ECTS - Intergroup Relations
Intergroup Relations (PSY322) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Intergroup Relations | PSY322 | 4 | 0 | 0 | 4 | 8 |
| Pre-requisite Course(s) |
|---|
| PSY102 & PSY202 |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture. |
| Course Lecturer(s) |
|
| Course Objectives | The aim is to get students familiar with the performance appraisal, influences to performance appraisals, purposes of performance appraisals and uses of performance ratings. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Equity theory, realistic conflict theory, intergroup contact theory, relative deprivation theory, social identity theory, right-wing authoritarianism, social dominance theory, system justification theory, terror management theory, minority influence, and stereotypes content model. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction | Assigned reading: Chapter 1 |
| 2 | Environmental Influences | Assigned reading: Chapter 2 |
| 3 | Organizational Influences | Assigned reading: Chapter 3 |
| 4 | Purposes of Performance Appraisals | Assigned reading: Chapter 4 |
| 5 | Obtaining Information About Performance | Assigned reading: Chapter 5 |
| 6 | Performance Standarts | Assigned reading: Chapter 6 |
| 7 | Processes in Evaluating Judgement | Assigned reading: Chapter 7 |
| 8 | Rater Goals | Assigned reading: Chapter 8 |
| 9 | Rater Motivation | Assigned reading: Chapter 9 |
| 10 | Error and Accuracy Measures | Assigned reading: Chapter 10 |
| 11 | Uses of Performance Ratings | Assigned reading: Chapter 11 |
| 12 | Organizational Impact | Assigned reading: Chapter 12 |
| 13 | Performance Appraisal and the Changing Context of Work and Organizations | Assigned reading: Chapter 13 |
| 14 | Designing, Implementing and Evaluating a Goal- Oriented Appraisal System | Assigned reading: Chapter 14 |
| 15 | Final Examination Period | Review of Topics |
| 16 | Final Examination Period | Review of Topics |
Sources
| Course Book | 1. Murphy, K. R., Cleveland, J. N. Understanding Performance Appraisal. Sage Publications. |
|---|
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 2 | 60 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | X |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Have a comprehensive understanding of basic psychological perspectives and to examine the mental, affective, and behavioral processes of human beings within a scientific discipline | X | ||||
| 2 | Have a knowledge about the historical and philosophical developments, basic concepts, applications and schools of science of psychology as well as the subfields of psychology such as clinical, experimental, social, developmental, industrial, health, traffic and educational psychology | X | ||||
| 3 | Gain skills in identifying, describing, formulating, and solving the problems related to basic mental, emotional, and behavioral problems of human beings | X | ||||
| 4 | Develop new ideas through analytical, critical, and creative point of view by using abstract concepts and to gain skills in evaluating different psychological phenomena | X | ||||
| 5 | Gain knowledge and skills in transforming his/her theoretical knowledge into practice in different fields of psychology | X | ||||
| 6 | Have skills in accessing knowledge and using resources | X | ||||
| 7 | Have knowledge about basic principles of psychological assessment along with various quantitative, qualitative, and experimental research methods, to have skills in designing and conducting research by using these methods, and analyzing, reporting, and presenting research data | X | ||||
| 8 | Have awareness of interpersonal sensitivity, societal processes and problems | |||||
| 9 | Have efficient written and oral communication skills in Turkish and English | X | ||||
| 10 | Gain skills in following the developments in the field of expertise and renewing himself/herself with an awareness of life-span learning | X | ||||
| 11 | Have professional and ethical responsibility, knowledge, and awareness | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 2 | 14 | 28 |
| Prepration of Final Exams/Final Jury | 1 | 20 | 20 |
| Total Workload | 128 | ||