Università Roma Tre

General objectives and outgoing skills, understood as knowledge, skills, abilities (Dublin descriptors)
Students must demonstrate knowledge related to the fundamental aspects of the discipline in its historical making, the emergence of issues related to the evolution of social systems in the twentieth century up to the themes of modernity with a particular attention to interdisciplinary comparison. The issue of soft skills in the organizational field will also be addressed, in its peculiar aspect linked to the fourth industrial revolution. Students will have to know and understand the new training problems in the company and public administration.
2. The "Training and organizational development" laboratory has as its objective the acquisition of skills related to the planning of training interventions: the contextualization of training activities in the context of People Strategy and business organization; analysis of human resource management and development processes; the life cycle of a training intervention; planning of activities; the analysis of training needs; the preparation of the training intervention; the planning and development of activities; the provision of the service; the evaluation; design according to the model of good training practices and total quality; design strategies and qualities of training actions; evaluation of training interventions according to the total quality model.
Knowledge and understanding
Students will also have to show understanding skills of the fundamental problems of the contemporary (the discussion on the polarization processes of the work, the theme of the analysis of the crisis of the work, the new "cultures" of the work - soft skills, industry 4.0, digital transformation, the destructuring processes connected to globalization, the forms of flexibility and precariousness, etc.).
Ability to apply knowledge and understanding
Students will have to show ability to apply their knowledge and comprehension skills also in reference to a professional approach (with particular regard to some fundamental theoretical-methodological areas such as the "models" of skills, the approach to the community of practice, the processes analysis of professional needs, etc.). Students will have to develop knowledge and understanding skills with respect to the theoretical models and the empirical coordination processes in place in organizations (in the various forms detectable by the public administration, for large and small businesses) with respect to personnel selection issues, career development , to the evaluation of resources, to management of leadership.
Judgment autonomy:
He will have to know heterogeneous reference sources for the development of insights - also in view of an autonomous approach - to the discipline.
Communication skills:
The student will have to deal with empirical areas of study and application through the methodology of case analysis, focus groups, workshops, etc., also referring to opportunities for participation and exchange with privileged external witnesses, developing autonomous application skills of models and practices studied in the professional field, drafting of summary reports, development of micro-research.
Learning ability
They will also be able to develop learning skills (ability to access sources), in view of further study and autonomous research elaborations also on frontier themes (new media and work, cooperative and networked forms of work, organizational learning, etc.).
rogram of the basic module
The course provides the tools for a pedagogical reading of the working dimension seen in its socio-economic and training evolution. Particular emphasis will be given to training problems (employability, placement, apprenticeship, work-based learning, industry4.0) and to the theme of the relationship between learning and knowledge, with insights on the construction of the Community of Practice in professional environments and the new working dimensions. The course is divided into three areas of 10 hours each for a total of 30 hours and provides for the alternation of lectures with moments of training planning and case studies.

Area 1
Social and work pedagogy: epistemic areas and analysis methodologies
The work in its social and organizational evolution with particular regard to the pedagogical dimension also in a historical key
The theme of skills as a tool for job description in a training perspective: definition and description, tools for mapping, assessment and validation
The topic of soft skills in organizations
Laboratory: Bricks x Tips: Lego and soft skills
Area 2
The foundations of the Capability Approach of M.C. Nussbaum: capabilities and educational welfare
Training Design Laboratory: "The capability approach in adult education"
Area 3
Representative schemes of work pedagogy
The paradigm of the "cultivation" of communities of practice in some lifelong learning experiences

Alessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e seconda parte)
Caggiano V. (2019), Hard work on Soft Skills (english)

You can choose between, one of two books)

Nussbaum, M. (2012), Creare Capacità


More you can choose minimum three articles between the proposed list:

SOFT SKILLS AND JAZZ IN CURRICULUM DESIGN (2021)
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/189

2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154

3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183

4. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana

1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study) -english
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844

2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS- english
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154

3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers english
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183

4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups english

5.EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80