CONTINUOUS TRAINING: A PSYCHOLOGICAL APPROACH (2017/2018)

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Course code
4S001375
Name of lecturer
Riccardo Sartori
Coordinator
Riccardo Sartori
Number of ECTS credits allocated
12
Academic sector
M-PSI/06 - WORK AND ORGANIZATIONAL PSYCHOLOGY
Language of instruction
Italian
Period
Sem. IA, Sem. IB

Lesson timetable

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Learning outcomes

The course will deal with lifelong learning and the different forms that can assume, such as organizational learning (Argyris, Schön, 1992; Fulmer, Keys, 1998; Senge, 1990), knowledge-creating learning (Gherardi, Nicolini, Odella, 1998; Nonaka, Takeuchi, 1995), action learning (Mumford, 1997; O’Neil, 1999; Jones, 1990), transformative learning (Mezirow, 1991; Hobson, Welbourne, 1998), implicit learning (Reber, 1993; Stadler, Frensch, 1998), reflective learning (Boud, Walker, 1991; Williamson, 1997), self-directed learning (Candy, 1991; Merriam, Caffarella, 1991), flexible learning (Jakupec, Garrick, 2000; Lundin, 1999), cooperative e collaborative learning (Schul, 2012; Dillenbourg, 1999), lifelong learning (Maehl and William, 2000; Moreland and Lovett, 1997; Oliver, 1999).

Syllabus

The course will deal with the following subjects:
- Training and lifelong learning: relationships, similarities and differences;
- Lifelong learning and professional vocation: learning in adults;
- Job placement: which characteristics increase the employability of unemployed;
- Theories of professional vocation: from traits to contexts to the interaction between the two of them;
- Learning and organizational cultures: which training for which organization;
- Psychosocial training and transactional analysis: the group and the relationships among individuals as a method and a purpose of the lifelong leaning.

Reference books
Author Title Publisher Year ISBN Note
Berne E. A che gioco giochiamo? (Edizione 1) Milano, Bompiani. 2000
Favretto G. & Sartori R. Le età dell'impresa (Edizione 1) Milano, Franco Angeli. 2007
Sartori R. & Ceschi A. Orientamento e crisi economica: la ricerca-intervento con le classi terze di un Istituto Tecnico per Geometri del Nord Italia ECPS Journal, 8, 173-202 2013 Sartori R. & Ceschi A. (2013). Orientamento e crisi economica: la ricerca-intervento con le classi terze di un Istituto Tecnico per Geometri del Nord Italia, ECPS Journal, 8, 173-202
Bellotto M. Pensieri su la formazione psico-sociale. Dal 1984 al 2015 (Edizione 1) Verona, Thesy 2015
Guichard J. & Huteau M. Psicologia dell'orientamento professionale. Teorie e pratiche per orientare la scelta negli studi e nelle professioni (Edizione 1) Milano, Raffaello Cortina 2001 978-88-7078-804-4
Sartori R. Stage e tirocinio tra orientamento e formazione: il caso di alcune laureate in discipline umanistiche di Verona e provincia Giornale Italiano di Psicologia dell’Orientamento, 11(2), 23-33. 2010 Sartori R. (2010). Stage e tirocinio tra orientamento e formazione: il caso di alcune laureate in discipline umanistiche di Verona e provincia, Giornale Italiano di Psicologia dell’Orientamento, 11(2), 23-33.

Assessment methods and criteria

The exam is written and based on the deepened study of the texts. The written task comprises a certain number of open questions and closed questions so that students can prove their preparation and the teacher can base his marks on a representative sample of knowledge. I do not use a rigid and structured form of written exam, meaning that the closed questions sometimes are present and sometimes are not. The open questions are always present, generally 3. I generally give 10 points to each question, so that the sum is 30.

STUDENT MODULE EVALUATION - 2017/2018