MUNKAELEMZÉS - BMEGT52S153

The aim of the course is to enable students to master the basic concepts of job analysis, to be able to indepen-dently assess the competence needs of employees, to define competences based on job analysis, to develop a competence system and to apply the competences in an organisation, to know the possibilities of using the results of job analysis and methods of application.

1. The student will acquire a comprehensive knowledge of the basic concepts, models, objectives, tools and methods of job analysis
2. The student will learn about the definitions of competences, the possibilities of developing a competence system for the job, and the definition of competences.
3. The student will be familiar with the use of ergonomic and psychological analysis criteria, methods and tools
4. The student will be familiar with the possibilities of implementing, communicating, implementing and evaluating systems

1. The student is able to communicate in a professionally appropriate way, orally and in writing, in the fol-lowing areas
2. Ability to produce job descriptions.
3. The student is able to develop a competence framework and a competence dictionary, to define compe-tence definitions and competence levels according to organisational and job needs.
4. The student will be able to select a methodology appropriate to the purpose of job and competence analysis and to carry out the analysis.
5. be able to apply the results of job and competence analysis in an organisation.

1. Open to the latest, trendy knowledge on job and competency analysis.
2. Willingly collaborates with counterparts from other professions on specific issues.
3. Proactively engages and contributes to issues affecting his/her work.
4. Is able to listen to and accept the views and opinions of others.
5. Has a desire for continuous self-development.

1. Ability to independently assess and make decisions on issues affecting his/her professional activities.
2. Ability to plan and develop work and competence analyses independently and to summarise and apply the results of the analyses in a form appropriate to the purpose.
3. Assumes responsibility for the tasks and programmes planned and/or managed by the candidate.
4. Represent his/her profession responsibly and ethically.

Lecture, interactive class exercises, group work, practical exercises.

• Prien, P. E.,. Goodstein, D. L., Goodstein, J., Gamble G. L.(2009): A practical guide to job analysis. John Wiley and Sons, San Francisco
• Nemeskéri Gy., Fruttus I. L. (2001): Az emberi erőforrás fejlesztésének módszertana. Ergofit Kft. Budapest
• Singh P. (2008): Job analysis for a changing workplace, Human Resource Management Review 18. 87–99
• Sancheza I.J., Levine L.E. (2009): What is (or should be) the difference between competency modeling andtraditi-onal job analysis? Human Resource Management Review 19. 53–63

The assessment of the learning outcomes set out in point 2.2 is based on based on mid-term performance measurement.

Detailed description of the performance assessments during the term: partial assessment of performance: practical assignment - preparation and presentation of a term assignment.

• partial assessment of performance - prepara-tion and presentation of a practical exercise: 100%
• összesen: 100%

• :

The student can make up the individual homework.

Pre-2017, next review September 2021.

In order to achieve the learning outcomes set out in 2.2, the subject consists of the following thematic blocks. These thematic elements are scheduled in the course syllabuses of the courses offered in each semester according to the calendar and other constraints.

Beyond Parts I and II of the Subject Datasheet, Part III is approved by the head of Ergonomics and Psychology indicated in point 1.8, in consultation with the director of the programme concerned.