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:
- Miquel Angel Essomba Gelabert
- Email:
- miquelangel.essomba@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Saida Lopez Crespo
- Juan José Ramirez Romero
- Maria del Mar Duran Bellonch
- Miquel Angel Essomba Gelabert
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
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Analyse the organization and management of socio-educational institutions.
- 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
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- 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.
- 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.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Develop intervention skills in relation to different group techniques.
- Develop the capacity of systematic observation and analysis of the group process.
- Explain the explicit or implicit code of practice of one's own area of knowledge.
- 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.
- Participating actively in guided and supervised activities.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
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 SECTION 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 teams, supervised by the teachers.
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 | |||
| Seminar | 60 | 2.4 | 1, 3, 4, 9 |
| Theoretical lectures | 30 | 1.2 | 1, 8, 9 |
| Type: Supervised | |||
| Individual and Group Mentoring | 60 | 2.4 | |
| Type: Autonomous | |||
| Reading and Studing | 150 | 6 | 1, 8 |
Assessment
The subject "Organizations and groups" is implemented through face-to-face activities. The attendance to these activities is considered an essential requirement to pass the subject. A minimum attendance of 80% is compulsory for the seminar group sessions. Certificates or evidences presented in case of absence only pojnt out the absence and, in any case, excuse the lack of attendance.
The assessment of the subject is continuous and will be carried out throughout the academic year. This subject does not consider the "single assessment" method. To pass the subject you must have passed each of the required evidences:
- Delivery of a case study and/or intervention project prepared in groups in the Organization section.
- Techniques and exercises elaborated in groups and individually in the Group section.
- Individual written tests linked to the content worked in the subject. One for each section. In the event that one or both of them do not have at least 5 points, they will have to do a retake exam for the section/s not passed. It will also be possible to attend for those people who, for health reasons, have not been able to attend to any of the tests on the scheduled dates. Once the retakes have been made, the exams of each section must obtain 5 points, then the average will be calculated. The date of the individual written test of the first section will be 29/1/2024 and the second section will be 17/6/2024. The date of retake of the written test will be 1/7/2024.
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 assessed".
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 willbe 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 (18/09/2023). 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 thework 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 | 2, 1, 7, 6, 8, 3, 4, 9, 10, 11 |
| Techniques and learning exercises | 25% | 0 | 0 | 2, 1, 3, 4, 5, 9, 10, 11 |
| Writing exam | 50% | 0 | 0 | 1, 8, 3, 4, 5 |
Bibliography
REFERÈNCIES MÉS RELLEVANTS
Antons, K. (1990). Práctica de la Dinámica de grupos. Herder.
Fabra, M.Ll. (1999). Técnicas de grupo para la cooperación. Ceac.
Laloux, F. (2016). Reinventar las organizaciones. Arpa Editores.
López Yañez, J. (2005). La ecología social de la organización. Una perspectiva educativa. La Muralla.
Malo, P. (2021). Los peligros de la moralidad. Centro de Libros PAPF.
Vendrell. E. (1999). Dinàmica de Grups i Psicologia dels Grups. Servei de Publicacions de la UB.
REFERÈNCIES GENERALS
Anzieu, D. & Martin, J.Y. (1972). La dinámica de los grupos pequeños. Kapelusz.
Armengol, C. (2001). La cultura de la colaboración. Reto para una enseñanza de calidad. 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.
Aronson, E. (2003). El animal social. Introducción a la psicología social. Alianza.
Bisquerra, R. (2013). Educación Emocional. Desclee de Brouwer.
Bourdieu, P. (1982). Lenguaje y poder simbólico. Akal.
Cantón, I. (2004). La organización escolar normativa y aplicada. Biblioteca Nueva.
Cartwright, D. & Zander, A. (1971). Dinámica de grupos. Trillas.
Darder, P. et al. (2013). Aprendre i ensenyar amb benestar i empatia. La formació emocional del professorat. Octaedro.
Fabra, M.Ll. (2008). Jo, ni més, ni menys. Assertivitat per a força dones i alguns homes. Octaedro.
Fernández-García, T., & Ponce de León Romero, L. (Eds.) (2016). Planificación y actuación estratégica de proyectos sociales. Ediciones Pirámide.
Gairín, J. et al. (Coord.) (2003). Les relacions personals en l'organització. ICE Universitat Autònoma.
Gairín. J. & Castro, D. (2020). El Contexto organizativo como espacio de intervención. Síntesis Editorial.
Gil Rodríguez, F. & Alcover, C.M. (Coord.) (1999). Introducción a la Psicología de las Grupos. Alianza.
Gil Rodríguez, F. & Alcover, C.M. (Coord.) (2003). Introducción a la Psicología de las Organizaciones. Alianza.
González, M.P. (1997). Orientaciones teóricas fundamentales en Psicología de los Grupos. EUB.
Güell, M. & Muñoz, J. (1998). Desconeix-te tu mateix. Edicions 62.
Hesselbein, F., Goldsmith, M., & Beckhard, R. (2012). La Organización del futuro. Editorial Deusto-Planeta.
Huici, C., Molero, F., & Gómez Jiménez, A. (2016). Psicología de los Grupos. UNED.
Ibáñez, T. (Coord.). Introducción a la Psicología Social. Servei de Publicacions de la UOC.
Jhonson, D.W. & Jhonson, R.T. (1999). Aprender juntos y solos. Aprendizage cooperativo, competitivo e indivudualista. AIQUE.
Lorenzo, M. (2011). Organización de centros educativos. La Muralla
Martín Sánchz, M. & Garrido Torres, M.A. (2003). El grupo desde la perspectiva psicosocial. Pirámide.
Mendieta, C. & Vela, O. (2005). Ni tu ni jo. Com arribar als acords. Graó.
Mintzberg, H. (2012). La estructuración de las organizaciones. Ariel.
Moscovici, S. (1985). Psicología Social. Paidós.
Porret Gelabert, M. (2019). Gestión de personas. Manual para la gestión delcapital humano en las organizaciones. ESIC.
Quintana, J. & Cisternas, A. (2014). Relaciones Poderosas, vivir y convivir, ver y ser vistos. Kairós.
Robbins, R.P. & Judge, T.A. (2017). Comportamiento Organizacional. Pearson.
Roca, E. (2004). Cómo mejorar tus habilidades sociales. ACDE.
Rosenberg, M. (2016). Comunicación NoViolenta, un lenguaje de vida. Acanto.
Senge, P.M. (1992). La quinta disciplina. Barcelona: Granica.
Shaw. N.E. (1980). Dinámica de grupo. Barcelona: Herder.
Silberman, M & Hansburg, F. (2001). Inteligencia interpersonal. Paidós.
Tejada, J. (1997). Grupo y Educación: Técnicas de Trabajo y Análisis. LU.
Tomàs, M. (2011): El conflicto y la comunicación organizacional en los centros de formación. Editorial Academia Española.
Software
In the event of online work sessions, the Teams platform will be used. In the event of recording work sessions with a video camera to proceed with a formative analysis of the content, there will be the support of the SAE of the Faculty of Education.