Organisation and Groups
Code: 101642 ECTS Credits: 12| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500260 Social Education | OB | 2 | A |
| 2500261 Education Studies | OB | 2 | A |
Contact
- Name:
- Anna Diaz Vicario
- Email:
- Anna.Diaz@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Maria del Mar Duran Bellonch
- Miquel Àngel Essomba Gelabert
- Diego Castro Ceacero
- Anna Diaz Vicario
Prerequisites
We should recommend review the contents developed in the following first year subjects:
- Education and Educational Contexts
- Comunication and Educational Interaction II
Objectives and Contextualisation
This subject helps to understand how organizations in general and the educational ones in particular work, as well as the group dynamics that occur in them. It is, therefore, a fundamental subject for taking Practicum on the 3rd course. It has their continuation in the subject "Management of Social and Educational Institutions" of the Bachelor's Degree in Social Education and in the subjects "Organisational Development of Educational Institutions" and "Direction and Leadership in Educational Institutions" of the Bachelor's Degree in Education Studies.
The main aims are:
- To understand the main paradigms, theories, and trends that support the knowledge about organizations.
- To understand which are the components of an educational organization.
- To develop projects for an educational organization.
- To understand contents related to group dynamics.
- To practice the capacity for developing systematic observation and the ability to analyze the group process.
- To develop skills for dynamizing groups in educational contexts.
- To increase the educational group process and to improve the individual learning process using the group as a pedagogical tool for designing educational interventions.
Competences
- Social Education
- Analyse the organization and management of socio-educational institutions.
- Develop strategies for autonomous learning.
- Lead social and educational processes to create a good working environment, promote collaborative work, and open and equalitarian communication.
- Participate and get involved in the events, meetings and events of the institution to which one belongs.
- Work in teams and with teams (in the same field or interdisciplinary).
- Education Studies
- Administer and manage centres, institutions, services and educational and training resources.
- Develop group encouragement strategies and techniques to promote participation and learning in training and educational situations.
- Develop strategies for autonomous learning.
- Participate and get involved in the events, meetings and events of the institution to which one belongs.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse general issues affecting the organization of educational institutions.
- Deliver proposed activities on time and in the right way.
- Develop intervention skills in relation to different group techniques.
- Develop the capacity of systematic observation and analysis of the group process.
- Form teams that are capable of carrying out activities effectively
- Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
- Know the elements that make up an organization.
- Organising the work in a structured way in terms of the demands.
- Participating actively in guided and supervised activities.
Content
- Organizational theories and trends
- Organizational ethics as a commitment to the organization
- Institutional projects
- Organizational structures and their operation and management
- Relationship system
CONTENTS BLOCK 2. Groups
- The concepts of group and team
- The group development
- The main variables of the group structure
- The group dynamics: theories
- Group intervention techniques
Methodology
We oriented the teaching-learning process towards active and meaningful methodology. The methodology of the subject consists in:
- Presentations of the contents of the syllabus.
- Seminar group (1/2 part of the large group), supervised by the teachers.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Seminar | 60 | 2.4 | 1, 3, 4, 2, 8, 9 |
| Theoretical lectures | 30 | 1.2 | 1, 7, 8, 9 |
| Type: Supervised | |||
| Individual and Group Mentoring | 60 | 2.4 | |
| Type: Autonomous | |||
| Reading and Studing | 150 | 6 | 1, 7 |
Assessment
The subject "Organization and groups" is a face-to-face subject. The attendance at the guided activities is considered an essential requirement to pass the course. A minimum attendance of 80% is compulsory for the seminar group sessions. Proofs presented in case of absence only explain the absence and, in any case, exempt from attendance.
The assessment of the subject is continuous and will be carried out throughout the academic year. To pass the course you must have passed each piece of evidence:
- Delivery of a case study and/or intervention project prepared in groups in the Organization block.
- Techniques and exercises elaborated in groups and individually in the Group block.
- Individual written test linked to the content worked in the subject. Two written tests will be carried out -one for each block. Lecturers will establish a second-chance examination day for those students who have not passed any of the individual tests and/or for health problems duly justified did not have performed the first-chance test. To participate in the second-chance test you must have obtained a minimum grade of 3.5. On the first day of the subject, lecturers will communicate the date of the tests.
The content, structure, method of presentation and delivery, as well as presentation dates, will be explained at the beginning of each block.
To pass the course all piece of evidence must have a minimum grade of 5 points on a scale of 10. In the table included below, you can see the specific weight that has each evidence. The student who does not present one or more piece of evidence will be qualified as "not presented".
Lecturers will return the feedback related to case study and/or project, and the techniques and exercises, in continuous evaluation within approximately three weeks. The group work will be returned at the end of each block. The grades of each evidence will be made public in the Moodle Classroom. The student who wants to revise the grade will haveto do it during the period established by the lecturers.
Students who during the course have made a proper follow-up of the subject and still have some evidence not passed can be allowed to redo the activity. Lecturers will study each case according to their situation.
Students enrolled for a second time and so on can ask to make only a final synthesis test. Lecturers will announce the conditions on the first day of the subject (14/09/2020). This option must be communicated, agreed, and formalized with the lecturers during the first month of the course.
In all activities, students must respect the linguistic correction, the writing, and the formal aspects of the presentation. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or not pass if the lecturer considers that it does not meet these requirements. Before submitting evidence, students must verify that they respect these criteria and that the sources, notes, textual citations, and bibliographic references, follow the APA regulations, according to the documentation summarized in the following sources https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf and http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html
Copying or plagiarizing material, both in the case of papers and written tests, will be punished; the subject will be automatically considered failed. A work, activity or written test will be considered "copied" when it reproduces in whole or in part the work of a colleague, and that it is "plagiarized" when a part of an author's text is presented as his own without citing the source. In case of detecting any of the two practices, the lecturers will study if it is convenient to request the opening of a disciplinary enquiry. You can find more information about plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
Likewise, this subject requires to show an attitude compatible with the educational profession: punctuality, proper use of electronic devices (mobile, computer, etc.), empathy, correctness in communication with others, and respect to the diversity and plurality of ideas, people and situations.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group case study and/or Project | 25% | 0 | 0 | 1, 6, 5, 7, 3, 4, 2, 8, 9 |
| Techniques and learning exercises | 25% | 0 | 0 | 1, 3, 4, 2, 8, 9 |
| Writing exam | 50% | 0 | 0 | 1, 7, 3, 4 |
Bibliography
Antons, K. (1990). Práctica de la Dinámica de grupos. Barcelona: Herder.
Anzieu, D. & Martin, J-Y. (1972). La dinámica de los grupos pequeños. Buenos Aires: Kapelusz.
Armengol, C. (2001). La cultura de la colaboración. Reto para una enseñanza de calidad. Madrid: La Muralla.
Armengol, C. (Coord.) (2009). Organització i Gestió de Centres Educatius. Material Didàctic per a la Docència Universitària. Servei de Publicacions de la UAB: Barcelona.
Aronson, E. (2003). El animal social. Introducción a la psicología social. Madrid: Alianza.
Bisquerra, R. (2013). Educación Emocional. Sevilla: Desclee de Brouwer.
Bourdieu, P. (1982). Lenguaje y poder simbólico. Madrid: Akal.
Bourdieu, P. (2001). Poder, derecho y clases sociales. Bilba
Cartwright, D. & Zander, A. (1971). Dinámica de grupos. México: Trillas.
Cantón, I. (2004). La organización escolar normativa y aplicada. Madrid: biblioteca nueva.
Darder, P., et al. (2013). Aprendre i ensenyar amb benestar i empatia. La formació emocional del professorat. Barcelona: Octaedro.
Fabra, M.Ll. (1999). Técnicas de grupo para la cooperación. Barcelona: Ceac.
Fabra, M.Ll. (2008). Jo, ni més, ni menys. Assertivitat per a força dones i alguns homes. Barcelona: Octaedro.
Fernández-García, T., & Ponce de León Romero, L. (Eds.) (2016). Planificación y actuación estratégica de proyectos sociales. Madrid: Ediciones Pirámide.
Gairín, J., et al. (Coord.) (2003). Les relacions personals en l'organització. Bellaterra: ICE Universitat Autònoma.
Gairín. J. & Castro, D. (2020). El Contexto organizativo como espacio de intervención. Madrid: Síntesis Editorial.
Gil Rodríguez, F. & Alcover, C.M. (Coord.) (2003). Introducción a la Psicología de las Organizaciones. Madrid: Alianza.
Gil Rodríguez, F. & Alcover, C.M. (Coord.) (1999). Introducción a la Psicología de las Grupos. Madrid: Alianza.
Güell, M. & Muñoz, J. (1998). Desconeix-te tu mateix. Barcelona: Edicions 62.
Hesselbein, F., Goldsmith, M., & Beckhard, R. (2012). La Organización del futuro. Barcelona: Editorial Deusto-Planeta.
Lorenzo, M. (2011). Organización de centros educativos. Madrid: La Muralla
López Yañez, J. (2005). La ecología social de la organización. Una perspectiva educativa. Madrid: La Muralla
Martín Sánchz, M. & Garrido Torres, M.A. (2003). El grupo desde la perspectiva psicosocial. Madrid: Pirámide.
Mendieta, C. & Vela, O. (2005). Ni tu ni jo. Com arribar als acords. Barcelona: Graó.
Mintzberg, H. (2012). La estructuración de las organizaciones. Barcelona: Ariel.
Moscovici, S. (1985). Psicología Social. Barcelona: Paidós.
Porret Gelabert, M. (2019). Gestión de personas. Manual para la gestión del capital humano en las organizaciones. Pozuelo de Alarcon: ESIC.
Robbins, S.P. (1996). Comportamineto Organizacional. Teoría y Práctica. México: Prentice Hall
Roca, E. (2004). Cómo mejorar tus habilidades sociales. Valencia: ACDE.
Senge, P.M. (1992). La quinta disciplina. Barcelona: Granica. Shaw, Shaw. N.E. (1980). Dinámica de grupo. Barcelona: Herder.
Silberman, M & Hansburg, F. (2001). Inteligencia interpersonal. Barcelona: Paidós.
Tejada, J. (1997). Grupo y Educación: Técnicas de Trabajo y Análisis. Barcelona: LU.
Tomàs, M. (2011): El conflicto y la comunicación organizacional en los centros de formación. Madrid: Editorial Academia Española.
Vendrell. E. (1999). Dinàmica de Grups i Psicologia dels Grups. Barcelona: UB.