Universitat Internacional de Catalunya
The Psichology of Talent Management
Other languages of instruction: Catalan, English
Teaching staff
Head instructor:
Sra. COLOMBO BONALDI, Valeria - hello@valeriacolombo.tech
Office hours:
Previa confirmación por correo electrónico a:
Prof. COLOMBO BONALDI, Valeria - hello@valeriacolombo.tech
Prof. TESÓN RUIZ, Clotilde - clotildeteson@ct-group.es
Introduction
This course focuses on the employee Journey and his/her relationship with the company from their first contact to the end of the relationship. During this relationship, Organizational psychologists design and execute evaluations, intervention techniques and procedures to lead and manage Talent. The aim of the course is that students acquire and develop competencies related to talent management at an individual, group and organizational level.
Pre-course requirements
It is recommended to have taken the Organizational Psychology course.
Objectives
- Understand the life cycle of the employee in the company: since the employee is a potential candidate to join the company; their development, training, teams and leadership; until the separation (total or partial / temporary or definitive) of the employee from the company.
- Understanding the performance of the psychologist is a key tool to improve the management and development of talent in organizations.
- Learn and identify the fundamental steps of the employee journey to design an employee experience that attracts and retains talent in the organization.
Competences/Learning outcomes of the degree programme
- CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
- CE05 - Design and apply a psychological intervention strategy depending on the context or service requested.
- CE08 - Awareness of the professional reality of psychologists in a specific field of application.
- CE16 - The ability to communicate evaluations in a critical, well-founded manner, respecting the ethical commitment involved in disseminating psychological knowledge.
- CE17 - The ability to analyse the psychological and social demands and needs of people, groups and organisations in different contexts.
- CG01 - Capacity for critical and creative thinking, and capacity to investigate and adopt a scientific and ethical approach in distinct professional settings.
- CG07 - The ability to adapt to the setting, task or context, handle new tasks and responsibilities and generate processes of change.
- CG08 - The capacity to interpret the content and scope of the information received or requested, orally or in writing, and process it appropriately according to the nature of the matter at hand.
- CG13 - The ability to use information and communication technologies for distinct purposes.
- CT01 - The capacity to organise and plan.
- CT02 - The capacity to solve problems.
- CT07 - The capacity to learn autonomously
- CT09 - The ability to communicate adequately, both orally and in writing
Learning outcomes of the subject
At the end of the course, students are expected to:
- Explain the role of the psychologist and its importance in organizations.
- Describe the steps of the employee life cycle within the company.
- Identify the main practices and processes of talent attraction, selection, development, training, motivation, leadership.
- Analyze behaviors and business decisions and assess them from the point of view of the Psychologist and from the economic, social and ethical.
Syllabus
1. Talent attraction, selection and onboarding processes (Valeria)
1.1. Human resource planning
1.2. Employer branding: talent attraction, Value Proposition, RRSS, Candidate experience.
1.3. Recruitment: inbound recruitment, RRSS, job portals, Head hunting, internal recruitment, Management software (ATS)
1.4. Selection process: CV analysis, screening, tests and interviews, evaluation by competencies and by values. Incorporation offer.
1.5. Onboarding: design, preparation, follow-up.
2. Talent management (Clotilde)
2.1. Training techniques: on-the-job, in the classroom, outdoor
2.2. Career development
2.3. Team development
2.4. Performance evaluation
2.5. Compensation and benefits strategies
2.6. Offboarding
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. | Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. |
| Project-oriented learning is a method based on experiential and reflective learning in which the process of researching a particular subject matter proves very important, with the aim of resolving complex problems based on open solutions or addressing complicated issues that enable students to generate new knowledge and develop new skills. | This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills. |
| Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. | Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
| A non-classroom activity in which students undertake exercises autonomously, without the presence of the lecturer/professor. This is the stage in which most questions arise, but, as the option to immediately ask the question does not exist, students are forced to make an additional effort. | This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
Evaluation systems and criteria
In person
The evaluation will always respect the general rules established in the Degree.
Totally face-to-face mode in the classroom:
The evaluation of the subject will be based on the following points:
- Final exam (40%) with multiple-choice and essay questions.
- Final individual work (30%): both the written work and the presentation of the project in class will be evaluated.
- Practical activities (20%) both individual and collective.
- Attendance and participation (10%): a minimum of 80% attendance is required to qualify for this score.
2nd Round:
- Final exam (40%) with multiple-choice and essay questions.
- Final work (30%): same grade as in the 1st call.
- Practical activities (20%): same grade as in the 1st call.
- Attendance and participation (10%): same grade as in 1st call.
Important considerations:
1. A minimum grade of 5 must be obtained in the final exam and in the group work in order to be able to average with the rest of the grades (In the 1st and 2nd call).
2. The completion of the practical activities is understood as continuous evaluation and, therefore, if the practical activities are not handed in according to the established dates, this will imply the impossibility of obtaining this part of the grade.
3. Plagiarism, copying or any other action that could be considered cheating will mean a zero in this part of the evaluation. Doing it in the exams will mean immediate failure in the subject.
4. In the second call it will not be possible to obtain the grade of honours, so the maximum grade will be excellent.
Bibliography and resources
Talent Clue. Metodología Inbound Recruiting. Guía completa. Cómo implementar paso a paso una Estrategia de Inbound Recruiting en tu empresa. Recuperado en https://cdn2.hubspot.net/hubfs/252575/guia-completa-metodologia-inbound-recruiting.pdf
Candidate Journey: Cómo optimizar el proceso de solicitud de empleo. s.f. recuperado de https://softgarden.com/es/blog/candidate-journeycomo-optimizar-el-proceso-de-solicitud-de-empleo/
Cómo diseñar el Candidate Journey Map. s.f. Recuperado de https://getwith.io/es/como-disenar-el-candidate-journey-map/
Martínez, C. (2019) Historia de un proceso de selección [PARTE 3: la post-contratación] Recuperado de http://blog.talentclue.com/candidate-journey-fases-experiencia-candidato-0-0
The employee journey. S. Becker & W. Bolink. 2018 (en inglés)
Experiencia de Empleado. R. Vara García & I. Fernandez de Pierola. 2015
Delivering Happiness: ¿Cómo hacer felices a tus empleados y duplicar tus beneficios? T. Hsie. (2018)
Previsión y planificación de plantillas. Altea Pérez Serna (2019)
The Whole Brain Business Book. Ned Herrmann and Ann Herrmann- Nehdi. McGraw Hill Education. 2015
Los 7 hábitos de la gente altamente efectiva. Stephen R. Covey. Paidós.
Strengthsfinder 2.0 from Gallup Tom Rath. Don Clifton. Gallup Press 2017.
Reinventar las organizaciones. Frederic Laloux. Arpa y Alfa Editores.
Start with Why. How great leaders inspire everyone to take action. Simon Sinek. Penguin Random House.
Evaluation period
- E1 11/01/2023 I1 12:00h