MHRE116 Центрове за оценяване и развитие на ЧР



• Understand the "added value" by using the methodology called "Center for assessment and development of talent"

• Understand the importance of competency-based approach as a key in the selection and development of talent

• Evaluate the pros and cons of various techniques and tools for assessment and development

• Developing assessment skills, demonstrating ethics and objectivity in accordance with "best practice"

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Управление и развитие на човешките ресурси (на английски език)


гл. ас. Мария Тумбева  д-р

Описание на курса:


Students who successfully complete the course:

1) know:

• What are assessment centers and how to develop talent

• When and to which target groups to use the Assessment and talent development center

• Understand the different roles and responsibilities in this process

2) can

Upon successful completion of the course students should be able:

• Design the Competency profile for the ideal candidate

• Apply various tools and techniques to assess and develop potential candidates

• Provide feedback to candidates

• Demonstrate ethics, objectivity and impartiality in the work

Предварителни изисквания:
Students should have knowledge and/ or skills in:

• English reading/ writing skills

• Computer skills (text-processing, worksheets, Internet and e-mail).

Форми на провеждане:

Учебни форми:

Език, на който се води курса:

Теми, които се разглеждат в курса:

Литература по темите:

Main resource:

Bancheva, E. The process of selection and assessment of personnel SM-NBU, 2008, ISBN 978-954-535-520-2

Additional resources:

Arthur, W. Jr., Day, E. A., McNelly, T. L., & Edens, P. S. (2003). A meta-analysis of the criterion-related validity of assessment center dimensions. Personnel Psychology, 56, 125-154.

Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91, 780-795

Caldwell, C., Thornton, G. C., & Gruys, M. (2003). Ten classic assessment center errors: Challenges to selection validity. Public Personnel Management, 32(1), 73-88.

Cullen, M. J., & Sackett, P. R. (2004). Integrity testing in the workplace. In J. C. Thomas & M. Hersen (Eds.), Comprehensive handbook of psychological assessment, Volume 4: Industrial and organizational psychology (pp. 149-165). Hoboken, NJ: John Wiley & Sons.

Hough, L. M., & Oswald, F. L. (2000). Personnel selection: Looking toward the future — Remembering the past. Annual Review of Psychology, 51, 631-664.

Murphy, K. R., Cronin, B. E., & Tam, A. P. (2003). Controversy and consensus regarding the use of cognitive ability testing in organizations. Journal of Applied Psychology, 88(4), 660-671.

Schmidt, F. L., & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality & Social Psychology, 86(1), 162-173

Testing and Assessment: An Employer's Guide to Good Practices. (2000). Washington, DC: U.S. Department of Labor, Employment and Training Administration. Note: Article can be accessed at

Tolley Harry, Wood R. (2005) How to Succeed at an Assessment Centre, Kogan Page

Woehr, D., & Winfred, A. (2003). The construct-related validity of assessment center ratings: A review and meta-analysis of the role of methodological factors. Journal of Management, 29(2), 231-258.

Zedeck, S. (1986). A process analysis of the assessment center method. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior, 8, 259-296.

Средства за оценяване:

Assessment forms On-going Combined Final exam

Written assignment 50% 50% 50 %

Practical assignment 50% 50% 50%

Additional pre-conditions for forming the final score:

The student can automatically get rid of the continuous assessment tests, if he/she has positive results of the written assignments during the semester and participate in a workshop or fulfill practical tasks (project) during the semester passed through the platform Moodle of NBU.

The evaluation of the students is going through a complex assignment - a written assignment and practical coursework delivered in MOODLE of NBU until the day of the exam in the session. The relative weight of the two components is 50:50.