96151 - Human Resources Management

Learning outcomes

By the end of the course, students will know: - the main explanatory theories of the Psychology of the Human Resources; - the objectives and the methods of the professional activity of the psychologist in Human Resources; - the tools for the development of a project on human resources management.

Course contents

Module 1 aims to introduce the talent acquisition strategies implemented by organizations, with a particular focus on the analysis of tools and computerized systems. Specifically, by the end of the module, students will know principles on:

-how to attract applicants: i.e. employer branding, e-recruitment, applicants reaction

-how to select candidates: methods and tools

-how to retain talents: onboarding procedures

The second module on the performance assessment component will present theoretical topics, techniques, targets, and ethical aspects of job evaluation and job position analysis, competencies assessment, performance, and potential appraisal.

The topics will be discussed in terms of sustainable industrialization, multiculturality, innovation and diversity management, as indicated by the United Nations Sustainable Development Goals.

Readings/Bibliography

Module 1:

Bauer, T. N., & Erdogan, B. (2011). Organizational socialization: The effective onboarding of new employees. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, Vol. 3. Maintaining, expanding, and contracting the organization (pp. 51–64). American Psychological Association. https://doi.org/10.1037/12171-002 [https://psycnet.apa.org/doi/10.1037/12171-002]

Dassler A, Khapova SN, Lysova EI and Korotov K (2022) Employer Attractiveness From an Employee Perspective: A Systematic Literature Review. Front. Psychol. 13:858217. doi: 10.3389/fpsyg.2022.858217

Esch, P., Black, J., & Ferolie, J. (2019). Marketing AI recruitment: The next phase in job application and selection. Computers in Human Behavior, 90, 215-222.

McCarthy, J., Bauer, T., Truxillo, D., Anderson, N., Costa, A., & Ahmed, S. (2017). Applicant perspectives during selection: A review addressing “So what?”, “What’s new?”, and “Where to next?” Journal of Management, 43(6), 1693-1725.

Sackett, P. R., Zhang, C., Berry, C. M., & Lievens, F. (2022). Revisiting meta-analytic estimates of validity in personnel selection: Addressing systematic overcorrection for restriction of range. The Journal of applied psychology, 107(11), 2040–2068. https://doi.org/10.1037/apl0000994

Deepika Pandita, Sampurna Ray, (2018) "Talent management and employee engagement – a meta-analysis of their impact on talent retention", Industrial and Commercial Training, https://doi.org/10.1108/ICT-09-2017-0073

Additional materials will be shared during course

 

Module 2

Job evaluation:

Kay Gilbert, (2005),"The role of job evaluation in determining equal value in tribunals", Employee Relations, Vol. 27 Iss 1 pp. 7 - 19 Permanent link to this document: http://dx.doi.org/10.1108/01425450510569283

Van Sliedregt, T., Voskuijl, O. F., & Thierry, H. (2001). Job evaluation systems and pay grade structures: Do they match? International Journal of Human Resource Management, 12(8), 1313-1324. doi:10.1080/09585190110083811

Performance management:

Campbell, J. P., & Wiernik, B. M. (2015). The modeling and assessment of work performance. Annual Review of Organizational Psychology and Organizational Behavior, 2, 47-74. doi:10.1146/annurev-orgpsych-032414-111427

Ferreira, A., & Otley, D. (2009). The design and use of performance management systems: An extended framework for analysis. Management Accounting Research, 20(4), 263-282. doi:10.1016/j.mar.2009.07.003

Assessment Center:

Kleinmann, M., & Ingold, P. V. (2019). Toward a better understanding of assessment centers: A conceptual review. Annual Review of Organizational Psychology and Organizational Behavior, 6, 349-372. doi:10.1146/annurev-orgpsych-012218-014955

Rupp, D. E., Hoffman, B. J., Bischof, D., Byham, W., Collins, L., Gibbons, A., . . . Thornton, G. (2015). Guidelines and ethical considerations for assessment center operations. Journal of Management, 41(4), 1244-1273. doi:10.1177/0149206314567780

Additional materials will be shared during course

 

Teaching methods

The course has been designed and is based on student's active participation so that students are requested to attend all the planned units of the course systematically. However, didactic methods that will be used to improve knowledge/competencies are lecture & questions, group work assignments and exercises, small group discussion, student oral presentation, the student paper, and student reading. Expert practitioners will be invited to present organizational cases.

Assessment methods

A group presentation (up to 10 points): Each group will be able to choose a topic related to module 1 or module 2. The evaluation will be based on ppt and oral presentation

An individual written exam (up to 20 point): 4 brief answer questions (2 per module)

Teaching tools

A group presentation (up to 10 points): Each group will be able to choose a topic related to module 1 or module 2. The evaluation will be based on ppt and oral presentation

An individual written exam (up to 20 point): 4 brief answer questions (2 per module)

Office hours

See the website of Marco Giovanni Mariani

See the website of Rita Chiesa