Human Resource M anagement
CLASS 10: ASSESSMENT CENTERS AND SITUATIONAL JUDGMENT
Lecturer:
Piotr Prokopowicz, PhD
Email: piotr.prokopowicz@uj.edu.pl
Www: www.piotrprokopowicz.com
Course materials:
Pegasus platform (pegaz.uj.edu.pl)
Main goals of the course:
The intent of the course is to create both a theoretical and practical foundation for
creating comprehensive projects in human resource management.
The objectives of this course are to:
• present and analyze recent developments in personnel psychology,
• develop an in-depth understanding of empirical issues involved in personnel
recruitment and selection and
• acquire practical skills in creating and conducting middle-sized personnel-
related projects in organizations.
The course will take on several topics in training, development and recruitment and
selection, including (but not limited to) job performance, cognitive ability,
personality, emotional intelligence, recruitment, assessment centers, development,
interviews and situational judgment tests. Participants will be required to create a
project in human resource management that deals with practical issues of
recruitment, selection or evaluation, based on the recent developments in personnel
psychology. Graduating from the course with honors will result in receiving a
professional certificate granted by the teacher.
For each class, students are required to read the obligatory article(s) in human
resource management. Our weekly tests will cover material from the previous
week’s lectures and the obligatory reading.
Course content
CLASS 1: INTRODUCTION TO HUMAN RESOURCE MANAGEMENT
CLASS 2: JOB ANALYSIS, O*NET, KSAOS, AND COMPETENCY
MODELS
- Reading: Peterson, N. G. et al. (2001). Understanding work using the occupational
information network (O*NET). Personnel Psychology, Vol 54, 451-474.
CLASS 3: JOB PERFORMANCE (TASK AND CONTEXTUAL) IN
HUMAN RESOURCE MANAGEMENT
- Deadline: final project topics
- Reading: Borman, W.C., & Motowidlo, S.J. (1997). Task performance and contextual
performance: The meaning for personnel selection research. Human Performance,
Vol 10, 99-109.
CLASS 4: RECRUITMENT
- Reading: Rynes S.L. and Cable D.M. (2003) Recruitment research in the 21st
century, Chapter 4, p. 55-76. In W.C. Borman, D.Ilgen and R. Klimoski, eds,
Handbook of Psychology, volume 12, Industrial and Organizational Psychology,
Wiley & Sons.
CLASS 5: APPLICANT SCREENING, BIODATA AND PRE-SELECTION
- Reading: Breaugh, J. (2009). The use of biodata for employee selection: Past research
and future directions. Human Resource Management Review, 19(3), 219.
CLASS 6: TESTING, INTELLIGENCE AND GMA IN PERSONNEL
SELECTION
- Reading: Schmidt, F.L. 2002. “The role of general cognitive ability and job
performance: Why there cannot be a debate.” Human Performance, 15, 187-210.
CLASS 7: PERSONALITY AND EI IN PERSONNEL SELECTION
- Reading: Barrick,M.R., Mount, M.K. & Judge, T.A. (2001). The FFM
personality dimensions and Job Performance: Meta-Analysis of Meta-Analyses.
International Journal of Selection and Assessment, 9, 9-30
- Addistional reading: Locke, E A.. (2005). Why emotional intelligence is an invalid
concept. Journal of Organizational Behavior, 26, 425–431
CLASS 8: CONSULTATIONS
CLASS 9: INTERVIEWS IN PERSONNEL SELECTION
- Reading: McDaniel, M.A.; Whetzel, D. L.; Schmidt, F. L. (1994). The validity of
employment interviews: A comprehensive review and meta-analysis. Journal of
Applied Psychology, 79. 599-616.
TESTS IN PERSONNEL SELECTION -
- Reading: Lievens, F., Peeters , H., & Schollaert, E. (2007). Situational judgment tests:
a review of recent research. Personnel Review, 37, 426-441.
- Additional reading: Joiner, D.A. (2000) Guidelines and ethical considerations for
Assessment Center Operations: International Task Force on Assessment Center
Guidelines. Public Personnel Management, 29, 315-331.
CLASS 11: DECISION MAKING AND PREDICTION IN PERSONNEL
SELECTION
- Reading: Ryan, A.M., & Tippens, N.T. (2004). Attracting and selecting: what
psychological research tells us. Human Resource Management, 43, No.4, 305–318.
CLASS 12: COMMUNICATION, COOPERATION AND TEAMWORK IN
HUMAN RESOURCE MANAGEMENT
- Reading: De Dreu, C.K.W. (2007). Cooperative outcome interdependence, task
reflexivity, and team effectiveness: a motivated information processing perspective.
The Journal of Applied Psychology, 92(3), 628-638.
- Additional reading: Kerr, N.L. & Tindale, R.S. (2004). Group performance and
decision making. Annual Review of Psychology, 55, 623-655.
CLASS 13: JUSTICE AND CONFLICT IN HUMAN RESOURCE
MANAGEMENT
- Reading: Colquitt, J. (2001). On the dimensionality of organizational justice: A
construct validation of a measure. Journal of Applied Psychology, 86, 386-400.
- Additional reading: De Dreu, C. (2008). The virtue and vice of workplace conflict:
food for (pessimistic) thought. Journal of Organizational Behavior, 29, 5-18.
CLASS 14: DISCUSSION ON PRACTICAL APPLICATION OF THE
PROJECTS
- Project presentations
CLASS 15: DISCUSSION ON PRACTICAL APPLICATION OF THE
PROJECTS
- Project presentations
The content of the course may change depending on the needs of the participants.
Additional literature:
Catano, V.M., Cronshaw, S.F., Wiesner, W.H., Hackett, R.D., Methot, L.L. (2005).
Recruitment and Selection in. Canada. (3rd edition). Nelson. [much of the course
content is based on this book]
Three types of points are awarded during the class: knowledge, experience and
charisma. Students start the course with 10 points of each type.
Knowledge, experience and charisma development is divided into three stages: bronze
(for 60 points), silver (for 75 points) and gold (for 90 points). Each of these are
recognized by awarding bronze, silver and golden medals, accordingly.
To pass a course, a participant has to achieve one bronze, one silver, and one golden
medal. The grades are calculated based on the following rules: game points (GP) =
(knowledge points + charisma points + experience points) / 330. GP >= 86% = 5.0.
86% > GP >= 77% = 4.5. 77% > GP >= 68% = 4.0. 68% > GP >= 59% = 3.5. 59% > GP
>= 51% = 3.0. GP < 51% = 2.0.
Each participant has the possibility of being awarded extra points for various actions
and activities during the course of the class.
A Word About Plagiarism
“You must document all of your source material. If you take any text from somebody
else, you must make it clear the text is being quoted and where the text comes from.
You must also cite any sources from which you obtain numbers, ideas, or other
material. If you have any questions about what does or does not constitute
plagiarism, ask! Plagiarism is a serious offense and will not be treated lightly.
Fortunately, it is also easy to avoid and if you are the least bit careful about giving
credit where credit is due you should not run into any problems.” (Guy, 2016)1
1
Alfred E. Guy (2016). Sample Plagiarism Warnings for Syllabi.
http://ctl.yale.edu/writing/wr-instructor-resources/addressing-academic-integrity-and-
plagiarism/sample-plagiarism-warnings-syllabi. Accessed: 22.02.2016