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Presentation
Presentation
The nature of work and the characteristics of organizations influence people's quality of life. Past and ongoing radical changes in the social, economic and organizational context trigger changes in professional risk factors and their magnitude and impacts on people and organizations. This UC aims to raise students' awareness of the factors mentioned above and provide them with tools for diagnosis and intervention in matters of QoLW and Stress in the organizational context.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 6
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT1705-14595
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
CP1. Quality of life at work (QoLW) 1.1 Evolution of the concept 1.2 Enablers and barriers to a high-quality working environment: Physical factors; Human factors and inclusive ergonomics; Psychosocial factors; Organisational and work-related factors. 1.3 Healthy workplaces CP2. Stress and psychosocial risks 2.1 Evolution of concepts 2.2 Stress: Consequences for physical, psychological and social health and well-being 2.3 Stress: Causes / risk factors; Mitigating factors / protective factors 2.4 Psychosocial assessment in the workplace and within organisations CP3. Health and well-being in the workplace 3.1. Risk assessment, management and communication. 3.2 Risk prevention and health promotion
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Objectives
Objectives
The nature of work and the characteristics of organisations influence people's quality of life. Past and ongoing changes in the social, economic and organisational context trigger changes in occupational risk factors and their impacts on people and organisations. This course aims to raise students' awareness and equip them with tools for diagnosis and intervention regarding quality of life at work (QoLW) and stress in an organisational context. By the end of the course, students should be able to: OA1) describe different explanatory and intervention approaches relating to quality of life and stress in the workplace; OA2) describe factors (physical, human, psychosocial, relational and organisational) that contribute to imbalances; OA3) identify risk profiles, groups and situations; OA4) know how to use diagnostic methods, techniques and tools appropriate to specific topics and contexts; OA5) be familiar with prevention and intervention strategies.
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Teaching methodologies
Teaching methodologies
The methodologies used in class are: exposition of content, completed with discussion in class; viewing and analysis of excerpts from films and documentaries; analysis of scientific articles; exercises; tutorial support for work. 60% of contact hours will be dedicated to the exposure of theoretical content and the remaining 40%, to carrying out activities aimed at training technical skills and developing teamwork skills, through group dynamics. On Moodle, students will find slides of the content presented in theoretical classes, as well as other bibliographic references for reading (which will be mandatory or optional, depending on the information provided by teachers). Students are expected to research and read content that goes beyond those presented in Moodle, namely the mandatory reading references identified in the Course Unit Sheet. Participation in class activities is valued.
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References
References
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands-resources theory: Ten years later. Annual review of organizational psychology and organizational behavior, 10(1), 25-53. Ordem dos Psicólogos Portugueses (2014). Intervenção em Riscos Psicossociais e Gestão do Stress em Contexto Laboral e de Saúde - Contributo dos Psicólogos. Lisboa: OPP. Pinho, M., & Colston, B. (2024). Perceptions of fairness, inclusion and safety: The differential impact of contrasting experiences on academics and professional services staff.¿Journal of Management & Governance, 29, 815-847. https://doi.org/10.1007/s10997-024-09721-z Spector, P. E. (2024). 12 Occupational Stress in the Global World. The Oxford handbook of cross-cultural organizational Behavior, 298.
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Assessment
Assessment
A avaliação da unidade curricular pode realizar-se através de avaliação contínua ou avaliação por exame, em conformidade com o regulamento em vigor. Na modalidade de avaliação contínua, a classificação final resulta da ponderação de dois componentes. O primeiro corresponde a um trabalho de grupo, com ponderação individual (30%), que consiste na realização de um estudo empírico ou diagnóstico organizacional. Este trabalho avalia a capacidade de aplicação dos conhecimentos teóricos, bem como competências de análise, reflexão crítica e trabalho em equipa. O segundo componente corresponde a um trabalho individual, constituído pela elaboração de um vídeo de sensibilização/persuasão para a promoção do bem-estar e da saúde no contexto organizacional que avalia a capacidade dos alunos em promover a mudança cognitiva nos alvos da ação (atitudes, crenças, conhecimentos, perceção de riscos, ...) (50%), complementado por uma hétero-avaliação dessa ação de sensibilização (20%), baseada na avaliação da audiência e na avaliação dos objetivos definidos. Em alternativa, os estudantes podem optar pela avaliação por exame, que consiste num exame escrito (100%), incidindo sobre os conteúdos teóricos e práticos da unidade curricular.
The assessment of this course unit can be carried out through continuous assessment or examination, in accordance with the regulations in force. In the continuous assessment modality, the final grade results from the weighting of two components. The first corresponds to a group project, with individual weighting (30%), which consists of carrying out an empirical study or organizational diagnosis. This work assesses the ability to apply theoretical knowledge, as well as skills in analysis, critical reflection, and teamwork. The second component corresponds to an individual project, consisting of the creation of an awareness/persuasion video for the promotion of well-being and health in the organizational context, which assesses the students' ability to promote cognitive change in the targets of the action (attitudes, beliefs, knowledge, risk perception, etc.) (50%), complemented by a peer assessment of this awareness-raising action (20%), based on audience evaluation and evaluation of the defined objectives. Alternatively, students may opt for examination, which consists of a written exam (100%), focusing on the theoretical and practical content of the course unit.
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Mobility
Mobility
No
