Training Psychology (2015/2016)

Course partially running (all years except the first)

Course code
Name of lecturer
Riccardo Sartori
Riccardo Sartori
Number of ECTS credits allocated
Academic sector
Language of instruction
Sem. IA, Sem. IB

Lesson timetable

Learning outcomes

The course intends to give students the fundamental concepts for training.
In particular, it intends to pursue the following aims:
1. To outline a distinction between “psychological training” and “vocational training”;
2. To establish connections between “training” and “learning”;
3. To distinguish and connect the concepts of “training”, “education” and “teaching”;
4. To define the role of the trainer: Teacher? Educator? Entertainer? Therapist?;
5.To define the competences of the trainer;
6. To explain and analyze the process of training:
6a. The clients;
6b. The analysis of the training needs;
6c. The training intervention;
6d. The methods of the training intervention:
- The frontal lesson;
- The group discussion;
- The simulation;
- The role-play;
- The exercise.
6e. The evaluation of the training results (by means of interviews and questionnaires).
7. To analyze the place of the training.


Through frontal lessons, group discussions and exercises, the course intends to allow students to learn which are the psychological characteristics of training, how training is carried out in the classroom and which are the places that favor or, on the contrary, inhibit the learning processes of the training.

Texts for the exam:

1. Sartori R. & Rappagliosi C.M. (2012). Orientamento, formazione e lavoro. Dalla psicologia alle organizzazioni, LED, Milano.
2. Sartori R. & Gatti M. (2013). Game-based learning. Il ruolo del gioco nella progettazione di percorsi formativi, LED, Milano.
3. Sawyer K. (2012). La forza del gruppo. Il potere creativo della collaborazione, Giunti, Firenze.
4. Carli R. & Paniccia R.M. (1999). Psicologia della formazione, il Mulino, Bologna.

Articles for the exam:

5. Ceschi A., Dorofeeva K., Sartori R. (2014). Studying teamwork and team climate by using a business simulation. How communication and innovation can improve group learning and decision-making performance, European Journal of Training and Development, 38, pp. 211-230.

6. Sartori R., Tacconi, G., Caputo B. (2015).Competence-based analysis of needs in VET teachers and trainers: an Italian experience", European Journal of Training and Development, 39, pp. 22 - 42.

In-depth study texts
1. Battistelli A. (2003). Apprendere partecipando. Milano: Guerini e Associati.
2. Knasel E., Meed J., Rossetti A. (2002). Apprendere sempre. Milano: Raffaello Cortina Editore.
3. Odoardi C. (a cura di) (2009). Formazione e sviluppo nelle organizzazioni. Firenze: Giunti O.S..
4. Quaglino G.P. (2005). Fare formazione. I fondamenti della formazione e i nuovi traguardi. Milano: Raffaello Cortina Editore.
5. Quaglino G.P. (2001). Scritti di formazione. Milano: Franco Angeli.
6. Quaglino G.P. (2004). Autoformazione. Milano: Raffaello Cortina Editore.
7. Trentin G. (2001). Dalla formazione a distanza all’apprendimento in rete. Milano: Franco Angeli.
8. Sartori R. (2008). Psicologia psicometrica. Milano: LED.

Assessment methods and criteria

The exam will be a written task with some open questions and some closed questions. After the exit of the written task, it is possible to ask for an oral examination for which it is necessary to study one more text at least.