Organizational Psychosociology

Code:

LP402

Acronym:

PO

Instance: 2006/2007 - A

Active?	Yes
Responsible unit:	Psychology
Institution Responsible:	Faculty of Psychology and Education Science

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	171	Plano oficial a partir de 2001/02	4	6	11	-

Objectives

To know the historical foundations of organizational psychosociology’s theoretical framework.
To know different points of view over organizational psychosociology and the organizational acting; its epistemological foundations; its relations with psychology and other social sciences.
To know and practice organizational analysis techniques.
To get in touch with analysis of individual’s roles on organizations and with the effects of the relations undertaken with organizations in a context of a particular society, considering the instrumental functions (meanings) of work/employment.
To integrate and develop organizational psychosociology in some intervention fields.

Program

1. History of the organizations
§ The roots of the “organization” in the history of industrial society;
§ The first theoretical approach of organizational psychosociology: the analysis of the company;
§ The evolutions of work organization in the company and of the regulatory modes of industrial society;
§ Yves Schwartz’s contribution: the values that orient the company – between mercantile values and non-dimensioned values.
§ When the organization is not a company looking for profit: the example of international organizations;
§ Gérard Mendel’s contribution;
§ Christophe Dejours contribution.
2. Activity theory in the organizations
§ Vygotski’s historic-cultural perspective;
§ Leontiev’s activity theory;
§ Engestrom and third generation activity theory;
§ A practical example of activity theory in organizations: occupational stress.
3. The Qualifying Organization
§ The points of view for the management, the ergonomics and the economy;
§ The qualifying organization features: qualifying organization/qualified
organization; the functioning principles; the contents of work;
communication; hierarchy and leadership; management and structure models;
§ The idea of work in several authors and the meaning of work for the
individual;
§ The difficulties and limits of the qualifying organization: organized
technical difficulties; difficulties related to the collective work; the
flexibility of the work relation; a job relation "without future".
4. Organizational acting
§ Organizational acting theory: A point of view over oganizational fenomena;
§ Well-being and the regulation of working processes;
§ Training conceptions
§ Work analysis and organizational learning
§ Training and competencies for organizational change: Some examples

Main Bibliography

Bernoux, P. (2002). A sociologia das organizações (trad., 3ª ed.), Porto: Rés.
Cunha, M., Rego, A Cunha, R., Cardoso, C. (2003). Manual de comportamento organizacional e gestão. Lisboa: Editora RH, Lda.
Dejours, Ch. (2005). O fator humano. Rio de Janeiro : Fundação Getulio Vargas Editora.
Durkheim, E. (1893/1977). A Divisão do Trabalho Social. Lisboa: Editorial Presença.
Engeström, Y. (1987). Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Hoc, J. M., & Amalberti, R. (1999). Analyse des activités cognitives en situation dynamique: d’un cadre théorique a une méthode. Le Travail Humain, 62 (2), 97-129.
Lacomblez, M. & Maggi, B. (2000) Prendre le temps de lire le temps dans les recherches de Hawthorne. In G. Terssac & D.G. Tremblay (Dir), Où va le temps de travail? (pp. 49-64). Toulouse: Octarès. 49-64.
Launis, K., Kantola, T & Niemelä, A.-L. (1998). Organisations et unités de production : entre l’ancien et le nouveau. Une approche du changement selon la théorie de l’activité. Performances Humaines & Techniques. Nº hors série. Dec.1998. 34-39
Leontiev, A. N. (1978). Activity, cousciousness, and personality. Englewood Cliffs.
Loriol, M. (2003). La construction sociale de la fatigue au travail: l’exemple du burn out des infirmières. Travail et emploi, 94, 65-73.

Maggi, B. (1996). Les conceptions de la formation. Économies et Sociétés, série «Économie du travail», 11-12, pp.151-177.
Maggi, B. (2005). Do agir organizacional: Um ponto de vista sobre o trabalho, o bem-estar, a aprendizagem. (L. Sznelwar, coord. trad.). São Paulo: Edgard Blucher.
Mäkitalo, J., Launis, K. Palonen, J. Korhonen, M. (1998). Au-delà des modèles Homme – Environnement : approche de la santé au travail selon la théorie de l’activité. Performances Humaines & Techniques. Nº hors série. Dec.1998. 40-43.
Meda, D. (2000). Travail et temps sociaux: pour une nouvelle articulation. In G. Terssac & D.G. Tremblay (Dir.), Oú va le temps de travail? (pp.65-81). Toulouse: Octares Editions
Mendel, G. (1985). La crise est politique : la politique est en crise : de l'autorité traditionnelle à l'actepouvoir autogestionnaire. Paris : Payot.
Mintzberg, H. (2004). Estrutura e dinâmica das organizações (3ª edição). Lisboa : Dom Quixote.
Salanova, M., Gracia,, F., & Peiró, J. (1996). Significado del trabajo y valores laborales. In Peiró & Prieto (Eds), Tratado de Psicologia del trabajo: Aspectos psicosociales del trabajo, pp. 35-63. Madrid: Sintesis Psicologia.

Schwartz, Y. (2002). Disciplina epistémica, disciplina ergológica: paideia e
politeia. Pro-posições, 37, 13, 126-149.
Smouts, M.C. (1995). Les organisations internationales. Paris: Armand Colin.
Vasconcelos, R. & Lacomblez, M. (2005). Redescubramo-nos na sua experiência: O desafio que nos lança Ivar Oddone. Laboreal, 1, (1), 38-51. http://laboreal.up.pt/revista/artigo.php?id=37t45nSU547112264 7:5:23351
Vygotski, L. (1934/1997). Pensée & langage. (3e édition) (F. Séve, trad.). Paris : La Dispute.
Zarifian, P. (1992). Acquisition et reconnaissance des compétences dans une organisation qualifiante. Education Permanente, 112, 15-22.

Teaching methods and learning activities

Theoretical classes are essencially expositives.
Practical classes are expositives, classes of orientation of the works and classes of oral presentation of works.

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

The effective regimen of lacks for the practical lessons is applied.

Calculation formula of final grade

General considerations:
1) The grade obtained in the final exam weights 60% and the grade obtained in the practical lessons weighs 40% in the final classification;
2) The classification of the practical lessons includes the continuous assessment of works; the periodical assessment through oral presentations of works and final assessment through the written report delivered at the end of the academic year.
3) Students have to obtain a minimum grade of 8 values in each of the two components to have a final classification in this subject.

Examinations or Special Assignments

Small group analysis of a real organization, based on an analysis framework presented by each class’ teacher;
Oral and written presentation of the work undertaken.

Classification improvement

For final classification improvement , the student will be able to repeat only one time, the final exam of evaluation in one of the two following times to that he carried through the examination.
The final classification will be calculated considering the balances that will be negotiated with students for the theoretical and practical components.