History, theoretical models and survey methods in the psychological research. Cognitive processes: perception, learning, memory, thought, language, intelligence. Affective dynamics: emotions and motivations.

1) COON, D., MITTERER, J.O. (2011). Psicologia generale. UTET, Torino (From the Chapter 2 only the paragraph 2.4 needs to be studied; Chapter 3 and 5 do NOT need to be studied).
2) BARTOLI G., BONAIUTO P. (2006). Psicodinamica e sperimentazione. Carocci, Roma (Only Chapters 1, 2, 5 and 7 need to be studied).
3) MASTANDREA S., La psicologia della percezione: dalla sensazione alla comunicazione. Idelson-Gnocchi, Napoli, 2004.

Teaching and course articulation
The course consists of 36 hours of lectures and a workshop (18 hours) with teaching activities both in presence and on line. All the activities of the course will be held in the first semester.

The course aims to ensure the knowledge about the transformations of the economy , society and the institutions of the past two centuries . At the end of the course, students will be given the tools of critical knowledge and the interpretative keys about contemporary modernity, taking as its starting point the first industrial revolution and the transition from absolute State to the Liberal and constitutional State until globalization and the end of the East - West bipolarism considered as the point of arrival. During the introductory lessons we will propose some methodological issues concerning an interdisciplinary approach for the historical research and for the periodization of the socio-economic and political- institutional history.

Corso base
1. Un buon manuale per le scuole superiori di Storia contemporanea di recente pubblicazione.
2. C. F. Casula, Insegnare il Novecento, Anicia 2014
3. C. F. Casula, L’isola bella e infelice, Carlo Delfino 2015
Corso avanzato
1. L. Bonanate, Anarchia o democrazia. La teoria politica internazionale del XXI secolo, Carocci 2015
2. C. F. Casula, Le ACLI. Una bella storia italiana, Anicia 2008

• Lifelong education and learning theories
• Adult learning theories
• Democracy and education
• Qualitative and narrative methodologies
• Educational planning

Alberici A. (2002), Imparare sempre nella società della conoscenza, Milano, Bruno Mondadori.
Di Rienzo P. (2012), Educazione informale in età adulta. Temi e ricerche sulla convalida dell'apprendimento pregresso nell'università, Roma, Anicia.
Knowles M. (1996), La formazione degli adulti come autobiografia, Milano, Raffaello Cortina.

The course aims to achieve, in particular, the following learning objectives:
1. Provide knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.


2. Develope skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.

3. Promoting critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.


Knowledge and understanding:
knowledge and understanding relating to the size of historical, theoretical and methodological disciplines of sociological, organizational and analysis of interconnection with other sports that are subject to study how the work, the production organisations, the management of human resources and industrial relations.

Ability to apply knowledge and understanding
ability to investigate and gather information and data on evolution of complex systems of industrial relations in italy and european and international level, with particular attention to the method of trading and that of consultation and participation.
Judgement:
capacity analysis and evaluation of main processes in critical found negotiations between the parties and social assessment strategies between coherences, political, organizational structure, roles and responsibilities.

Communication skills:
communication skills and functional explicitation relationship and understanding of the interaction between the major organizations of interest representation of social and economic problems.
learning skills:
ability to perform functions and critical metariflessive developmental reading in the process of development of various organizational policies related to the ability to understand the underlying and culture on the logic of action.

Reference Texts

- COCOZZA A., Organizzazioni. Culture, modelli, governance, Franco Angeli, Milano, 2013.
- COCOZZA A., Il sistema scuola. Autonomia, sviluppo e responsabilità nel lifewide learning, Franco Angeli, Milano, 2012.

The 2015 - 2016 programme is articulated into 9 meeting on the following contents:
1. Updating the notion of organisational learning. Hints on its evolution in the last thirty years
2. Organisational learling and competencies develepment (main reference: the Boyatzis model)
3. Organisational learling and emotional competencies (1)
4. Organisational learling and emotional competencies (2)
5. Organisational learling and cognitive competencies (1)
6. Organisational learling and cognitive competencies (2)
7. Organisational learling and social competencies (1)
8. Organisational learling and social competencies (2)
9. The reflective capabilities as key for balanced competencies development in organisations
Each meeting lasts 2 Hours and is supported by a specific powerpoint presentation uploaded on the teacher's electronic boa right after right the meeting itself.rd

Reference tezt:

Goleman D., Leaderschip emotica, Milano, Rizzoli, 2012

Given the complexity of contemporary organizational contexts, where we can observe structures characterizet by high complexity in terms of relation, emotion and communication , the workshop "Tools for empowerment in organization" aims to illustrate to students methods and instrumentations more functional to govern this complexity, in an empowerment logic of subjects and organizations. In line with the cours of Sociology of the organization submitting the theoretical framework of organizational sociology and new business models that tend to recognize more and more the person as a strategic development, particular attention will focus on tools for personal growth such as counseling and coaching today wiledy used in management education and also considered important tools enhancing and coordinating groups. The laboratory has a theoretical-practical set wit which to give students more than the necessary theoretical framework also an experiential dimension through which develop a personal growth process that leads them to develop emotional self-evaluation and reflective skills. Essential Skills to live and work in a complex society:
Who cannot attend lesson can be arranged with the teacher exercises to be performed using the e-learling environment that will support all interactions with the teacher and the class group.

Study materials

study materialprovided by the teacher
Ashkanasy N., Humphrey R., Current Emotion Research i Organizational Behavior, in Emotion Review, Vol. 3, n. 2, Aproò 2011.

A book be chosen among:

1. Ken Blanchard, Johon P. Carlos, Alan Randolph, Le tre chiavi dell'empowerment. Come liberare il potenziale dei collaboratori offrendo dei risultati entusiasmanti, Franco Angeli
2. Ron Johnson, David Redmond, L'arte dell'empowerment: Come realizzare un'organizzazione snella più competitiva coinvolgendo e responsabilizzando il personale, Franco Angeli.

BASICS STATISTICS (6 CFU)
Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).


STATISTICS (INTEGRATION) (3 CFU)

Computation by Excel: statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica a.a. 2014-15, (available on-line).
MARELLA D., Esercizi e domande di riepilogo di Statistica a.a. 2014-15. (available on-line).
CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS (INTEGRATION) (3 CFU)
Marella D., Dispensa sull''utilizzo di Excel, pdf manuscript available on-line.

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

BOVE G., Slide delle lezioni del Corso base di Statistica a.a. 2014-15, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica a.a. 2014-15. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

Programme of the Basic Module
The course provides tools for a pedagogical analysis of the work dimension from a socio-economic and educational point of view. Particular attention will be given to educational issues (employability, placement, apprenticeship) and to the relationship between learning and knowledge, laying emphasis on the construct of communities of practice in professional contexts and on Diversity Management. The course is divided into three modules of 10 hours each for a total of 30 hours and includes lectures alternating with moments of educational planning and case studies.


Area 1
• Education and Social Work: epistemic contexts and methods of analysis
• Work in its social and organizational development with particular emphasis on the pedagogical dimension also from a historical point of view
• The issue of skills as a tool to describe the job training from a formative point of view
• Career guidance: socio-educational vocational integration of graduates (placement) and recruitment, with a through reading of the apprenticeship school
• Human development and educational development: the capabilities approach

Area 2
• The aim of the intercultural dimension of education and social work
• The “Diversity Management”
• Cases of diversity management (Unicredit, Vodafone, Finmeccanica)

Area 3
• The theme of community with a socio-pedagogical approach
• Communities of practice as a management tool and knowledge sharing
• The paradigm of “cultivation” of communities of practice in some experiences of lifelong learning

Reference books

• Alessandrini G. (2004), Pedagogia delle risorse umane e delle organizzazioni, Guerini, Milano (prima parte)
• Alessandrini G. (2014), Apprendistato, Competenze e prospettive di Occupabilità, Pensa Multimedia, Lecce (prima e terza parte)
• Alessandrini G. & De Natale M.L. (2015), Il dibattito sulle competenze: quale prospettiva pedagogica?, Pensa Multimedia, Lecce (prima & terza parte) (in corso di pubblicazione)

Books of your choice (One book):
• Alessandrini G. (2010), Formare al management delle diversità: valori, nuove competenze e apprendimenti nell'impresa, Guerini, Milano
• Alessandrini G. (2013), La formazione al centro dello sviluppo umano. Crescita, lavoro, formazione, Giuffrè, Milano
• Alessandrini G. (2014), La “pedagogia” di Martha Nussbaum. Approccio alle capacità e sfide educative, Franco Angeli, Milano
• Alessandrini G. (2015), Canoni formativi nella pratica, Carocci, Roma (in corso di pubblicazione)

Books of your choice (One book):
• Alessandrini G. (2007), Comunità di pratica e società della conoscenza, Carocci, Roma
• Alessandrini G., Pignalberi C. (2012), Le sfide dell’educazione oggi, Pensa Multimedia, Lecce
• Alessandrini G., Pignalberi C. (2011), Comunità di pratica e Pedagogia del lavoro. Voglia di comunità in azienda, Pensa Multimedia, Lecce

Books of your choice (One book for non- attending Students):
 Alessandrini G. (2005), Manuale per l’esperto dei processi formativi, Carocci, Roma (seconda parte)
 Alessandrini G. (2010), Comunità di pratica e Pedagogia del lavoro: un nuovo cantiere per un lavoro a misura umana, Pensa Multimedia, Lecce
 Alessandrini G., D’Agnese V. (2013), L’apprendimento permanente e lo sviluppo del territorio, Pensa Multimedia, Lecce

Laboratory Training and Organizational Development
Refer to the online bulletin board of the teacher (Prof. Domenico Lipari).


Information for foreign students:
Foreign Students may substitute the recommended books with others, after meeting with the Professor.

Knowledge and understanding
Students should also show understanding of the fundamental issues of contemporaneity (the discussion about the “end” of work, the new “cultures” of work, the deconstruction processes related to globalization, flexible forms of work and precariousness, etc.).
Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding in reference to a professional approach (especially regarding some areas of theoretical and methodological principles such as “models” of skills, the approach to the community of practice, the processes of professional needs analysis, etc..). Students will develop knowledge and understanding regarding theoretical models and empirical coordination processes applied in organizations (in different versions from those applied in the government to those which can be found in great and small businesses) regarding personnel selection, career development, resource assessment and leadership management.
Making judgments
Students will know how to find several sources of reference to develop insights – also through a personal approach- about the subject.
Communication skills
Students will deal with empirical fields of study and with the application through the methodology of cases analysis, of focus groups, of workshops, etc.. Also referring to opportunities for participation and exchange with external witnesses, developing autonomous skills to apply the models and practices developed in the professional field.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research on issues including border topics (new media and work, forms of work and cooperative networking, organizational learning, etc.).

Programme of the Basic Module
The course provides tools for a pedagogical analysis of the work dimension from a socio-economic and educational point of view. Particular attention will be given to educational issues (employability, placement, apprenticeship) and to the relationship between learning and knowledge, laying emphasis on the construct of communities of practice in professional contexts and on Diversity Management. The course is divided into three modules of 10 hours each for a total of 30 hours and includes lectures alternating with moments of educational planning and case studies.



Area 1
• Education and Social Work: epistemic contexts and methods of analysis
• Work in its social and organizational development with particular emphasis on the pedagogical dimension also from a historical point of view
• The issue of skills as a tool to describe the job training from a formative point of view
• Career guidance: socio-educational vocational integration of graduates (placement) and recruitment, with a through reading of the apprenticeship school
• Human development and educational development: the capabilities approach

Area 2
• The aim of the intercultural dimension of education and social work
• The “Diversity Management”
• Cases of diversity management (Unicredit, Vodafone, Finmeccanica)

Area 3
• The theme of community with a socio-pedagogical approach
• Communities of practice as a management tool and knowledge sharing
• The paradigm of “cultivation” of communities of practice in some experiences of lifelong learning

Reference books

• Alessandrini G. (2004), Pedagogia delle risorse umane e delle organizzazioni, Guerini, Milano (prima parte)
• Alessandrini G. (2014), Apprendistato, Competenze e prospettive di Occupabilità, Pensa Multimedia, Lecce (prima e terza parte)
• Alessandrini G. & De Natale M.L. (2015), Il dibattito sulle competenze: quale prospettiva pedagogica?, Pensa Multimedia, Lecce (prima & terza parte) (in corso di pubblicazione)

Books of your choice (One book):
• Alessandrini G. (2010), Formare al management delle diversità: valori, nuove competenze e apprendimenti nell'impresa, Guerini, Milano
• Alessandrini G. (2013), La formazione al centro dello sviluppo umano. Crescita, lavoro, formazione, Giuffrè, Milano
• Alessandrini G. (2014), La “pedagogia” di Martha Nussbaum. Approccio alle capacità e sfide educative, Franco Angeli, Milano
• Alessandrini G. (2015), Canoni formativi nella pratica, Carocci, Roma (in corso di pubblicazione)

Books of your choice (One book):
• Alessandrini G. (2007), Comunità di pratica e società della conoscenza, Carocci, Roma
• Alessandrini G., Pignalberi C. (2012), Le sfide dell’educazione oggi, Pensa Multimedia, Lecce
• Alessandrini G., Pignalberi C. (2011), Comunità di pratica e Pedagogia del lavoro. Voglia di comunità in azienda, Pensa Multimedia, Lecce

Books of your choice (One book for non- attending Students):
 Alessandrini G. (2005), Manuale per l’esperto dei processi formativi, Carocci, Roma (seconda parte)
 Alessandrini G. (2010), Comunità di pratica e Pedagogia del lavoro: un nuovo cantiere per un lavoro a misura umana, Pensa Multimedia, Lecce
 Alessandrini G., D’Agnese V. (2013), L’apprendimento permanente e lo sviluppo del territorio, Pensa Multimedia, Lecce

Laboratory Training and Organizational Development
Refer to the online bulletin board of the teacher (Prof. Domenico Lipari).

1) The concept of professional competence
2) The "Bilan de compètences" (BdC): definition and historical background
3) BdC's phases:
a. Welcome
b. Analysis
c. Synthetic and individualised set
4) BcD's tools: a synthetic and individualiosed set
5) The use of PerformanSE in the BdC

Books for the exam: A. Alberici, P. Serreri, Competenze e formazionein età adulta. Il Bilancio delle competenze: dalla teoria alla pratica, Roma, Monolite, 2009 (chapter 5 excluded )

P. Serreri (a cura), PERSeO Personalizzare e Orientale. Il Bilancio di competenze per l'occupabilità nel Lazio, Milano, FrancoAngeli, 2010 (chapter 1 and 5 excluded )

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

A. Cocozza, Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012 (Chapter I to IV).
A. Cocozza, Persone Organizzazioni Lavori. Esperienze innovative di comunicazione d’impresa e valorizzazione delle risorse umane, Franco Angeli, Milano, 2010.

The course is divided in two areas of study.
The first aims to:
- equip the student with basic knowledge of economics and economic policy, such as the measurement of the economic system (operators, production, national income and its use, public expenditure), the formation of prices, costs, investments, saving operation and the limitations of markets, state intervention in the economy and the labor market, the role of civil society, ect.;
- provide some interpretative tools of economic phenomena through the knowledge of theories, quantitative analysis of the latest institutional references, with particular attention to policies of intervention in the filed of labor economics and human resources.
The second aims to:
- deepen, with macroeconomic and microeconomic approaches, the role of human resources for competitiveness and growth of economic systems in the short and long term;
- analyze the most important facts that are charaterizing the current situation of economic and social crisis, togheter with the economic dynamics and evolution of the Italian labor market during the past years;
- through the analysis of some monographic issues, provide interpretative tools inherent in the role of institutions and colletive actors in determining the implementation of employement policies and labor, and labor organization in the public and private sectors.

The course will be conducted through the examination of official documents and statistical analysis of the European Union, the Italian Government, Italian, foreign and regional Italian institutions.

A printed and extentended version of the cycle of lessons is in preparation (available by November 2013) and it will be integrated with insights and references to the contributions of researchers, teachers and national and international institutions.
The preparation should be done by using the summaries of lectures, with suggested close examinations, which will be available after classes on the website of the faculty.
For the oral exam, students who do not attend classes will have to present and expose a specific subject agreed with the Professor.
Student workers who cannot attend classes will be provided whit online learning methods and support for their thesis, as for other students.

The course is divided in two areas of study.
The fisrt aims to:
- equip the student with basic knowledge of economics and economic policy, such as the measurement of the economic system (operators, production, national income and its use, public expenditure), the formation of prices, costs, investments, saving operation and the limitations of markets, state intervention in the economy and the labor market, the role of civil society, ect.;
- provide some interpretative tools of economic phenomena through the knowledge of theories, quantitative analysis of the latest institutional references, with particular attention to policies of intervention in the filed of labor economics and human resources.
The second aims to:
- deepen, with macroeconomic and microeconomic approaches, the role of human resources for competitiveness and growth of economic systems in the short and long term;
- analyze the most important facts that are charaterizing the current situation of economic and social crisis, togheter with the economic dynamics and evolution of the Italian labor market during the past years;
- through the analysis of some monographic issues, provide interpretative tools inherent in the role of institutions and colletive actors in determining the implementation of employement policies and labor, and labor organization in the public and private sectors.

The course will be conducted through the examination of official documents and statistical analysis of the European Union, the Italian Government, Italian, foreign and regional Italian institutions.

A printed and extentended version of the cycle of lessons is in preparation (available by November 2013) and it will be integrated with insights and references to the contributions of researchers, teachers and national and international institutions.
The preparation should be done by using the summaries of lectures, with suggested close examinations, which will be available after classes on the website of the faculty.
For the oral exam, students who do not attend classes will have to present and expose a specific subject agreed with the Professor.
Student workers who cannot attend classes will be provided whit online learning methods and support for their thesis, as for other students.

Theories and research methods in social psychology. Knowledge and perception of the social world. Social cognition. Dual models and implicit social cognition. Attitudes, stereotypes, and prejudice. Social relations: small group processes and intergroup relations. Communication, persuasion and social influence. Applied social psychology: health, environment and sustainable development.

- - Hogg e Vaughan. Psicologia sociale. Pearson Editore
- Passafaro, Carrus, Pirchio. I bambini e l’ecologia: Aspetti psicologici dell’educazione ambientale. Carocci editore

This course deals with the fundamentals of Work Psychology with the aim of providing a basic knowledge of: the main theories that have marked the development of this discipline, with a focus entrepreneurial education and self assessment competences;the methods and tools used in work psychology research.

• ARGENTERO, CORTESE, PICCARDO, Psicologia del lavoro, Raffaello Cortina Editore, Milano Cap: cap. 1, 2, 3, 5, 7, 9, 10,13
• V. Caggiano, Educazione Imprenditoriale, Aspetti psicologici dell’imprendere, Anicia Roma 2012
• V.Caggiano, Teachability and entrepreneurship education: summer school, teaching and learning way to be happy, Editorial Autores de Argentina; 1 edition (July 27, 2015)
http://www.amazon.com/Teachability-entrepreneurship-education-teaching-learning-ebook/dp/B012TQOFB2/ref=sr_1_1?ie=UTF8&qid=1441117249&sr=8-1&keywords=Teachability+and+entrepreneurship+education+%3A+summer+school%2C+teaching+and+learning+way+to+be+happy


Testi per non frequentanti
V. Caggiano, Quantità e qualità nell’orientamento, Anicia, Roma 2010
Caggiano, V., Geria, E., La Formazione per le Risorse Umane con la Visual Art, Trento IBS, 2009