Seminar in Psychology & Selection Syllabus

Rev 3 | January 2020

Adventist University of the Philippines

COLLEG E OF A RTS A N D HUMA N I TI ES
PSYCHOLOG Y DEPARTMEN T
COURSE SYLLABUS IN SEMINAR IN PSYCH0LOGY: RECRUITMENT & SELECTION
SECOND SEMESTER, ACADEMIC YEAR 2020-2021

I. GENERAL INFORMATION ABOUT THE UNIVERSITY

PHILOSOPHY:
The work of education and the work of redemption are one: to restore in humanity the lost image of God through
the harmonious development of mental, physical, social and spiritual faculties.

MISSION STATEMENT:
The Adventist University of the Philippines is committed to provide quality Bible-based education, nurturing
students for academic excellence, Christ-like character, and exemplary service.

CORE VALUES:
As faculty and staff of the Adventist University of the Philippines, we value:

Accountability and Integrity. We hold ourselves responsible for our professional and personal actions to God, to
one another, and to our stakeholders. We shall therefore live and serve with integrity-with wholeness of
character, consistency of lifestyle; faithfully adhering to the spiritual truths and values taught in the Word of God.

Committed Service. We shall serve our students and all whom we encounter, dedicating our time, personal skills,
professional expertise, and resources as we realize the high academic and spiritual expectations of Adventist
education, in turn spending our lives in serving others.

Excellence in Work. We continually strive to be among the best in all we do: in teaching, and in delivering
consistently high quality services.

STRATEGIC DIRECTIONS
VISION:
The Adventist University of the Philippines envisions to be a leading Adventist educational institution in the Asia-
Pacific
region by 2022.

INSTITUTIONAL OUTCOMES (IO)

As a result of their educational experience at AUP, graduates will exemplify:

IO INSTITUTIONAL OUTCOMES (IO)

N O.

Professional Competence. Expertise and leadership in their academic or professional discipline,

1 continually improving professionally through lifelong learning.

Active Faith. A growing, transforming relationship with God and application of the biblical truths
2 expressed in the Seventh-day Adventist beliefs and spirituality to a variety of real-world issues.

Social Responsibility. Commitment and engagement to improve the quality of life of all people,
3 and to care for the environment.

Selfless Service. Application of knowledge to real-world challenges in the spirit of unselfish

4 service, fulfilling God’s calling in their lifework.

Balanced Lifestyle. Pursuit of wholeness by maintaining a balanced healthy lifestyle – spiritually,

5 mentally, physically, and socially.

PROGRAM OUTCOMES (PO)

Psychology major students of AUP are expected to exhibit the following outcomes:

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PO Program Outcomes (PO) Institutional

No. Outcomes
(IO)

1 Make reasoned and logical judgement about established principles in psychology 1&3
through creation, authentic, and effective communication in different ways: verbal,
non-verbal, and written ways, and in use of technology.

2 Demonstrate skills in organizing and motivating groups by undertaking training to 4&5

enhance existing skills and acquire higher level of competencies through formal
graduate education or in an employment context.

3 Apply knowledge of Biblical truths expressed in Seventh-Day Adventist beliefs and 2&6
spirituality in demonstrating ethical dimensions in the use of psychological theories
and methods.

4 Maintain a balanced well-being as it positively apply to the theories, principles, 7&8

concepts and skills in psychology of which will help students look forward for
employment and career building.

5 Enhance existing skills and acquire higher level of competencies through formal or 9 & 10
non-formal education or in an employment context, sharing the knowledge and
skills acquired by demonstrating a caring attitude.

I. INFORMATION ABOUT THE COURSE

C OURSE T ITLE SEMINAR IN PSYCHOLOGY: RECRUITMENT AND SELECTION
C OURSE C ODE CAPS 415
C REDIT U NITS Three (3)
P RE -R EQUISITE NONE
C LASS S CHEDULE MW 10:00-11:30
C LASSROOM Online

COURSE DESCRIPTION

This course focuses on employee selection and development. By the end of this course, students should be able
to conduct assessment of competencies, identify development needs and approaches to training and development of
employees. Students will also be oriented on and practice skills in recruiting, targeted interviewing, and profiling of
applicants.

LEARNING OUTCOMES
At the end of the course, the students are expected to:

No Learning Outcomes Program

Outcomes

1 Demonstrate and conduct assessment of competencies. Identify 1,2,3,4,5

development needs and approaches to training and development of
employees.

2 Acquire knowledge about the principles of human behavior, and be able to 1,2,3,4,5
explain why human beings behave the way they do in the workplace.

3 Discuss the history, current, and future offer to both scientific and applied 1,2,3,4,5
psychology through the latest research studies on recruitment and
selection.

4 Develop appreciation of life and humanity as a whole. 1,2,3,4,5

BEHAVIORAL EXPECTATIONS
1. Attendance. Students are expected to attend all synchronous class regularly. Going in and out of the class
during the session is discouraged. A student who incurs absences of more than 20% of the total contact
hours during the semester shall fail and earn no credit for the course.

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2.Punctuality. Classes will start on time so students are expected to come to online class as scheduled.
3.Cell phones. All cell phones must be turned off or must be in silent mode.
4.Dress code – Students are expected to be in proper attire at all times.
5.Proper grooming – Students are expected to be neat in coming to class, and to be sensitive to body odor.
C OURSE R EQUIREMENTS
1. Class Participation - Students are expected to participate in class discussions. Pertinent comments that
reflect critical thinking is encouraged.

2. Literature Reviews Report – Students will compare and critic different researches in IO psychology; and
demonstrate its application. All of which will be orally presented in class.
The Paper must:
a. be typed in a word processor
b. be printed in a short bond paper
c. be in a standard 12-point Times New Roman
d. be double-spaced
e. be edited
f. have 1 1/2 inches margin on the left, and one (1) inch on the right, bottom and top
g. have a title page
h. have page numbers
i. have references (APA style)
j. be presented in a PowerPoint and sent through email to the professor before the scheduled
presentation

Topics:
1. Employee Recruitment and Selection
2. Training and Development
3. Motivation and Rewards Design
4. Performance Management and Evaluation
5. Team Dynamics and Leadership
6. Employee Well-Being and Work Life Balance

Additional requirements to be incorporated for group report:

a. Related cases
b. Related videos
c. Inspirational and successful stories reflecting IO Psychology topics
Each reporter will submit to the professor a hard copy of the group report before the scheduled presentation.
Each student must also be given a copy.

3. Prepare a Seminar/Training. IO psychology students will conduct a seminar-training to assigned

participants as soon as pandemic is over. Topic will vary.

4. Major Exams. There will be 4 major exams covering materials from all class lectures, cases, videos,
exercises, and discussions.
L EARNING A CTIVITIES
1. Role play –Role play different situations and concepts on management principles.
2. Interview successful psychologists, counselors, educators, and researchers – Validate theories from
actual practice.
3. Case writing - Write cases which will be analyzed in class.
4. Crossword puzzle –Develop a crossword puzzle to be answered in class for mastery of management
concepts.
5. Song composition – Compose a song based on the theories discussed.
6. Summary and reaction paper. Read topics reflected in the syllabus and make a one-page reaction paper.
This paper is submitted every time a new topic is presented. This will help the student understand what is to
be discussed in class.
7. Picture presentation – Bring a picture that will describe a specific topic to visualize situations discussed.
8. Group/Class discussions - Discuss by groups, in pairs or in panel specific topics that may be assigned.
9. Art and play works - use of arts and play modalities to illustrate theories and concepts.
10. Dance works - use of dance modality to illustrate theories and concepts.
Other Requirements:
1. Bible - Bring a Bible to class for the integration of values and learning.
2. Materials and supplies - Bring manila papers, pentel pen, and yellow paper for group activities.
3. Class portfolio – Submit a class portfolio that includes the following:
• Seat plan
• Syllabus distribution sheet
• Attendance record
• All class requirements
• Pictures

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C ONTINGENCY P LAN FOR M ISSED CLASSES : make-up classes, library work, assignments, advanced reading
G RADING S YSTEM
G RADING S YSTEM
A 98 – 100 4.00
A– 95 – 97 3.75
B+ 92 – 94 3.50
B 89 – 91 3.25
B– 86 – 88 3.00
C+ 83 – 85 2.75
C 80 – 82 2.50
C– 77 – 79 2.25
D 75 – 76 2.00
F 74 and below 0.00

G RADING C RITERIA AND WEIGHT EQUIVALENT

C ONTINUOUS A SSESSMENT 60%
C LASS P ARTICIPATION (S EATWORK /A SSIGNMENT /C LASS ACTIVITIES 15
ORAL P RESENTATION /R ESEARCH P APER 10
Q UIZZES 10
C ASE A NALYSIS 10
L EARNING A CTIVITY 15
C OMMUNITY E XTENSION 0
E XAMINATIONS
40%
100%
C OMPUTATION OF G RADE : [ R AW S CORE ÷ P ERFECT S CORE ] x 70 + 30
C UT - OFF G RADE : B– [ 86% – 88% ]

TEXTBOOKS AND REFERENCES

Books
AUP Library Call Number

Managing human resources: productivity, quality of work life, profits, by Wayne F. Cascio. 658.3 C2661
2013
Recruiting, interviewing, selecting & orienting new employees, by Diane Arthur. 659.311
Ar775 2012

Human resource management: an experiential approach, by H. John Bernardin. 658.3

B4569 2013

Fundamentals of human resource management : functions, applications, skill development by

Robert N. Lussier, Springfield College, John R. Hendon, University of Arkansas at Little Rock. 658.3
L9762 2017
Human resource management by Cynthia A. Zarate. F
658.3 Z 184 2014
Human resource management : an experiential approach H. John Bernardin and Joyce E. A. Russell. 658.3
B4569h 2013
What is Employee-Employer Relationship http://smallbusiness.chron.com/employeremployee-relationship-16737.html

Determining the Employer/Employee Relationship http://www.labour.gc.ca/eng/resources/ipg/069.shtml

The Essentials of a Healthy Employer-Employee Relationship http://www.eremedia.com/tlnt/the-essentials-of-a-

healthy-employer-employee-relationship

Journals/Periodicals/URC Journals
Tayag, R.L. (2006). The impact of human resource management practices on organizational commitment investigating the
mediating roles of perceived organizational support and procedural justice. v39(1), p146-174

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Calleja, M.T. (2006). The relationship of human resource management roles and practices and organization effectiveness.
v39(1), p122-145
Pangan, F. R. (2006). Exploring differences in work attitudes of proffesionals in family and non-family businesses. v39(1),
p98-121

E-Journals (EBSCOHOST)
Zehir, C., Muceldili, B., Altindag, E., Sehitoglu, Y., and Zehir, S., (2014). Charismatic leadership and organizational
citizenship behavior: the mediating role of ethical climate.
Se Hyung, O., Ying, C., And Fubin, S., (2015)., When is a good citizen valued more? Organizational citizenship behavior
and performance evaluation.

E-Books (EBSCOHOST)
McCarthy, S., Zubai, A., Kamal, A., and Jaafar, J., (2013). Psychology at Work in Asia : Proceeds of the 3rd and 4th Asian
Psychological Association Conferences and the 4th International Conference on Organizational Psychology. Newcastle upon
Tyne : Cambridge Scholars Publishing.

Reina, D.S., and Reina, M.L., (2010)., Rebuilding Trust in the Workplace : Seven Steps to Renew Confidence, Commitment,
and Energy. San Francisco, CA : Berrett-Koehler Publishers.

Catano, V.M. Weismer: W.H.S Hackett (2016). Recruitment and Selection in Canada (6th Edition). Toronto: Nelson ISBN
978-0176657031-6

LEARNING DESIGN

D ATES T OPICS C OURSE L EARNING O UTCOMES M ODE OF D ELIVERY R ESOURCES A SSESSMENT

AND O UTCOM AND ACTIVITIES
NUMBE ES WITH TIME
R OF ALLOTMENTS
HOURS

1.5 Information about CO1 Knowledge ▪ Asynchronous: ▪ iStudy ▪ None

1/11 the University: ▪ Describe the course in iStudy (Walk
▪ Philosophy, CO2 terms of the concept of announcements of through
Mission and AUP expectations (15 of the
Vision mins) iStudy
▪ Core Values Skills Online Forum of using the
▪ Adventist ▪ Sing the PMV song self-introduction video
Education of students (30
Attitude/Values mins)
Integration Review of
▪ Defend the tenets of syllabus (20 mins)
Adventist Christian Online forum for
Education questions on the
course (20 mins)

1.5 The importance of CO1 Knowledge ▪ Synchronous: ▪ Video ▪ Study Guide:

1/13 Human Resource ▪ Discuss Human (30 mins) Video Confere Readings on
Management CO2 resource management Call MS Teams ncing Human
▪ Asynchronous: ▪ MS Resource
-HRM in Today’s CO4 Skills Readings on Teams Management
workplace ▪ Evaluate the roles and Human
activities of a human Resource
-Roles and Activities resource management Management.
of HRM functions 30 minutes
videos on
Attitude/Values Human
Integration Resource
▪ Be aware of the Management
present trends of (30 mins)
human resource
management

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3 Developing a Career CO1 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

1/18& Plan ▪ Relate the purpose and Readings on
20 CO2 importance of life long Career Planning
career planning (30 mins) ▪ Readings
CO3 ▪ Videos on
Skills Career Planning
▪ Create your own career (30 mins)
plan Readings on
successful
Attitude/Values professionals
Integration (30 mins)
▪ Challenge yourself to
reach your career path

1.5 Preliminary Examination

1/27

15 Theories of Career CO1 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

Development ▪ Discuss the different Readings on the
CO2 theories of career different
-Structural theory by development and theories of
Parsons and CO5 compare the strengths Career
2/1 & Williamson and weaknesses of Development ▪ Readings
3 -Sociological Theory each of the theories (30 mins)
8 & 10 -Career Choice ▪ Appraise how the ▪ Videos on
15&17 Theory by Anne Roe theory affects different Developmental
-Needs-Press Theory stages of man Stages Study
22&24 -Person-centered regarding career guide
Theory development engagements
3/1 & -Ginzberg Theory on ▪ Relate the purpose and
3 Development importance of life long
-Life Spans Theory career planning
(Super’s)
-Work Adjustment Skills
Theory ▪ Identify founders of
-Holand’s types of the different theories
Personality and its principles
-Krumboltz Social ▪ Differentiate the
Learning Theory theories
▪ Create your own career
plan

Attitude/Values
Integration
▪ Criticize the theories
▪ Appreciate the
contribution of the
theorists
▪ Acknowledge your
developmental stage
based on Super’s Model

1.5 Midterm Examination

3/8

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1.5 Using Information to CO3 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

3/10 facilitate Career ▪ Consider how to select Readings on
Development CO4 and use educational facilitating
and occupational career
CO5 information with development
individuals and groups using ▪ Readings
information (30
Skills mins)
▪ Develop employability ▪ Videos on
skills that will allow Career
the students to apply Development
and be interviewed for (30 mins)
other jobs ▪ Study Guide
engagement
Attitude/Values
Integration
▪ Observe and
acknowledge other
information leading to
career development

3 Facilitation of the CO3 Knowledge ▪ Synchronous: ▪ Video ▪ Study Guide

3/15 Global Job Search ▪ Compare the different (30 mins) Confere
CO4 job placement services ▪ Asynchronous: ncing
available to the job Readings on Job ▪ Study
hunter, globally and Hunting (30 Guide
locally mins)
▪ Videos on
Skills Global Job
▪ Appraise the different Search (30
approaches to job mins)
placement used by
educational and
industrial institutions
▪ Familiarize yourself to
a job fair participated
by different companies
▪ Organize a seminar for
seniors on job hunting

Attitude/Values
Integration
▪ Respect the differences
of different institutions
pertaining career
placement

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1.5 Career Development CO1 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

3/17 Programming in ▪ Recommend a process Readings on
Business CO2 of planning a career Career
Organization service program in Development on
CO3 business Programming ▪ Readings
(30 mins)
CO4 Skills ▪ Readings on
▪ Differentiate the Career
CO5 perspective between Development in
career development BO (30 mins)
specialists in business
and those in other
institutions

Attitude/Values
Integration
▪ Value the different
career programs in
business organizations

1.5 Human Resource CO1 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

3/22 Planning ▪ Consider how to align a Readings on
Recruitment CO2 company’s strategic Human
direction with its Resource
CO3 human resource Planning (30 ▪ Readings
planning mins)
CO4 ▪ Videos on
Skills Recruitment (30
▪ Determine the labor mins)
demand for workers in ▪ Study Guide
various job categories engagement
▪ Criticize the recruiters
role in the recruitment
process

Attitude/Values
Integration
▪ Evaluate and
appreciate recruitment
policies

1.5 Interviewing CO2 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

3/24 ▪ Differentiate the Readings on the
CO3 different types of process of
interview interviewing (30
CO4 mins) ▪ Readings
Skills ▪ Videos on the act
▪ Develop the skills of interviewing
needed for (30 mins)
approaching different
types of interviews
Attitude/Values
Integration
▪ Value the act of
interview

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3 Selection and CO2 Knowledge ▪ Synchronous: ▪ Video ▪ Study Guide

3/29&3 Placement ▪ Identify the common (30 mins) Confere
1 CO3 methods used in ▪ Asynchronous: ncing
selecting human Readings on ▪ MS
CO4 resources Selecting Teams
possible
Skills employees (30
▪ Demonstrate how the mins)
particular ▪ Readings on
characteristics of a job placements (30
an organization or an mins)
applicant affect the
utility of any tests
Attitude/Values
Integration
▪ Apply the new skills in
selection and
placement

1.5 Evaluating the CO2 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

4/5 Recruitment and ▪ Discuss the importance Readings on
Selection Process CO3 of Recruitment and evaluating
Selection Process Recruitment
CO4 and Selection
Skills process (30 ▪ Readings
▪ Evaluate the mins)
Recruitment Process ▪ Videos on the
process of
Attitude/Values Records and
Integration Selection
▪ Appreciate the
importance of properly
recruiting and selecting
employees

1.5 Managing Human CO1 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

4/7 Resources Globally ▪ Identify the recent Readings on
CO2 changes that have Human
caused companies to Resource
CO3 expand into Globally (30 ▪ Readings
international markets mins)
▪ Videos on
Skills Human
▪ Evaluate the four Resources
factors that most Globally
strongly influence HRM
in international
markets

Attitude/Values
Integration
▪ Value and internalize
the ways companies
attempt to select,
train, compensate and
reintegrate expatriate
managers

1.5 Prefinal Examination

4/12

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3 Selection, Training CO1 Knowledge ▪ Synchronous: ▪ Video ▪ Study Guide

4/14&1 and Development ▪ Know the different (30 mins) confere
9 CO2 assessments used in ▪ Asynchronous: ncing
career development Readings on ▪ MS
CO3
and placement Employee Teams
CO4 selection (30 ▪ Readings
Skills mins)
▪ Take career assessment ▪ Readings on
test Training and
▪ Make a self-evaluation Development
based on the
assessments results

Attitude/Values
Integration
▪ Based on the
assessment result,
challenge yourself to
improve

3 Ethical and Legal CO1 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

4/21&2 Guidelines and ▪ Learn all the ethical Readings on
6 Competencies CO2 and legal guidelines Ethical and
needed for Career
Legal
Development CO3 Skills
Practices Guidelines (30 ▪ Readings
▪ Evaluate if the ethical mins)
CO4
principles are
▪ Readings on
CO5 applicable in the
competencies
Philippines needed for
Career
Attitude/Values
Integration Development
▪ Internalize the ethical Practices (30
and legal principles mins)
▪ Videos on
Competencies

3 Compensation of CO3 Knowledge ▪ Asynchronous: ▪ Videos ▪ Study Guide

4/28 Human Resources ▪ Discuss the significance Readings on
-Assessment CO4 of proves issues such as Compensation
communication in of human
CO5 resources (30
compensation ▪ Readings
mins)
management ▪ Videos on
compensation
Skills (30 mins)
▪ Develop and apply
assessment skills that
could minimize
performance problems

Attitude/Values
Integration
▪ Apply the skills learned
for better performance

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3 Management CO1 Knowledge ▪ Synchronous: ▪ Video ▪ Study Guide

5/3 Concept Group ▪ Discuss the evolution of (30 mins) Confere
Behavior, Teams and CO2 management and ▪ Asynchronous: ncing
Conflict appraise its functions Readings on ▪ MS
CO3 Group behavior Teams
particularly on
Skills
CO4 conflicts
▪ Recommend ideal
CO5 management practices
based on the principle
of management as a
science to accomplish
desired goals

Attitude/Values
Integration
▪ Cultivate management
knowledge that will
improve one’s integrity

1.5 Final Examination

5/5

54 Total Hours

II. INFORMATION ABOUT THE TEACHER

N AME : Flor Villa P. Marticio, PhD., RGC

C ONTACT N UMBERS : 0927-634-9229
E-M AIL A DDRESS : flormarticio@yahoo.com
C ONSULTATION H OURS : TBA

Prepared by: Reviewed by: Approved by:

Flor Villa P. Marticio, PhD., RGC Myrtle C. Orbon, PhD., RPsy Eunice M.
Aclan, PhD., LPT
Course Facilitator Chair, Psychology Dept. Dean, CAH

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