Psychology
Code: 103501 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Labour Relations | FB | 1 |
Contact
- Name:
- Alejandra Araiza Diaz
- Email:
- alejandra.araiza@uab.cat
Teachers
- Maria Teresa Lara Vila
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
For this subjetc there are non pre-prerequisites needed.
Group 01, Teacher: Alejandra Araiza
Group 02, Teacher: Teia Lara
Group 51, Teachers: Teia Lara and Eduard Moreno
The matters of this subject will be taught considering the point of view of the Sustainable Development Goals.
Objectives and Contextualisation
Goals:
It is a first year, introductory and conceptual subject.
Overall Goal:
Understand the relationship between the different psychosocial processes and the dynamics of industrial relations, specifying and delving into the different levels: individual, group, organizational and contextual.
Specifics Goals:
- To know what the psychology of work is and which are the fields of application in organizations.
- To know the main group processes within the scope of organizations.
- To understand and relate the main psychosocial processes in the world of work.
- To understand the importance of the concept of gender in the organizational context.
- To know the main current working conditions.
Competences
- Applying the information and communication technologies to the different areas of action.
- Drawing up and formalising reports and documents.
- Identify the foundations of the main legal and organisational areas in the field of human work.
- Identifying, analysing and solving complex problems and situations from an (economic, historical, legal, psychological, and sociological) interdisciplinary perspective.
- Organising and managing the available time.
- Students must be capable of deciding, sharply taking decisions and judging.
- Students must demonstrate they comprehend the relation between social processes and industrial relations dynamics.
- Verbally communicating and defending a project.
- Working effectively in teams.
Learning Outcomes
- Analysing the basic psychological processes of behaviour as a group.
- Analysing the basic psychological processes of behaviour as an individual.
- Analysing the basic psychological processes of behaviour on a organizational level.
- Applying the information and communication technologies to the different areas of action.
- Describing the basic psychosocial processes in the organizations (climate and organizational culture).
- Drawing up and formalising reports and documents.
- Identifying the basic psychological processes of behaviour as an individual.
- Identifying the basic psychological processes of behaviour on a organizational level.
- Organising and managing the available time.
- Solving the relation problems between the organization and the person (motivation, satisfaction, CVL).
- Students must be capable of deciding, sharply taking decisions and judging.
- Verbally communicating and defending a project.
- Working effectively in teams.
Content
The subject covers the following knowledge blocks
- Theoretical approach of the organization study. (1ects)
- Main group procedures within the organization. (1ects)
- The gender perspective in the organizational context. (1ects)
- Fundamental psychosocial factors inside an organization. (1ects)
- Conditions and the actual quality of working life. (1ects)
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Seminars | 22 | 0.88 | 11 |
| Theoretical classes | 22 | 0.88 | 1, 8, 6, 13 |
| Type: Supervised | |||
| Case studies resolution | 10 | 0.4 | 3, 5, 11 |
| Elaboration and presentation of a project | 10 | 0.4 | 1, 11 |
| Simulations and role playing | 14.5 | 0.58 | 2, 4, 12, 5, 9, 6, 13 |
| Type: Autonomous | |||
| Books and texts reading | 14 | 0.56 | 1, 3, 8 |
| Report writing | 15 | 0.6 | 12, 6, 11 |
| Study | 30 | 1.2 | 3, 5, 8, 10, 11 |
Teaching Methodology
The teaching methodology of this subject is varied and is defined according to the proposed goals:
Directed activity: responds to a predetermined time schedule, which requires the face-to-face direction of the teaching staff and is developed in groups (theoretical classes, classroom practices, seminars, laboratory and field practices).
Supervised activity: it can be carried out autonomously although it requires more or less punctual supervision by the teaching staff (tutorials, external internships, practicum or in institutions, rotating-assistance practicum, final degree project).Autonomous activity: students organize their time and effort autonomously, either individually or in groups (study, bibliographic or documentary consultations, coursework, reports...
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Practices notebook | 20% | 2.5 | 0.1 | 3, 5, 1, 7, 8 |
| Project presentation | 30% | 7.5 | 0.3 | 4, 12, 5, 8, 6, 13 |
| Written test | 50% | 2.5 | 0.1 | 1, 2, 4, 12, 5, 9, 6, 10, 11, 13 |
Evaluation
The continuous evaluation has the following fundamental goals:
- To monitor the teaching-learning process, allowing both the student and the teacher to know how the skills are achieved and have the necessary tools to correct possible errors.
- Encouraging ongoing effort.
- To verify that students have achieved the specific competences in this subject.
The evaluation will be carried out throughout the course with a group part and an individual part. At the beginning of the course a schedule will be placed with the weekly activities, this schedule will appear at the beginning of the classes.
Group evaluation: 50%
This part evaluates the work done as a group and the compliance with the CT2, CT4 and CT7 competencies.
The following instruments are available to make this assessment: (1) documentation provided by students of a projcect that is done throughout the course; (2) presentation in the classroom of a learning proposal on a specific topic based on the use of technologies: web, IG, Kahoot, blog, Youtube... (3) the performance carried out in group practices and dynamics.
Individual evaluation: 50%
In this part, the scientific-technical knowledge of the subject achieved by the students will be individually evaluated through a written test that is taken at the end of the course (where the minimum grade to be able to average is 4.5).
Students will be evaluated whenever they have carried out a set of activities where the weight is equivalent to a minimum of 2/3 of the total grade for the subject. If the value of the activities carried out does not reach this limit, the subject's teaching staff may consider the student as non-evaluable.
Re-evaluation
The re-evaluation may be done only in the following cases andin no case serves to raise the grade.
- For the written test:
- Students who have previously taken the test and who have scored 4.49 or fewer
- The maximum grade you can get is 5.0
- For the practices:
-
Incase of not attending the practices, do a written job
-
- For the project
- Not having delivered or having the group work failed, in this case an individual written work will be requested.
Single evaluation:
- Final test (50% final)
- Individual written work related to the subject of the practices. (20%)
- individual written work on a topic of the project and oral presentation. (30%)
Bibliography
Bibliography
Basic bibliography
Alcover, C Et al (2004) Introducción a la Psicología del Trabajo. Madrid: McGraww-Hill
Ibáñez, T (Coord.) (2003) Introducció a la psicologia social. Barcelona:EDIUOC
Izquierdo, M. Jesús (1998) El malestar de la desigualdad. Valencia: Cátedra
Izquierdo, M Jesús (2001) Sin vuelta de hoja: sexismo, placer y trabajo. Barcelona: Ed. Bellaterra
Lamberth, J (1986) Psicología Social. Madrid: Ediciones Pirámide
Peiró, J.M. (1986) Psicologia de la Organización.Madrid. UNED
Varela, N. (2013) Feminismo para principiantes. Barcelona: Zeta Bolsillo
Recommended bibliography
Eyben, R. y Turquet, L. (2013). Feminims in Development Organizations: Change from the Margins: Practical Action Publishing; edition: UK
Gasalla, J.M. (2005). La nueva dirección de empresas y el directivo. Pretics Hall. Madrid.
Ibáñez,T. (1988). Aproximaciones a la Psicología Social: Barcelona. Sendai.
Martín, A. (1995). Flexibilidad y relaciones laborales. Estrategias empresariales y acción sindical. Consejo Económico y Social: Madrid.
Martín-Quirós, M.A y Zarco, V. (2009). Psicología del trabajo, de las organizaciones y de los Recursos Humanos. Un área abierta a la reflexión. Pirámide: Madrid.
Myers,D.G. (1987). Psicología Social. México: MacGraw Hill.
Tirado, F., Baleriola, E., Gálvez, A. (2017). Critical Management Studies. Hacia una sorganizaciones más éticas y sostenibles. Editorial UOC: Barcelona
Software
no kind of special software is used for this subject
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan/Spanish | second semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 51 | Catalan | second semester | afternoon |
| (TE) Theory | 1 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 2 | Catalan | second semester | morning-mixed |
| (TE) Theory | 51 | Catalan | second semester | afternoon |