Subject

Organisational Psychology

  • code 12762
  • course 3
  • term Semester 1
  • type OB
  • credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff

Head instructor

Dra. Isabella MENEGHEL - imeneghel@uic.es

Office hours

Request appointment by email.

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.

During the development of the subject, students will learn to describe, explain and predict the psychosocial phenomena that occur in work and organizational contexts, as well as trying to solve possible problems by improving the quality of life of people and groups at work and in the workplace. the organizations. Therefore, this subject is an effort to apply psychosocial knowledge to understand human behavior and experience at work and in organizations. 

This subject constitutes an instrument of preparation for the analysis of the human experience of people and groups in relation to work from a psychosocial perspective, which, emphasizing practical application, does not forget to enhance theoretical knowledge to better understand the nature of work. and from organizations. In this way, an attempt is made to emphasize both the scientific dimension of this discipline and its professional aspect. Therefore, the acquisition of knowledge and skills related to research and professional practice is intended, emphasizing the latter through practical activities and meetings with active professionals.

Pre-course requirements

It is recommended to have been enrolled in the subject of Social Psychology and Group Psychology.

Objectives

The aim of Organizational Psychology is that students may acquire and develop competencies related to the study of people's behavior in organizations, acquiring an adequate understanding of organizational phenomena from an eminently psychosocial perspective. Likewise, the course aims to provide students with the theoretical knowledge and skills necessary to interpret, measure, explain and diagnose the main processes related to work activity. 

Finally, and given that intervention is a fundamental dimension of Organizational Psychology, students are expected to develop their competences through cases, practical problems and meetings with professionals to familiarize themselves with possible fields of work. Therefore, the final objective will focus on the transfer of theoretical knowledge to levels of personal experience in psychosocial interventions at work and in organizations.

Competencies

  • CE01 - The ability to carry out appropriate Psychology-specific actions to achieve set targets in a specific work environment.
  • CE04 - Know the principles and procedures of psychological intervention.
  • CE17 - The ability to analyse the psychological and social demands and needs of people, groups and organisations in different contexts.
  • CG02 - The ability to make critical and well-founded judgements and assessments as part of the decision-making process.
  • CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
  • CG09 - The ability to integrate psychological knowledge and developments into professional practice.
  • CT04 - The capacity to work in a team
  • CT09 - The ability to communicate adequately, both orally and in writing

Learning outcomes

At the end of the course, students are expected to:

  • Know the conceptual bases of the Psychology of work and organizations, as well as the challenges of the discipline
  • Describe the main elements of the meaning of work, work motivation and performance in an organizational context.
  • Distinguish history and symptoms of discomfort and well-being at work
  • Identify the main elements of the organizational structure
  • Diagnose the climate and culture, as well as their background, in an organization
  • Know elements, strategies and obstacles to promote change and development in organizations
  • Recognize key organizational practices
  • Transmit information and ideas through an appropriate style of communication

Syllabus


Chapter 1 Introduction to the Psychology of Work and Organizations

Chapter 2 Meaning of work, work motivation and performance

Chapter 3 Occupational Health Psychology

Chapter 4 Structure of the organizations

Chapter 5 Leadership in organizations

Chapter 6 Climate and organizational culture

Chapter 7 Organizational change and development

Chapter 8 Organizational practices

Teaching and learning activities

In person

The methodology used in this subject will be active and focused on the students, who will be the protagonist in their learning process and development of competences. This methodology combines master classes, practical teaching (group dynamics, case studies, analysis of readings and audiovisual resources), preparation of group work (project) and tutoring (both collective and personalized).

The subject requires both individual and autonomous work as well as group work. In addition to the continuous work that requires the preparation and use of the different theoretical and practical sessions, the student must carry out a project in groups of 5 people, with an empirical basis and on a topic negotiated with the teaching staff. For this, it will have tutorials with the teachers during the semester.

TRAINING ACTIVITY
Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content.
Project-oriented learning is a method based on experiential and reflective learning in which the process of researching a particular subject matter proves very important, with the aim of resolving complex problems based on open solutions or addressing complicated issues that enable students to generate new knowledge and develop new skills.
Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members.
The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible.
This is a scenario in which a lecturer, with a small group of students, answers any questions that may surface throughout the learning process. This helps the lecturer detect the elements that are less obvious to students and provide tools to address aspects that do not work correctly. This activity may be done individually or in group. This methodology should not be confused with personal student guidance, which is in addition to the curricular education.

Evaluation systems and criteria

In person

The evaluation of the subject is carried out based on:

  • Final exam (40%)
  • Group work (30%)
  • Individual and collective practical activities (20%)
  • Attendance and participation (10%): minimum 50% attendance to qualify for this score.

Important considerations:

  1. It will be necessary to obtain a minimum grade of 5.0 in the final exam and in group work to be able to do average with the rest of the grades.
  2. The realization of the practical activities is understood as continuous evaluation, and therefore its NO delivery according to the established dates will imply the impossibility of having that part of the note.
  3. Plagiarism, copying or any other action that can be considered cheating will suppose a zero in that evaluation section. Doing it in the exams will suppose the immediate suspension of the subject.
  4. On second call, the "Honor Registration" qualification cannot be obtained, so the maximum qualification will be "Excellent".

Bibliography and resources

Bibliography 

  • Alcover de la Hera, C.M., Martínez Iñigo, D., Rodríguez Mazo, F. y Domínguez Bilbao, R. (2004). Introducción a la Psicología del Trabajo. McGraw Hill.
  • Alcover, C.M., Moriano, J.A. y Topa, G. (2016). Psicología del Trabajo. Conceptos claves y temas emergentes. Sanz y Torres.
  • Martínez-Tur, V., Ramos López, J. y Moliner Cantos, C. (2015). Psicología de las organizaciones. Síntesis.
  • Osca, A., Palací, F.J., Moriano, J.A. y Lisbona, A. (2016). Nuevas perspectivas en Psicología de las Organizaciones. Sanz y Torres.
  • Salanova, M. (2010). Psicología de la Salud Ocupacional. Síntesis.

Others resources 

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:

  • E1 15/01/2021 12:00h I3
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