PERSONALITY PSYCHOLOGY - BMEGT52M100

The aim of the course is to discuss the role of personality in organizational life both from a theoretical and a prac-tical point of view. Our theoretical focus is on the work-relevant aspects of personality. During the course, we discuss the most important theoretical concepts, explanatory models, and the practical applications of these find-ings. We pay attention to the personality-related measures and tools in organizational life.

1. Knows the most important work-related personality models, concepts, and methods, which can be applied as I-O psychologists.
2. Gains a broad insight into the topics related to the association between work and personality.
3. Learns the personality-related tools and applications in organizational life.

1. Able to apply theoretical and methodological knowledge in the design, development and application of personality-related programs in organizations.
2. Able to independently define and implement workplace programs with the aim of employees’ personal development.

1. Tolerant and inclusive toward different types of personalities.
2. Has an ethical and respectful approach toward workplace diversity.
3. Accepts the viewpoint of other professionals.
4. Open to continuous development, wants to expand knowledge.

1. Thinks constructively and solution-centered about the acquired knowledge, methods, and applica-tions.
2. Independently able to design, develop and implement workplace programs related to the personal development of employees with the application of the acquired knowledge.
3. Has an independent and responsible approach to issues which require psychological interventions related to the personality of employees.
4. Recognizes when a problem is outside of his/her competencies and acts appropriately.
5. Has a critical approach in his/her thinking, and shares his/her thoughts, critical comments with the fellow students and the lecturers.

Lectures, videos, interactive tasks, independent and group projects.

• Bakker, A. B., & Demerouti, E. (2023). Job Demands–Resources Theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25-53.
• Harari, M. B., Thompson, A. H., & Viswesvaran, C. (2022). Counterproductive work behavior: Recent developments and future directions. Annual Review of Organizational Psychology and Organizational Behavior, 9, 107-135.
• Niemiec, R. M. (2022). Character Strengths Interventions: A Field Guide for Practitioners (2nd ed.). Hogrefe.
• Roberson, Q. M., & Perry, J. L. (2021). Diversity, equity, and inclusion in organizations: A review and future directions. Annual Review of Organizational Psychology and Organizational Behavior, 8, 69–96.
• Andreassen, C. S., & Pallesen, S. (2020). Workaholism, wellbeing, and health: A critical review. Journal of Behavioral Addictions, 9(4), 887–908.
• Judge, T. A., & Zapata, C. P. (2021). The person-situation debate revisited: Implications for occupational behavior. Journal of Applied Psychology, 106(5), 738–753.
• Jonason, P. K., & Schmitt, D. P. (2022). The Dark Triad traits and workplace behavior: A review and research agenda. Personality and Individual Differences, 190, 111516.
• Kaiser, R. B., & Curphy, G. J. (2021). Toxic leadership: Reviewing the dark side of leadership. The Leadership Quarterly, 32(6), 101517.

The learning outcomes assessment in section 2.2 is based on the end-of-semester performance assessment.

Oral exam along with pre-assigned topics.

• szóbeli vizsga: 100

The student must attend 70% of the lectures to obtain a signature.

A vizsga a TVSZ szabályai szerint ismételhető.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 13.10.2025.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.