Key words
Human resource management, Organization psychology, Assessment, Selection, Training
Objectives
The following target competencies are linked to this course component.
As for the initial standards of competence, the newly-qualified bachelor in applied psychology will – besides his (or her) meta-cognitive skills – be able to:
· analyse a question or a task and, taking into consideration the information that is already available, to formulate, implement and evaluate a psychological test programme.
· select and hold job-specific psychological tests and put the clinical observations in order and interpret them statistically
· discuss the test data with the applicants (or the client) so as to give an insight into the problem and look for workable solutions and strategies
· collaborate, in a scientifically sound way, on psychological research as regards the planning, preparation, execution, processing of the results and reporting on the findings
· write letters and reports in a professional way and as per the agreed criteria.
Within the scope of this course component, the chief focus is on personnel management. With a view to their work placement (if applicable) and later employment, our aim is to prepare the students, in particular, for the situation-centric and well-considered recruitment and selection of applicants. This is because a bachelor in AP often finds gainful employment (after graduating) in the sphere of personnel management.
Topics
The curriculum content is ordered thematically according to the different steps one goes through when hiring and holding on to key personnel in an organization. Possible topics that may get discussed include: personnel management (history, policy and theoretical models), personnel planning (job analysis, recruitment, selection, assessment and evaluation) and employee stewardship (motivating people and rewards for a job well done).
Prerequisites
· The students already have a general understanding of the different job opportunities that exist within OCAP (level 2). [1AP: workplace training]
· When confronted with a specific situation, the students are able to select the appropriate observation form (level 3). [1 AP: psychodiagnostics I]
· The students are able to write a report from a detached and impartial viewpoint (level 3). [1 AP: psychodiagnostics I]
· The students are fully conversant with the subject-matter of ‘communicative skills 1’ (level 3). [1 AP: Communicative skills 1]
Final Objectives
The students are now able:
- to outline, with the requisite insight, the history and theoretical models of HR Management (level 2).
- on the basis of a job profile, to put together a matching test battery of an acceptable quality (level 3).
- to name, correctly, the advantages and disadvantages of the respective psychodiagnostic tools (level 2).
- to set, with the requisite insight, an appropriate recruitment strategy for a given job profile (level 3).
- to draw up a realistic staff recruitment ad based on a few key details about the job vacancy and the organization concerned (level 3).
- to evaluate the reality content & credibility of a staff recruitment ad based on the advertised details about the post and organization (level 3)
- to spell out the criteria against which a curriculum vitae and letter of application are evaluated (level 3).
- to devise a suitable observation form for the intake interview for a given vacancy (level 4).
- to soundly assess applicants based on their result from the psychodiagnostic tests (level 3).
- to rationally select the most appropriate psychodiagnostic tests for a specific job vacancy (level 3).
- to know the reason and construction of the assessment method (level 2)
- to know a competention profile (level 2)
- to know how behaviour is measured within an assessment method based on the competition profile (level 3)
- to decide which style of leadership is used in a case (level 2)
- to situate their own learning style within the learning cyclus of KOLB (level 3)
- to make an distinction between theoretic learning and learning by experience, and be able to transform this to their own studying environment (level 3)
- to make an distinction between the different training processes (Task, markt, culture, consulting) and the roles of a training employee within this (level 2)
- to empathize within the three approaches to analyze the needs of training : strategic, functional and micro level (level 3), and to know what kind of training-courses can be used
- to survey how a learning-course can be build : pre-course, course and follow-up (level 2)
- to outline the four basic processes (inflow, rewards, training and performance) of Human Resource Management (level 2)
Materials used
The syllabus : theoretical syllabus and practical workbook
Study costs
Cost: 15.0 EUR
Syllabus: 5 euros
Psychodiagnostic tools: 10 euros
Study guidance
The syllabus contains questions (to be answer and handed in) to develop the student’s assimilative cognitive ability. The students receive (oral and/or written) feedback about this.
Teaching Methods
- Problem-driven lectures: the starting-point for most lectures is a practical problem embedded in a realistic case report; that problem is to be resolved by the students working as a group. Feedback about the solution to this problem is then used as a reference framework for teaching the theoretical concepts.
- Tutorials: the students learn the various course components by practice, with the aid of integrative exercises (viz. using various media to broaden stimuli to the user).
- Formal lectures with interaction
Assessment
- ¾ Examination: written, insight and application questions (like workbook and exercises in classroom)
- ¼ Task
- Period: January
Lecturer(s)
Inge De Vos and Philip Lievens
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