The course is only offered to the students of the study fields the course is directly associated with.
The capacity limit for the course is 15 student(s).
Current registration and enrollment status: enrolled: 9/15, only registered: 3/15
Fields of study the course is directly associated with
The main aim of this course is to introduce assessment center method. This course if focus on topics of using assessment center method, mainly observation of behavior, simulation exercises, dimensions, assessment center design, reports from assessment center and feedback of assessment center results.
The course consists of biweekly thematic modules that typically include textbook and other readings, seminars and graded activities. Students should read the assigned chapters in the course textbook and use the IS e-learning system to read the supplemental literature, which is available electronically in PDF and/or Word format.
At the end of this course, students should be able to:
1. understand the basics requirements of assessment center method
2. to create an assessment center design
3. to follow proper process of observing and evaluating of behavior
4. to write down assessment center report
5. to provide feedback of assessment center results
The course is organized as a series of biweekly topics which include lectures, seminars, homework and required reading.
A. Assessment center method
Assessment centers in HRM
Basic requirements of an assessment center
Essential features of an assessment center
Theoretical foundations for alternative assessment center programs
Assessment center method and ethics
B. Evaluation of behavior
The role of assessors
ORCE - observe, record, classify, evaluate
Integration of observations
C. Assessment center design
Exercise by dimensions matrix
D. Results of assessment center
Types of results
Feedback of assessment center results
Reports from assessment center
British Psychological Society (2003). Design, Implementation and Evaluation of Assessment and Development Center - Best Praktice Guidelines. Leicester: BSP.
Gaugler, B. B., Rosenthal, D. B., Thornton G. C., Bentson, C. (1987). Meta-analysis of Assessment Center Validity, Journal of Applied Psychology, 72, 4, 493 - 511.
BALLANTYNE, Iain and Nigel POVAH. Assessment and development centers. 2nd ed. Burlington, VT :.: Gower, 2004. xii, 220 s. ISBN 0-566-08599-2. info
International Task Force on Assessment Center Guidelines (2000). Guidelines and ethical considerations for assessment center operation. Public Personnel Management, 29, 315-331.
Caldwell, C., Thortnton, G. C., Gruys, M. L. (2003). Ten Classic Assessment Center Errors: Challenges to Selection Validity. Public Personnel Management, 32, 1, 73 - 88.
How people evaluate others in organizations. Edited by Manuel London. Mahwah, N.J.: Lawrence Erlbaum, 2001. xxiii, 397. ISBN 0-8058-3612-8. info
Lievens, F. (1998). Factors with Improve the Construct Validity of Assessment Centers: A Review. International Journal of Selection and Assessment, 6, 3, 141 - 152.
Each week’s study will typically involve required readings, viewing of lecture materials and working on graded activities.
Class resources are available to students through Masaryk University’s online Information System (IS). Under the course title “PSY465: Assessment center” students will find all important information including syllabus, literature for reading, tasks descriptions and multimedia materials.
Students will receive a final letter grade (A-F) for the semester based on the following components:
65% – Graded activities (team work - designing exercise by dimensions matrix, writing assessment center report, writing glossary term)
35% – Final exam (written examination)