organisations. Informing Science: The International Journal of an Emerging Transdiscipline, 26, 039-068.
  2. HSE UK. Reducing errors and influencing behaviours. You can download a copy of the handbook here: https://www.hse.gov.uk/pubns/books/hsg48.htm .
  3. Hollnagel, E. (2008). Risk+ barriers= safety?. Safety science, 46(2), 221-229.
  4. Venema, T., & van Gestel, L. (2021). Nudging in the workplace: Facilitating desirable behaviour by changing the environment. In A handbook of theories on designing alignment between people and the office environment (pp. 222-235). Routledge.

Supplementary readings (only for II year students – 15h)

Supplementary readings:

  1. Gualtieri, L., Fraboni, F., De Marchi, M., & Rauch, E. (2022). Development and evaluation of design guidelines for cognitive ergonomics in human-robot collaborative assembly systems. Applied Ergonomics, 104, 103807.
  2. De Angelis, M., Giusino, D., Nielsen, K., Aboagye, E., Christensen, M., Innstrand, S. T., Pietrantoni, L. (2020). H-work project: Multilevel interventions to promote mental health in smes and public workplaces. International Journal of Environmental Research and Public Health, 17(21), 8035.
  3. La Bara, L. M. A., Meloni, L., Giusino, D., & Pietrantoni, L. (2021). Assessment methods of usability and cognitive workload of rehabilitative exoskeletons: a systematic review. Applied Sciences, 11(15), 7146.
  4. Marangunić, N., & Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal access in the information society, 14, 81-95.

Metodi didattici

Module 1. Prof. Stefano Toderi

Frontal lectures to interactively discuss the topics covered by the course, group class presentations, work in small groups to write a project concerning interventions to prevent work-related stress in the organizations.

The Module is designed to be very interactive, based on students’ active participation. Therefore, students are requested to attend systematically all the lectures. Exchange students, aiming to choose this course for their learning agreement, should carefully consider – in their own interest – that they are requested to attend the full course.

 

Module 2. Prof. Luca Pietrantoni

Teaching methods are:

A) Lectures where the lecturer gives a review of the literature, shows conceptual issues and empirical findings and opens up for questions and comments. The slides presented during the lectures of Module 2 will be made available on the virtual platform after the lectures.

B) Student-active teaching methods: flipped classroom, in-class activities to be performed in pairs or in small groups, role-play and case work. Flipped classroom is the process of moving lecture content from face-to-face class time to before class by assigning it as homework. This allows for more interactive forms of learning to take place during class.

Modalità di verifica e valutazione dell'apprendimento

Module 1. Prof. Stefano Toderi

The final assessment of the Module 1 is based on:

- An “individual reflection paper” on the contents of the module. This will give 0-10 points

- A small-group work on job analysis. This will give 0-10 points

- A small-group project on work stress prevention. This will give 0-10 points

Scoring from 0 to 10 points is graduated as follow:

  • 0-2: markedly inadequate, evident misunderstanding, lack of critical comprehension, or content off-topic
  • 3-4: presentation and/or discussion are not fully adequate; imprecisions, surface exam and description of the contents, lack of critical comprehension
  • 5-6: presentation and discussion are sufficiently clear and understandable; there are elements that denote critical deepening of the contents, albeit not fully evident
  • 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
  • 9-10: presentation and discussion fully meet the requirements as it concerns clarity, lexicon specificity, understanding and explanation of evidence.

 

Module 2. Prof. Luca Pietrantoni

The written exam consists of 40 close-ended questions + 1 open-ended question. All the close-ended questions have a multiple-choice format with four options, where one answer is correct and three are incorrect. A correct answer is worth 0.5 points, and an incorrect answer is worth 0. The open-ended question can add extra points. The close-ended questions are based solely on the papers (not on the slides). Final grade of the written exam of the Module 2 will be up to 30/30.

A bonus will be given for active participation in the classes.

Orario di ricevimento

Consulta il sito web di Stefano Toderi

Consulta il sito web di Luca Pietrantoni

SDGs

Salute e benessere Ridurre le disuguaglianze

L'insegnamento contribuisce al perseguimento degli Obiettivi di Sviluppo Sostenibile dell'Agenda 2030 dell'ONU.