Assessing towards Managing Industrial & Organisational Psychology Talent on Masters Level
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1 Assessing towards Managing Industrial & Organisational Psychology Talent on Masters Level
2 What is this presentation all about? In the context of the UNISA Industrial & Organisational Psychology Masters Degree, the purpose of this presentation is to: 1.provide background information on the Masters degree 2. explain the design of the ACDC 3. share preliminary research findings
3 What will you learn You will have the opportunity to: experience how ACDC technology can be utilised in the academic environment, and more specifically, to select and develop Master students in the field of IO Psychology.
4 Context 1. Overview of the Masters Degree in IO Psychology Two options available Focus on option 1 Directed Degree Course work Dissertation HPCSA Registration
5 Context cont 2. Graduateness and Employability Board of Psychology (HPCSA) CEMS definition of Graduateness The knowledge, skills, attributes and values that we impart to our students with a view of them becoming competent and professional graduates who have the potential to make sustained positive contributions to society, to their professions and in the workplace (Coetzee, 2010). UNISA s definition of Graduateness The composite set of learning outcomes and attributes which students are expected to have achieved when they have completed their qualification successfully. These include discipline-specific knowledge, skills and competencies as well as broader attributes which equip graduates to be innovative and effective in the workplace and active informed citizens (Coetzee, 2010). Competent human being SAQA (2011) compiled a set of competencies that are relevant throughout life for all South African citizens. RARE (Responsible, Accountable, Relevant and Ethical) towards proactive, enterprising learners, flexible and able to adapt to change throughout their careers and professional lives, (Coetzee, 2010).
6 Context cont 3. Legal Guidelines The Health Professional Act No. 56 of 1974 HPCSA Board of Psychology Ethical Rules of Conduct
7 Designing an AC Step 1: Competency profiling of an IO Psychologist Employment Equity Act 55 of 1998 Competency profiling Analysing/Profiling the role of an IO Psychologist SME SHL Competency Model Validating the selection of a competency profile: SME Team questions Texas Industrial-Organizational Psychologists (TIOP) Study South African Organising Framework for Occupations (OFO code )
8 Designing an AC cont The validated profile of an IO Psychologist Essential ( i.e. much more important for this job essential for meeting nearly all job objectives Writing and Reporting Learning and Researching Working with People Analysing Adhering to Principles and Values Presenting and Communicating Information Desirable (i.e. more important for this job relatively more important for meeting most job objectives) Deciding and Initiating Action Planning & Organising Adapting and Responding to Change Coping with Pressures and Setbacks Achieving Personal Work Goals & Objectives Relating and Networking Delivering Results & Meeting Customer Expectations
9 Designing an AC cont Step 2: Design of an Assessment Process Incorporating both Qualitative and Quantitative measures Step 3: Composition of the Psychometric Assessment Battery ONLINE ASSESSMENTS Ability tests (VMG3 & NMG3 SHL) Personality questionnaire (OPQ32 SHL) Reviewing and evaluation of an accredited published article STRUCTURED COMPETENCY BASED INTERVIEW Step 4: Selection of Masters Students The main aim of the scientific screening processes is to ensure graduateness and delivery of students ready to complete the final phase (Internship and HPCSA board examination) towards registering as IO Psychologists with the HPCSA
10 Step 4: Selection of Masters Students (cont ) Process followed: 1. Submit a formal application Minimum academic criteria i.e. 60% honours average Short listing 1. Online psychometric assessments Ability tests and Personality Questionnaire Short listing 1. Online article assessment & Competency based interview Short listing Designing an AC cont 1. Populating Selection Matrix Allocating weights to each assessment exercise Total score obtained for each candidate Rank ordered, top down approach
11 Designing a DC Composition of the directed masters degree (Option 1) HPCSA prescribed fields: Organisational psychology Personnel psychology Career psychology Psychometric assessment Research Programme Qualification Matrix (PQM) Higher Education Qualification Committee Council for Higher Education Personal and Professional Growth Module
12 Personal and Professional Growth (PPG) Module The purpose of this module is to create opportunities for personal and professional growth that will enable students to transfer their newly acquired knowledge and insight to their immediate working environment whilst keeping the objective of life-long learning in mind. Step 1: One day Development Centre Quantitative Measures Group exercise In-basket exercise Qualitative measures Career Resilience Inventory (CRI) Myers-Briggs Type Indicator (MBTI) Step 2: Assessment Centre Results Verbal Critical Reasoning Ability test (VMG3) Numerical Critical Reasoning Ability test (NMG3) Occupational Personality Questionnaire (OPQ32) Step 3: Feedback Designing a DC cont Comprehensive feedback is given to students on all the above data collected and linked to the identified competencies relevant to an IO Psychologist.
13 Personal Development Plan Step 1:Mentoring Peer mentor within the masters group External mentor or coach (PDP) Step 2: Theoretical/Academic Assignments Assignment 1 Students have to explore paradigms and models of personal growth and development in order to enhance their own personal philosophy on growth Students furthermore are required to compile a PDP in which they utilise the AC & DC results towards designing a comprehensive, focused action plan with measurable standards. Assignment 2 In an oral presentation format, students are required to use a metaphor of their choice, that represents their journey of personal and professional growth and development. Incorporating feedback received throughout the year, students need to revisit and refine their own philosophy of growth and submit a revised PDP that reflects on their successes and failures.
14 Personal Development Plan (PDP) cont Step 3: Final summative assessment Students have the opportunity to present their views on how they foresee their future role as IO Psychologists. In this interview, a panel determines the development of students towards more matured, competent graduates who will be employable in the field of IO Psychology. The panel furthermore aims to determine how students weigh up against the required profile of a professional IO Psychologist, functioning within the ethical code of conduct of the Board of Psychology of the HPCSA.
15 Research Preliminary research have been conducted in partnership with SHL. The purpose of this preliminary research is twofold. Firstly to validate the assessment battery, and Secondly to see if a correlation exists between the assessment results and the overall degree results of students. Although the current sample size of our research is relatively small, favourable information has already been obtained to support the process of scientific selection. As the sample size increases (based on students successfully completing the full degree) continuous research will be conducted to validate the selection process and work towards establishing the ideal profile for an IOP graduate.
16 Concluding remarks Insist on sound academic skills for prospective master s students Ensure a process of comprehensive competency profiling, including Subject Matter Expert s, to determine the criteria against which students must be assessed Use a scientifically developed assessment methodology and psychometric battery Ensure the implementation of a competency based interviewing process with clear behavioural indicators to ensure consistent evaluation Conduct research on a regular basis to validate the assessment methodology followed and the psychometric battery selected Endeavour to establish a profile for graduates in a specific academic field Build curricula to provide opportunities for students to engage in activities that would allow for the development of competencies needed by graduates in a specific field.
17 Dilemmas Two dilemmas encountered Candidate representation Closing the gap between graduateness and employability
18 Prof. Rian Viviers Tel: Mrs. Annelize van Niekerk Tel:
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