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2022/2023

Psychopedagogy in Organisations

Code: 42979 ECTS Credits: 10
Degree Type Year Semester
4313754 Psychopedagogy OT 0 A

Contact

Name:
Antonio Pérez Romero
Email:
antonio.perez.romero@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Other comments on languages

The language of the course may be changed (from Catalan to Spanish) in the event that the course is attended by international students.

Teachers

Pilar Pineda Herrero

Prerequisites

There are not special requirements to attend this course once you have accessed the Master. 

Objectives and Contextualisation

The Psychopedagogy in Organizations Course has three basic characteristics that define its design:

  1. The first thing to note is that this is an optional course.
  2. It focuses on the internal or institutional perspective of educational and labour organizations, thus it is essential to have an elementary knowledge of the structure, objectives, dynamics and relationships established in educational institutions and organizations; since these subjects will be developed around organizational elements of the content and strategies.
  3. It is intended to provide tools to describe, develop and innovative programs, educational psychology units and services in educational institutions and organizations. It also aims to acquire skills in managing people, projects and psychological care resources.

 

Competences

  • Advise teaching professionals on measures for attention to diversity in the organisation and the design, implementation and evaluation of teaching and learning processes.
  • Analyse the organisation and functioning of schools in order to coordinate personal, academic and professional guidance for all pupils and the educational community.
  • Continue the learning process, to a large extent autonomously
  • Critically analyse one's own work and use resources for professional development.
  • Manage and engage educational teams to provide an appropriate response to the educational psychology needs of pupils, groups and organisations.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Work in and with unidisciplinary or multidisciplinary teams and participate actively as a member of the community.

Learning Outcomes

  1. Analyse the functionality of schools' organisational development.
  2. Collaborate in managing and developing the work of teaching staff so as to give a coordinated response that is effective from the perspective of educational psychology.
  3. Continue the learning process, to a large extent autonomously
  4. Critically analyse one's own work and use resources for professional development.
  5. Design actions that help to engage social and educational teams in attending to the varying educational needs of individuals and groups.
  6. Design proposals to promote teamwork among schoolteachers.
  7. Draw up intervention plans on educational guidance and counselling on the basis of the school's institutional analysis.
  8. Implement and evaluate programmes of diagnosis, evaluation, guidance and counselling aimed at optimising teaching-learning processes.
  9. Involve them jointly all management teams, teachers and educational specialists, formal and informal institutions, the assessment of educational needs, considered both individually and in groups.
  10. Promote management of teaching teams work and collaborate in psychoeducational performances from the horizontal organization of secondary schools.
  11. Set up and plan guidance and counselling programmes/services with the aim of optimising teaching-learning processes and the academic performance of secondary-school pupils.
  12. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  13. Streamline computer task in detection, referral and commitment of teaching performance as regards the primary educational needs of students and groups of early childhood education
  14. Work in and with unidisciplinary or multidisciplinary teams and participate actively as a member of the community.

Content

Content selection and sequence take into account objectives, competencies and course overview.

The contents are intended to provide a holistic perspective of the subject. For this reason, the table of contents is organized following a spiral sequence instead of a linear sequence.

The course’s topics are as follows, although they will be not always covered in the same order:

  1. Organizations linked to innovation and quality.
  2. Organizations and human resources nowadays
  3. Departments of human resources and psychology: organization and management.
  4. Human resources policies and the role of the Psychopedagogical professional in organizations: management by competencies, selection, reception and professional evaluation.
  5. Human resources policies and professional development: dual and continuous training, human resources development and career planning.
  6. Stages of organizational development.
  7. Design and development of programs and services oriented to change in organizations. Education commissions and training departments.
  8. Design and develop programs and services for individuals. Tutorial action plans.
  9. Networks and cooperative organizations.
  10. The role of the Psychopedagogical professional in organizations.

Methodology

'Psychopedagogy in organizations' course combines several methodological strategies. On one hand, lecture sessions are planned and students are expected to participate in and lead class discussions.

On the other hand, required and recommended readings for each course topic will be provided. Several case studies will be analysed as a part of course assessment, either with a real case on human resources policy or with a case study focused on Psychopedagogical professional in organizations. 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Case study and good practices presentation 10 0.4 5, 11, 7
Discussion of texts and audiovisual materials 10 0.4 1
Guest speaker's conferences (if applicable) 10 0.4 6, 10
Introduction and content presentation 30 1.2 1, 7
Type: Supervised      
Case study and good practices solving 40 1.6 1, 6, 8
Literature review 15 0.6 1
Literature review and written assignments 10 0.4 10
Type: Autonomous      
Case solving 75 3 6
Formal learning activities 25 1 8
Literature review 25 1 1

Assessment

There are two major requirements for this class:

A) ATTENDANCE (5% of grade)

B) SELF-ASSESSMENT (5% of grade)

C) Case Study on a human resources policy (45% of grade)

One of the HR policies worked on in the class will be selected and a practical case will be presented on this HR policy, to carry out an analysis and solve the various issues raised; the case will be worked individually on the last day of class.                                                                 

D) PORTFOLIO (45% of grade)

Self-assessment report: including Professor Antonio Pérez Romero classroom’s sessions summary and evaluation, readings, class attendance and participation, etc.

Students must highlight achieved competencies, learning outcomes and critical reflection based on professional career advantages gained from the Course.

 

The deadline assignments are as follows: 

 • Teacher: Pilar Pineda 

Case study on a human resources policy. It will take place on the last day of class.

 • Teacher: Antonio Pérez Romero

Portfolio (individual work), including the analysis of two required readings (3 + 3 = 6 pages), class sessions report (individual work; 12 pages) and a report on a case study (individual work). 

The delivery date of the portfolio will be March 29, 2023.

‘Not presented’ status will be applied to students missing one of the two assignments.

Both pieces of evidence have to be presented in order to pass the course.

 

 

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance 5% 0 0 4, 5, 6, 3
Case study on a human resources policy 45% 0 0 2, 13, 5, 6, 7, 9, 10, 12
Portfolio 45% 0 0 4, 1, 11, 8, 12, 3, 14
Self-assessment 5% 0 0 4, 1, 5, 6, 11, 12, 3

Bibliography

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  • Álvarez, V., i Lázaro, A. (2002). Calidad de las Universidades y Orientación Universitaria. Aljibe.
  • Bernal, A. (Coord.) (2019) Formación continua. Síntesis.
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  •  Brown, D. & Harvey, D. (2006). Changing the culture. En D. Brown & D. Harvey (Coord) An Experimental Approach to Organizational Development (pp. 67- 94). New Jersey: Pearson Prentice Hall.
  • Champoux, J. (2011). Organizational Culture. En J. Champoux (Ed) Organizational Behavior: Integrating individuals, groups, and organizations. (pp 72-99). New York: Taylor & Francis.
  • Cornejo, J. M. (2006). El análisis de las interacciones grupales: las aplicaciones SOCIOS, Anuario de Psicología, 37(3), 277- 297.
  • Cornejo, J.M. (1997). Metodología de la investigación grupal. En M.P. González (Ed.), Psicología de los Grupos. Teoría y Aplicación (pp. 45-102). Madrid. Síntesis Psicología.
  • Cummings, T. G., & Worley, C. G. (2014). Organization development and change. Cengage learning.
  • Draft, R. L. (2008). Teoría y Diseño Organizacional. México: Cengage Learning Gibson, J. L., Ivancevich, J.M. Donnelly, J. H., y Konopaske, R. (2009). Organizations: Behavior, Structure, Processes. New York: McGraw-Hill.
  • Gairín, J. (2000). Cambio de cultura y organizaciones que aprenden. Educar, 27, 31-85.
  • Gairín, J. (2004). Redes institucionales y deaprendizaje en la educación no formal. En AAVV., La organización y dirección de redes educativas, 1 (pp. 23-45). Grupo Editorial Universitario.
  • Gairín, J. (2006) (Coord.). Procesos de cambio en los centros educativos a partir de evaluaciones externas. Ministerio de Educación y Ciencia: CIDE.
  • Gairín, J. (2006). Los enfoques de planificación. Máster de Formación de formadores. INAP, Módulo 4
  • Gairín, J. (2007). El centro como escenario educativo. En Bonals, J. i Sánchez-, M. (Coord.) (2007), Manual de asesoramiento Psicopedagógico. Graó, Cap. 5.
  • Gairín, J. (2007). La gestión de procesos y del conocimiento. Curso de formación especializada para la intervención en centros educativos. Ministerio de Educación.
  • Gairín, J. (2012). La organización y atención a la diversidad en centros de educación secundaria en Iberoamérica. Santillana.
  • Gairín, J. i Suárez, C.I. (2014). Clarificar e identificar los grupos vulnerables. En, Gairín, J. (Coord.), Colectivos vulnerables en la universidad. Reflexiones y propuestas para la intervención (pp. 33-61). Wolters Kluwer. http://edo.uab.cat/content/llibres
  • Gairín. J. & Castro, D. (2020). El Contexto organizativo como espacio de intervención. Madrid: Síntesis Editorial.
  • Gómez Mejía, L. et al. (2008). Gestión de recursos humanos. Pearson-Prentice Hall.
  • Gil-Rodríguez, F. Y Alcover, C (2003) Introducción a la Psicología de las Organizaciones (pp. 259-282). Colección Psicología y Educación. Alianza Editorial.
  • Guízar, R. (2013). Desarrollo Organizacional. Principios yaplicaciones (Cuarta edición). Mexico. McGraw Hill.
  • Gutiérrez, S., i De Pablos, C. (2010). Análisis y evaluación de la gestión por competencias en el ámbito empresarial ysu aplicación a la universidad. Revista Complutense de Educación, 21(2), 323–343.
  • Huici, C., Molero, F., & Gómez Jiménez, A. (2016, 16 ed.). Psicología de los Grupos.. Madrid: UNED. Ibáñez, T. (Coord.). Introducción a la Psicología Social. Barcelon: UOC
  • Lorenzo, M. (2011). Organización y gestión de centros educativos. Universitas.
  • Noguer, M. C. y Guzmán, N. (2008). La gestió per competències: una experiència municipal.Barcelona: Escola d'Administració Pública de Catalunya.
  • Puchol, L. (2003). Dirección y gestión de recursos humanos. Barcelona
  • Díaz de Santos y Oltra, V. (Coord.) (2005). Desarrollo del factor humano. UOC.
  • Peiró, J.M. y Martínez-Tur, V. (2008). Organizational development and change. En N. Chmiel (Ed.). An Introduction to Work and Organizational Psychology: An European Perspective. (secondedition, pp. 351-376). UK: Wiley-Blackwell.
  • Pineda, P. (Coord.) (2002). Formación en las organizaciones. Ediciones Gestión 2000.
  • Revista CAPITAL HUMANO. Wolters Kluwer.
  • Rodríguez Fernández, A y Zarco Martín, V (2008). Psicología de los recursos humanos.Madrid: Pirámide.
  • Tejada, J. (2007). La innovación formativa. En, Tejada, J. i Giménez, V. (Coord.). Formación de Formadores. Escenario institucional (pp. 631-712). Thomsom.
  • Van de Ven, Andrew H. (2004). Handbook of Organizational Change and Innovation. Cary, NC, USA: Oxford UniversityPress

 

 

WEB LINKS:

  • https://www.fundae.es/
  • http://www.cedefop.europa.eu/
  • http://www20.gencat.cat/portal/site/empresaiocupacio/
  • http://www.conforcat.cat/principal.asp
  • http://ec.europa.eu/education/llp/doc1943_en.htm
  • http://www.trainersineurope.org/

Software

No software is required.