Universitat Internacional de Catalunya
The Psichology of Talent Management
Other languages of instruction: Catalan, English,
Teaching staff
Introduction
Faculty:
Responsible:
Ms. COLOMBO BONALDI, Valeria - hello@valeriacolombo.tech
Office hours:
Previous confirmation by email to:
Prof. COLOMBO BONALDI, Valeria - hello@valeriacolombo.tech
Prof. LÓPEZ GARCÍA, María - Marialopezgarciaef@gmail.com
This course focuses on the relationship between the company and the employee, from the first contact to the end of the relationship. During this relationship, the psychology of Human Resources applies assessment and intervention techniques and procedures that facilitate the direction and management of HR based on psychosocial principles of the functioning of people as individuals, groups and organizations.
Pre-course requirements
To have taken the course Psychology of Organizations.
Objectives
- Understanding the employee's life cycle in the company: from the moment the employee is a potential candidate to join the company; his or her development, training, teams, and leadership; to the employee's disengagement (total or partial / temporary or definitive) 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 organizations.
Competences/Learning outcomes of the degree programme
- 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
Students will be able to:
- Explain the role of the psychologist and its importance in organizations.
- Describe the steps of the employee's life cycle within the company.
- Identify the main practices and processes of attraction, selection, development, training, motivation, and leadership of talent.
- Analyze behaviors and business decisions and evaluate them from the psychologist's point of view and from the economic, social, and ethical point of view.
Syllabus
- Workforce Planning
- Employer branding: talent attraction, value proposition, RRSS, candidate experience.
- Recruitment: inbound recruitment, RRSS, job portals, head hunting, internal recruitment, management software (ATS)
- Selection process: CV analysis, screening, tests and interviews, evaluation by competencies and values. Onboarding offer.
- Onboarding: design, preparation, follow-up.
- Training techniques: on-the-job, in the classroom, outdoor.
- Career development
- Team development
- Performance evaluation
- Compensation and benefits strategies
- Offboarding
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| 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. 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. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | 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. 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. A group dynamic in which students simulate or play out typical situations in order to give those who will intervene in such situations in real life a better understanding of the procedure. |
Evaluation systems and criteria
In person
Fully face-to-face mode in the classroom.
The evaluation of the course is based on:
- Final exam (50 %) with multiple-choice questions and development questions.
- Group work (30 %): Both the written work and the presentation of the project in class will be evaluated.
- Practical activities (20 %) both individual and collective.
Important:
Plagiarism, copying, or any other action that can be considered cheating will mean a zero in this evaluation section. Doing it in the exams will mean the immediate failure of the course.
In the second call, it will not be possible to obtain the grade of "Honors", so the maximum grade will be "Excellent".
Bibliography and resources
Bibliografía y recursos.
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 17/01/2024 I1 10:00h