Organizational justice and performance appraisal - BMEGT52S162

The aim of the course is for the student to be able to design, introduce and operate a performance appraisal system, as well as to prepare the evaluators and the appraised, by having knowledge of the possibilities of evaluating organizational performance, the elements of the performance evaluation system as well as the factors influencing the operation of performance appraisal.

1. 1. The student acquires a comprehensive knowledge of the stakeholders of the performance evaluation system, the possible tasks and challenges of its operation within the framework of the human function.
2. 2. The student gets to know the conceptual background of performance and performance management, the models that support their definition depending on the organizational context, culture and external environmental characteristics.
3. 3. The student acquires knowledge about the possible goals of the performance evaluation, the possibilities of using the results of the evaluation, the relationship of the performance evaluation system with other organizational human resources systems.
4. 4. The student learns about the process of performance management, its operational characteristics, the object of performance evaluation, the aspects, forms, and methods of evaluation, the range of possible evaluators, the possibilities of the frequency and timing of evaluation, their advantages and disadvantages, and the conditions for their application.
5. 5. The student gets to know the aspects of the design of the performance evaluation front page, the possibilities of IT support for the performance evaluation.
6. 6. The student learns about the relationships between organizational and individual factors influencing performance evaluation and the development and introduction of performance appraisal system.
7. 7. The student gets to know the steps of creating a performance evaluation system.
8. 8. The student gets to know the possible elements, tasks, methods and scenario of staff preparation programs supporting the operation of performance evaluation.

1. 1. Able to communicate in a professionally adequate manner, orally and in writing, in these topics
2. 2. The student is able to design, introduce, and implement the performance appraisal system and manage the challenges that arise during its operation.
3. 3. The student is able to conduct surveys supporting the development and introduction of TÉR, and to communicate the results.
4. 4. The student is able to develop the performance evaluation criteria and evaluation methodology, to coordinate the results of the evaluation with other human systems.
5. 5. The student is able to compile a manual supporting the operation of performance appraisal system.
6. 6. The student is able to prepare performance appraisal system participants.

1. 1. He is open to the latest, trendy knowledge related to human resource management.
2. 2. Willingly cooperates with representatives of related professions on a given issue.
3. 3. Acts proactively and cooperates in issues affecting his work.
4. 4. Able to listen and accept the views and opinions of others.
5. 5. Represents a value-added approach in his profession.
6. 6. You have a need for continuous self-improvement.

1. 1. He is able to independently evaluate and make decisions on issues affecting his professional activity.
2. 2. Able to independently plan, develop, introduce and implement TÉR.
3. 3. Takes responsibility for the tasks and programs planned and/or led by him.
4. 4. Represents your profession responsibly and ethically.

Lecture, interactive class tasks, group work, solving practical tasks.

• Murphy, K. R., Cleveland, N. J. (1995): Understanding performance appraisal, Social, organizational and goal-based perspectives. SAGE Publication, London
• • Gerákné, Krasz K. (2008): Hogyan lehet igazságos a teljesítményértékelés? Munkaügyi Szemle, 52. évfo-lyam, 2. szám.
• • Smither, W. J. (Ed): Performance appraisal. State of the art in practice, Jossey-Bass Publishers, San Fran-cisco, 95-131.
• • Gerákné, Krasz K., Krepelka, Á. (2007): Siker vagy kudarc: a teljesítményértékelést befolyásoló tényezők. Humánpolitikai Szemle, 18. évfolyam, 6. szám, 51-57.
• • Gerákné, Krasz K. (2006): A szervezeti teljesítményértékelés eredményes működésének értékelési kritéri-umai. Alkalmazott Pszichológia, VIII. kötet, 3. szám.
• • Roberts, G. E. (2003): Employee performance appraisal system participation: A technique that work. Pub-lic Personnel Management, 32 (1), 89-96.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése egyéni és csoportos házi dolgozat elkészítése, annak bemutatása és a témához kapcsolódó kérdések megválaszolása alapján történik.

Szorgalmi időszakban: egyéni gyakorlati feladat önálló elvégzése - házi dolgozat készítése és bemutatása. Vizsgaidőszakban: A csoportos házi dolgozat elkészítése, összefoglaló dokumentum megírása, és a szóbeli vizsgán a csoportmunka bemutatása, majd a félév során tanultak alapján a dolgozathoz kapcsolódó szakmai kérdések megválaszolása.

• Egyéni gyakorlati feladat elkészítése és bemutatása : 50

• Csoportos feladat elkészítése és bemutatása. Szóbeli vizsgán a dolgozathoz kapcsolódó és a félév tananyagára épülő szakmai kérdések megválaszolása: 50

3.3. pontban meghatározott feladat teljesítése

A hallgató pótolhatja 3.2-es pontban meghatározott feladatot (egyéni házi dolgozatot) a TVSz-ben megadott határidőig.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

A félév során az alábbi témákat érintjük.