Documente Academic
Documente Profesional
Documente Cultură
A. Curs
Seminar
2. Aniței, M. Chraif, M. Burtăverde, V., Mihăilă Th. (2016). Tratat de psihologia personalității, Bucuresti: Editura Trei.
3. Chraif., M., Aniţei, M. (2011). Metoda interviului în psihologia organizationala şi resurse umane, Iasi: Ed Polirom.
4. Chraif, M. (2013).Tratat de psihologia muncii, Bucuresti: Ed.Trei.
5. Iliescu, D., Sulea, C. (2015).Tratat de psihodiagnostic al personalității. Iasi: Polirom.
6. Landy, F.J., Conte J.M. (2009). Work in the 21st century. An introduction to industrial and organizational
psychology, Boston: McGraw-Hill.
7. Noe, R.A., Hollenbeck, J.R., Gerhart, B., Wright, P.M. (2015). Fundamentals of Human Resource Management,
(2nd ed.), New York: McGraw Hill International Edition.
8. Robbins, S.P., Judge T.A. (2013). Organizational Behavior, Ed. Prentice Hall.
9 . Rothmann, I.,Cooper, C. L. (2015). Work and Organizational Psychology. London: Routledge.- capitolul Psihologia
muncii/Work psychology
10. Peeters, M. C., De Jonge, J.,Taris, T. W. (Eds.). (2013). An introduction to contemporary work psychology.
Malden: John Wiley & Sons.
11. Pitariu, H.D., Chraif, M. (2009). Ananliza muncii. Proiectarea fişelor de post. supliment al revistei de psihologia
resurselor umane, Cluj-Napoca: Editura ASCR.
12. Pitariu, H.D., Radu Ioan, Chraif, M. (2009). Selectia personalului si evaluarea psihologica periodica, supliment al
revistei Psihologia resurselor umane, Cluj-Napoca: Editura ASCR.
13. Pitariu, H.D., Chraif, M. (2009). Evaluarea performantelor profesionale. Teorii, modele si aplicatii, supliment al
revistei de psihologia resurselor umane, Cluj-Napoca: Editura ASCR.
Bragg, C.B., Bowling, N.A. (2018). Not all forms of misbehavior are created equal: Differential personality facet–
counterproductive work behavior relations. International Journal of Sellection and Assesment, 26 (1), 27-35.
https://onlinelibrary.wiley.com/doi/10.1111/ijsa.12200
Carretta, T.R., Ree, M.J. (2019). The relations between cognitive ability and personality: Convergent results
across measures. International Journal of Sellection and Assesment, 26 (2-4),133-144.
Chadwick, C., Li, P. (2018). HR systems, HR departments, and perceived establishment labor productivity.
Human Resource Management, 57 (6), 1415-1428. https://onlinelibrary.wiley.com/doi/10.1002/hrm.21914
Chraif, M., Aniței, M., Burtăverde, V., Mihăilă, T. (2015). The link between personality, aggressive driving, and
risky driving outcomes- testing a theoretical model. Journal of Risk Research, DOI:
10.1080/13669877.2015.1042500.
Chraif, M., Aniței, M., Dumitru, D., Burtăverde, V., Mihăilă, T. (2015). Developing Of An English Version Of The
Aggressive Driving Behavior Test (Avis) Improving the Construct Validity of Aggressive Driving. Current
Psychology, DOI: 10.1007/s12144-015-9353-7.
Cooper, B., Wang, J., Bartram, T., Cooke, F.L. (2018). Well‐being‐oriented human resource management
practices and employee performance in the Chinese banking sector: The role of social climate and resilience.
Human Resource Management, 58 (1), 85-97. https://onlinelibrary.wiley.com/doi/10.1002/hrm.21934
Conzelmann, K., Goerke, P. (2015). Expert and Target Scoring: Their relation, corresponding test instructions,
and their effects on the construct validity of the video‐based social understanding test (VSU). International
Journal of Selection and Assessment, 23(1), 1-13.
Diekmann, J., König, C. J., Alles, J. (2015). The Role of Neuroscience Information in Choosing a Personality
Test: Not as seductive as expected.International Journal of Selection and Assessment, 23(2), 99-108.
Doeze Van Vliet, S.B., Born, M.Ph., Van der Molen, H.T. (2019). Using a portfolio‐based process to develop
agility among employees. Human Resource Development Quarterly,
https://onlinelibrary.wiley.com/doi/full/10.1002/hrdq.21337 .
Jung, H.J., Noh, S.C., Kim, I. (2018). Relative deprivation of temporary agency workers in the public sector: The
role of public service motivation and the possibility of standard employment. Human Resource Management
Journal, 28 (4), 410-426. https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12186
Ladge, J.J., Humberd, B.K., Eddleston, K.A. (2017). Retaining professionally employed new mothers: The
importance of maternal confidence and workplace support to their intent to stay. Human Resource Management,
57 (4), 883-900. https://onlinelibrary.wiley.com/doi/10.1002/hrm.21889
Marcus, B., Te Nijenhuis, J., Cremers, M., Heijden‐Lek, K. V. D. (2016). Tests of Integrity, HEXACO Personality,
and General Mental Ability, as Predictors of Integrity Ratings in the Royal Dutch Military Police.International
Journal of Selection and Assessment, 24(1), 63-70.
Sanders, K. et all. (2018). Performance‐based rewards and innovative behaviors. Human Resource
Management, 57 (6),1455-1468. https://onlinelibrary.wiley.com/doi/10.1002/hrm.21918
Singh, R., Zhang, Y., Wan, M., Fouad, N.A. (2018). Why do women engineers leave the engineering profession?
The roles of work–family conflict, occupational commitment, and perceived organizational support. Human
Resource Management, 57 (4), 901-914. https://onlinelibrary.wiley.com/doi/10.1002/hrm.21900
Stirpe, L., Trullen, J., Bonache, J. (2018). Retaining an ageing workforce: The effects of high‐performance work
systems and flexible work programmes. Human Resource Management Journal, 28 (4), 585-604.
https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12205
Tonkin, K., Malinen, S., Näswall, K., Kuntz, J.C. (2018). Building employee resilience through wellbeing in
organizations. Human Resource Development Quarterly, 29 (2),107-124.
Zhou, Y., Fan, X., Son, J. (2019). How and when matter: Exploring the interaction effects of high‐performance
work systems, employee participation, and human capital on organizational innovation. Human Resource
Management, link : https://onlinelibrary.wiley.com/doi/full/10.1002/hrm.21950
Wang, S., Liu, Y., Shalley, C.E. (2018). Idiosyncratic deals and employee creativity: The mediating role of
creative self‐efficacy. Human Resource Management, 57 (6),1443-1453.
https://onlinelibrary.wiley.com/doi/10.1002/hrm.21917
Wiernik, B.M., Ones, D.S. (2018). Ethical employee behaviors in the consensus taxonomy of counterproductive
work behaviors. International Journal of Sellection and Assesment, 26 (1), 36-48.
https://onlinelibrary.wiley.com/doi/10.1111/ijsa.12199 .
BIBLIOGRAFIE SELECTIVĂ
Strategii didactice
Prelegerea interactiva cu studentii, dezbaterea, prezentarea individuala si in echipa, observarea, rotirea în sarcini,
instruire programată, trainingul pregătitor, lucru pe echipe, lectura, studii de caz, joc de rol, testarea psihologică cu
teste aptitudinale, dezbaterea profilelor de personalitate, tehnicile audiovizuale, prezentare filme, prezentare
materiale audio, simulări, , feed-back-ul.
Examenul este scris si este notat cu un numar de 5 puncte +1 punct din oficiu.
Nota finala este alcatuita din cele 6 puncte obtinute la examenul scris si un numar de 4 puncte obtinute din punctaje
acumulate prin sarcini executate in timpul semestrului in curs.
Evaluare seminar :
Cele 4 puncte se obtin in timpul semestrului in curs, anul universitar in curs, dupa cum urmeaza :
1. Evaluarea continua la seminar-1punct (teme practice in clasa, se imparte 1 punct la numarul de teme efectuate la
data stabilita in orar, mai precis un numar de 14 seminarii aplicative. Nu se puncteaza recuperarile ulterioare ci doar
prezenta se ia in considerare).
2. Un articol stiintiic de prezentat in format PPT, 15 slide-uri, analiza critica. O variabila va fi performanta la locul de
munca, iar celelalte variabile la alegere. Structura prezentarii se va da in prima saptamana de activitate didactica. -
1punct (A se consulta bibliografia)
3. Proiect de grup (2-3 masteranzi) : Construirea unui centru de evaluare pentru promovare si dezvoltare ce contine
scale pentru evaluarea performantelor, fundamentare teoretica, surse citate APA style, dupa modelul/template care
se va da in prima saptamana de activitate didactica-2 puncte
1. nota finala de promovare este alcatuita din punctajul insumat care trebuie sa depaseasca nota 5 pe o scala de la
1 la 10 din urmatoarele evaluari dupa cum urmeaza: punctaj proiect de grup (2p), sarcini de seminar in clasa (1p),
prezentarea cu documentare a unui articol stiintific (1p), si nota la examenul scris (5p scris si 1p oficiu)
2. prezenta la seminar este obligatorie in proportie de 50% (7 ore de seminar). Lucrarile de seminar se pot recupera
in timpul semestrului la alte seminarii cu continut similar fara obtinerea punctajului.
Proba scrisă finală va consta din sarcini combinate, cu accente practice, potrivit competenţelor stabilite.
Estimaţi timpul total (ore pe semestru) al activităţilor de studiu individual pretinse studentului
(completaţi cu zero activităţile care nu sunt cerute)
Data completării: 31 ian 2019 Semnătura titularului: Conf Univ Dr Mihaela Chraif_____________