Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSESSMENT CENTER METHODS | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Pelin VARDARLIER |
| Name of Lecturer(s) | Assoc.Prof. Pelin VARDARLIER |
| Assistant(s) | |
| Aim | The aim of this course is to convey the approaches of the assessment center in human resources management and to include measurement in human resources management. While it is aimed to understand the differences and functions of the exercises used in this sense, it is aimed to ensure that the students have sufficient knowledge and skills on Human Resources Management Assessment Center Practices and business life and develop the aspects of defining and analyzing the evaluations in the field of HRM. |
| Course Content | This course contains; Assessment Center Concept,Historical Development of the Assessment Center,Relationship of the Assessment Center with the Development Center,Exercises Applied in the Assessment Center,Competency-Oriented Interview,Exercise Practices - Case Studies,Reliability and Validity Concepts in Exercises,Implementation Process of the Assessment Center in Business,Definition and Objectives of Business Analysis,The Importance of Business Analysis in Evaluation and Development Center Applications,Determination of Evaluation Criteria in the Evaluation Center,Identification of Evaluators in the Evaluation Center,Training of Assessors at the Assessment Center,Evaluation Report Writing Techniques. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explain the fundamental principles of assessment and development centers | 16, 9 | A |
| 1.1. Student interprets assessment center processes. | ||
| 1.2. Student interprets development center processes. | ||
| 1.3. Student compares the differences between assessment center and development center. | ||
| 2. Identify the components of a typical competence and define appropriate positive and negative behavioral indicators. | 16, 9 | A |
| 2.1. Student evaluates competence in assessment center processes. | ||
| 2.2. Student evaluates competencies and behavioral indicators in assessment center processes. | ||
| 2.3. Student questions the functioning of assessment center applications. | ||
| 3. Describe various types of assessment and development center exercises and the competencies each assesses. | 16, 9 | A |
| 3.1. Student defines behavioral indicators related to assessment center in a systematic way. | ||
| 3.2. Student analyzes behavioral indicators related to assessment center. | ||
| 3.3. Student determines behavioral indicators as measurement criteria. | ||
| 4. Demonstrate the effective completion of the behavioral assessment process in various exercises. | 16, 9 | A |
| 4.1. Student defines the exercises used in the assessment center process. | ||
| 4.2. Student questions the targeted job position with the exercises used in the assessment center. | ||
| 4.3. Student compares the exercises used in the assessment center with the job position. | ||
| 5. Prepare and present participant data supported by relevant examples, using accurate behavioral statements for use in the data integration phase. | 16, 9 | A |
| 5.1. Student questions the evaluation and measurement criteria. | ||
| 5.2. Student designs assessment center design and integration. | ||
| 5.3. Student develops appropriate assessment center exercises for the business. | ||
| 6. Write a participant report summarizing the individual's strengths and areas needing development based on individual competencies and exercise types. | 16, 9 | A |
| 6.1. Student leads a face-to-face feedback session of medium difficulty. | ||
| 6.2. Student designs the use of testing and inventory. | ||
| 6.3. Student evaluations center applies exercises. |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Assessment Center Concept | |
| 2 | Historical Development of the Assessment Center | |
| 3 | Relationship of the Assessment Center with the Development Center | |
| 4 | Exercises Applied in the Assessment Center | |
| 5 | Competency-Oriented Interview | |
| 6 | Exercise Practices - Case Studies | |
| 7 | Reliability and Validity Concepts in Exercises | |
| 8 | Implementation Process of the Assessment Center in Business | |
| 9 | Definition and Objectives of Business Analysis | |
| 10 | The Importance of Business Analysis in Evaluation and Development Center Applications | |
| 11 | Determination of Evaluation Criteria in the Evaluation Center | |
| 12 | Identification of Evaluators in the Evaluation Center | |
| 13 | Training of Assessors at the Assessment Center | |
| 14 | Evaluation Report Writing Techniques |
| Resources |
| Selin Yetimoğlu Değerlendirme Merkezi ve Mülakatlarda %100 Başarı Sola Unitas Yayınları, 2020. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Defines the theoretical issues in the field of HRM. | X | |||||
| 2 | Describes the necessary quantitative and statistical methods in the field of HRM. | ||||||
| 3 | Uses at least one computer program in the field of HRM. | ||||||
| 4 | Sustains proficiency in a foreign language required in HRM. | ||||||
| 5 | Prepares HR projects and leads teams. | X | |||||
| 6 | Constantly updates himself / herself by following developments in science and technology with an understanding of the importance of lifelong learning through critically evaluating the knowledge and skills that s/he has got. | X | |||||
| 7 | Uses theoretical and practical expertise in the field of HRM. | X | |||||
| 8 | Follows up-to-date technology using a foreign language at least A1 level, holds verbal / written communication skills. | X | |||||
| 9 | Adopts organizational / institutional and social ethical values. | X | |||||
| 10 | Within the framework of community involvement, adopts social responsibility principles and takes initiative when necessary. | ||||||
| 11 | Uses and analyses basic facts and data in various disciplines (economics, finance, sociology, law, business) in order to conduct interdisciplinary studies. | X | |||||
| 12 | Have the necessary skills to ascertain person-job fit and person-organization fit. | X | |||||
| 13 | Have enough knowledge to put forward some ideas in all business functions and have aptitude to collaborate with other departments. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 10 | 20 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 135 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(135/30) | 5 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSESSMENT CENTER METHODS | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Pelin VARDARLIER |
| Name of Lecturer(s) | Assoc.Prof. Pelin VARDARLIER |
| Assistant(s) | |
| Aim | The aim of this course is to convey the approaches of the assessment center in human resources management and to include measurement in human resources management. While it is aimed to understand the differences and functions of the exercises used in this sense, it is aimed to ensure that the students have sufficient knowledge and skills on Human Resources Management Assessment Center Practices and business life and develop the aspects of defining and analyzing the evaluations in the field of HRM. |
| Course Content | This course contains; Assessment Center Concept,Historical Development of the Assessment Center,Relationship of the Assessment Center with the Development Center,Exercises Applied in the Assessment Center,Competency-Oriented Interview,Exercise Practices - Case Studies,Reliability and Validity Concepts in Exercises,Implementation Process of the Assessment Center in Business,Definition and Objectives of Business Analysis,The Importance of Business Analysis in Evaluation and Development Center Applications,Determination of Evaluation Criteria in the Evaluation Center,Identification of Evaluators in the Evaluation Center,Training of Assessors at the Assessment Center,Evaluation Report Writing Techniques. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explain the fundamental principles of assessment and development centers | 16, 9 | A |
| 1.1. Student interprets assessment center processes. | ||
| 1.2. Student interprets development center processes. | ||
| 1.3. Student compares the differences between assessment center and development center. | ||
| 2. Identify the components of a typical competence and define appropriate positive and negative behavioral indicators. | 16, 9 | A |
| 2.1. Student evaluates competence in assessment center processes. | ||
| 2.2. Student evaluates competencies and behavioral indicators in assessment center processes. | ||
| 2.3. Student questions the functioning of assessment center applications. | ||
| 3. Describe various types of assessment and development center exercises and the competencies each assesses. | 16, 9 | A |
| 3.1. Student defines behavioral indicators related to assessment center in a systematic way. | ||
| 3.2. Student analyzes behavioral indicators related to assessment center. | ||
| 3.3. Student determines behavioral indicators as measurement criteria. | ||
| 4. Demonstrate the effective completion of the behavioral assessment process in various exercises. | 16, 9 | A |
| 4.1. Student defines the exercises used in the assessment center process. | ||
| 4.2. Student questions the targeted job position with the exercises used in the assessment center. | ||
| 4.3. Student compares the exercises used in the assessment center with the job position. | ||
| 5. Prepare and present participant data supported by relevant examples, using accurate behavioral statements for use in the data integration phase. | 16, 9 | A |
| 5.1. Student questions the evaluation and measurement criteria. | ||
| 5.2. Student designs assessment center design and integration. | ||
| 5.3. Student develops appropriate assessment center exercises for the business. | ||
| 6. Write a participant report summarizing the individual's strengths and areas needing development based on individual competencies and exercise types. | 16, 9 | A |
| 6.1. Student leads a face-to-face feedback session of medium difficulty. | ||
| 6.2. Student designs the use of testing and inventory. | ||
| 6.3. Student evaluations center applies exercises. |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Assessment Center Concept | |
| 2 | Historical Development of the Assessment Center | |
| 3 | Relationship of the Assessment Center with the Development Center | |
| 4 | Exercises Applied in the Assessment Center | |
| 5 | Competency-Oriented Interview | |
| 6 | Exercise Practices - Case Studies | |
| 7 | Reliability and Validity Concepts in Exercises | |
| 8 | Implementation Process of the Assessment Center in Business | |
| 9 | Definition and Objectives of Business Analysis | |
| 10 | The Importance of Business Analysis in Evaluation and Development Center Applications | |
| 11 | Determination of Evaluation Criteria in the Evaluation Center | |
| 12 | Identification of Evaluators in the Evaluation Center | |
| 13 | Training of Assessors at the Assessment Center | |
| 14 | Evaluation Report Writing Techniques |
| Resources |
| Selin Yetimoğlu Değerlendirme Merkezi ve Mülakatlarda %100 Başarı Sola Unitas Yayınları, 2020. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Defines the theoretical issues in the field of HRM. | X | |||||
| 2 | Describes the necessary quantitative and statistical methods in the field of HRM. | ||||||
| 3 | Uses at least one computer program in the field of HRM. | ||||||
| 4 | Sustains proficiency in a foreign language required in HRM. | ||||||
| 5 | Prepares HR projects and leads teams. | X | |||||
| 6 | Constantly updates himself / herself by following developments in science and technology with an understanding of the importance of lifelong learning through critically evaluating the knowledge and skills that s/he has got. | X | |||||
| 7 | Uses theoretical and practical expertise in the field of HRM. | X | |||||
| 8 | Follows up-to-date technology using a foreign language at least A1 level, holds verbal / written communication skills. | X | |||||
| 9 | Adopts organizational / institutional and social ethical values. | X | |||||
| 10 | Within the framework of community involvement, adopts social responsibility principles and takes initiative when necessary. | ||||||
| 11 | Uses and analyses basic facts and data in various disciplines (economics, finance, sociology, law, business) in order to conduct interdisciplinary studies. | X | |||||
| 12 | Have the necessary skills to ascertain person-job fit and person-organization fit. | X | |||||
| 13 | Have enough knowledge to put forward some ideas in all business functions and have aptitude to collaborate with other departments. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |