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Risorse bibliografiche
Risorsa bibliografica obbligatoria
Risorsa bibliografica facoltativa
Scheda Riassuntiva
Anno Accademico 2019/2020
Scuola Scuola del Design
Insegnamento 054523 - LIFE DESIGN
Docente Annovazzi Chiara , Camussi Elisabetta
Cfu 6.00 Tipo insegnamento Corso Integrato
Didattica innovativa L'insegnamento prevede  6.0  CFU erogati con Didattica Innovativa come segue:
  • Soft Skills

Corso di Studi Codice Piano di Studio preventivamente approvato Da (compreso) A (escluso) Nome Sezione Insegnamento
Des (Mag.)(ord. 270) - BV (1261) INTEGRATED PRODUCT DESIGNIP1AZZZZ054523 - LIFE DESIGN
IP2AZZZZ054523 - LIFE DESIGN

Obiettivi dell'insegnamento

The programme articulates social psychology, orientation psychology and development psychology; through integration with the final synthesis laboratory, it proposes seminars and individual lessons and activities that aim at giving students instruments for handling situations of conflict, comparison with others, collaboration in problem solving, responsibility and the spirit of initiative. The purpose is also to promote “hope” (a positive force for personal future objectives), propensity to positivity and optimism, greater awareness of one’s own resources.


Risultati di apprendimento attesi

'- students know, understand and know how to apply instruments and approaches that help them manage conflicts, take on - when necessary - a leadership role, collaborate positively and successfully with their companions in creative problem solving activities;
- students can adopt behaviour that is suitable for overcoming crisis situations and take on a positive attitude towards others, themselves and the context in which they have to work.


Argomenti trattati

Globalization, technological progress and demographic change have significantly altered the current job market, affecting the quantity and quality of each occupation. Additionally, the current social context is deeply marked by a series of emergencies and economic, social and environmental crises, highlighted by the United Nations in its 2030 Agenda for Sustainable Development (UN, 2015). Based on this, the most recent and accredited theoretical models in psychology of vocational guidance focus on a series of skills useful to cope with the complexity of current contexts.  Although historically, technical skills have been considered the only skills needed to enter the labor market, today they are not considered sufficient to guarantee job success and access to the labor market and focuses rather on a range of transversal or soft skills (social skills, personal initiative, problem-solving, creativity, optimism, etc.)

Whereas historically, technical and hard skills were considered the only needed skills for access to the labor market, today these skills are not enough to guarantee job success and access to the job market. Emphasis is placed on a series of transversal competences or soft skills (e.g. social skills, flexibility, problem-solving, creativity, optimism, etc.).

Based on these premises, in the first part of the course, the students will be introduced to theoretical frameworks and operational tools to analyze the current challenges of the current world and job market and to describe processes sustaining the these challenges.

In the second part of the course attention will be given to a series of soft skills and students will be trained to collaborate assertively, to systematically observe the world of work and social contexts, to analyze social situations avoiding stereotyped and irrational beliefs. In addition, attention will be given to students’ personal initiative, abilities to recognize and take advantage of opportunities, and to the propensity to positivity, optimism and hope.

The course will consist of lessons, classwork, project work, group works, and assignments. Assessment instruments will be administered online. All course material (e.g., slides, readings) will be made available on the e-learning website of the course, so that it can also be used by non-attending students.


Prerequisiti

There are no pre-requisites for attendance.


Modalità di valutazione

The oral exam aimed at ascertaining the classwork exercises, project works and assignments. In addition, the goal of the oral examination is to ascertain the effective acquisition of knowledge related to the theoretical frameworks and theoretical constructs considered, and the relative ability to apply them to current social contexts. The answers will be evaluated in relation to the correctness of the contents expressed, the ability to synthesize, to argue and identify the connections between the different areas, to the development of skills that allow a critical reading of the phenomena discussed. The group project will be use to experiment assertiveness, group theory, hope, optimism and the other social skills. The project will be evaluated for its features, such as coherency with the Agenda 2030, for its innovation, and its applicability.


Bibliografia
Risorsa bibliografica obbligatoriaLaura Nota & Jerome Rossier, Handbook of life design: From practice to theory and from theory to practice. , Editore: Hogrefe, Anno edizione: 2015, ISBN: 978-0-88937-447-8
Note:

Chapters: 2, 3, 9, 11, 14

Risorsa bibliografica obbligatoriaCelik, M., The Effect of Psychological Capital Level of Employees on Workplace Stress and Employee Turnover Intention / Innovar: Revista de ciencias administrativas y sociales, Anno edizione: 2018, Fascicolo: 28/68
Note:

elik, M. (2018). The Effect of Psychological Capital Level of Employees on Workplace Stress and Employee Turnover Intention. Innovar: Revista de ciencias administrativas y sociales, 28(68), 67-75.

Risorsa bibliografica obbligatoriaSavickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte, M. E., Guichard, J., ... & Van Vianen, A. E., Life designing: A paradigm for career construction in the 21st century / Journal of Vocational Behavior, Anno edizione: 2009, Fascicolo: 75/3
Note:

Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte, M. E., Guichard, J., ... & Van Vianen, A. E. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239-250

Risorsa bibliografica obbligatoriaLippman, L. H., Ryberg, R., Carney, R., & Moore, K. A., Workforce Connections: Key "soft skills" that foster youth workforce success: toward a consensus across fields. , Editore: Washington, USA: Child Trends., Anno edizione: 2015

Forme didattiche
Tipo Forma Didattica Ore di attività svolte in aula
(hh:mm)
Ore di studio autonome
(hh:mm)
Lezione
43:00
86:00
Esercitazione
7:00
14:00
Laboratorio Informatico
0:00
0:00
Laboratorio Sperimentale
0:00
0:00
Laboratorio Di Progetto
0:00
0:00
Totale 50:00 100:00

Informazioni in lingua inglese a supporto dell'internazionalizzazione
Insegnamento erogato in lingua / Italiano / Inglese
Disponibilità di materiale didattico/slides in lingua inglese
Disponibilità di libri di testo/bibliografia in lingua inglese
Possibilità di sostenere l'esame in lingua inglese
Disponibilità di supporto didattico in lingua inglese

Note Docente
schedaincarico v. 1.6.1 / 1.6.1
Area Servizi ICT
08/12/2019