|
European Curriculum in W&O
Psychology Reference Model and Minimal Standards |
Abril 1998
European Network of Organizational and Work
Psychologists
Maison des Sciences de l'Homme,
54, Boulevard Raspail, 76005 PARIS, France
Secretary:
Anna Rocha Perazzo arocha@msh-paris.fr
o
2.1. Dimensions
o
2.2. Structure of the model
o
2.3. Content of the model
o
2.4. Didactics
o
3.1. Curriculum unit
o
3.2.
Total size of the curriculum
o
3.3. Composition of the curriculum
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3.4. Content of curriculum
o
3.5. Didactics
4. Use of the Reference Model and
Minimal Standards
o
4.1. Curriculum design
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4.2. Curriculum evaluation
o
4.3. Assessment of students
o
4.4. Accreditation of psychologists
o
4.5.
Promotion of W&O-psychology
The European Network of Organizational
and Work Psychologists (ENOP) is a network of university professors in work and
organizational psychology. It was established in 1980 and currently includes
around 40 professors from 20 European countries. The network has organized a
wide range of scientific and educational activities, including comparative
research programmes, conferences and workshops, student and teacher exchange
programmes, summer schools etc. Members of ENOP are editors of European
journals, such as the European Journal of Work & Organizational Psychology
and the Journal of Occupational and Organizational Psychology, and of several
books. ENOP is facilitated by a small administrative support structure and
modes but critical programme support provided by the Maison des Sciences de
l'Homme. Supplementary support for programme activities are sought and obtained
from different sources, including the European Union.
During the 1990's ENOP has developed a
model of the curriculum for the training of work and organizational
psychologists in
The present document represents an
important step forward in the process of harmonizing the teaching of W&O
psychology in
This document describes the structure
and contents of an academic curriculum that provides the necessary preparation
to those who want to become a qualified 'W&O psychologist' in
It should be acknowledged that the
curriculum described here only covers the basic training for these types of
occupational activity, and thereby addresses only part of the process by which
W&O psychologists acquire and maintain their qualifications. It should be
acknowledged that in most European countries there exists a system of further
preparation for professional activity as well as for continued education meant
for those who have graduated from the university. For professional work such
ongoing education typically includes post academic training courses, supervised
practice and accreditation. For research work there are advanced training
courses and workshops, Ph.D. programmes etc.
The structure of the curriculum is laid
down in a model, the so-called Reference Model, while its contents is specified
in Minimal Standards. These two parts together can be considered to define
'common core' of qualifications W&O psychologists need to have, i.e. the
required knowledge, skills, attitudes, and competencies.
The curriculum is supposed to be part of
a university based training programme in psychology. This means that certain
knowledge and skills are assumed to be acquired outside the framework of the
W&O curriculum, preferably before the curriculum starts. As entrance
requirement a general training in psychology of 2 to 3 years with the following
content is supposed:
- general psychology
- developmental psychology
- personality psychology (&
individual differences)
- social psychology
- human physiology
- psychopathology
- psychological assessment
- research methodology (design and data
analysis)
- overview of fields of applied
psychology
- professional ethics
The study of psychology typically
consists of three cycles: a first cycle leading to a Propaedeutic or Bachelors
Degree, a second cycle leading to a Master's Degree, and a third cycle ending
with either a Doctor's Degree or a professional qualification. The first two
cycles are normally considered to be sufficient for becoming a psychologist (in
some countries only after a special examination). The W&O curriculum
outlined here is supposed to be integral part of the study during the first two
cycles. The curriculum does not cover any areas of specialization within
W&O psychology, which is supposed to take place after completion of the
second cycle, that is in the preparation for professional work or a third cycle
training programme.
The Reference Model only pertains to the
training of W&O psychologists in sensu strictu. It does not apply
directly to training programmes for related specialities of professions, even
though such programmes may contain elements from W&O psychology, and those
who studied W&O psychology are among those who practice such specialties or
professions. Thus, the model does not pertain to the training in Engineering
Psychology, Traffic Psychology, Managerial Psychology, Consumer Psychology or
Health Psychology, nor to the training in Ergonomics, Cognitive Engineering,
Human Resource Management, Business Administration, Industrial Relations, and
the like. However, as will be outlined below, the model can be used in verifying
and improving the content of training programmes in such fields.
The starting point for the development
of the Reference Model has been a view of 'what W&O psychology is'
both as a discipline and a professional speciality, rather than the state of
affairs at the labour market for work experts with a background in the
behavioral sciences. It is recognized that the labour market is of great
importance in determining the actual shape of W&O psychology as an
occupation, but it is held inappropriate to let the diverse and changeable
conditions of supply and demand for professionals, and the underlying economic
mechanisms define the boundaries and content of the training of W&O
psychologists. A consequence of this choice is that the model offers a balance
between theory and methodology on the one hand, and practical skills and
competencies on the other hand.
The following sections of this document
describe the structure and content of the model. The Reference Model and the
Minimal Standards are normative in character, that is to say they represents
the view of ENOP on the requirements a university curriculum should minimally
meet in order to provide W&O psychologists with the proper academic
qualifications. The way in which the model can be used in designing and
improving university curricula will be outlined in a separate paragraph.
The Reference Model shows the basic
dimensions and structure of the curriculum, i.e. the major facets to be
distinguished and the main content areas to be covered. Below the model's
dimensions and overall structure are presented, and a generic description of
its content is given. Moreover, a list of didactic methods suitable for
presenting the content is given.
2.1. Dimensions
The model has four dimensions, i.e.
educational objectives, fields of study, type of science, and
depth-of-specialization which are described here below.
2.1.1. Educational objectives
Generally speaking three sets of
educational objectives can be distinguished:
a. the acquisition of knowledge
b. the acquisition of skills
c. the acquisition of competencies for
professional activity
d. the acquisition of competencies for
scientific research.
The term 'knowledge' is used to refer to
theories and concepts on work and organizational phenomena, to methods and
techniques for studying them, and to empirical data. Knowledge should be
conceived in a broad way. It includes the awareness of different approaches,
the relationships between theories, etc. The term skills denotes the ability to
apply knowledge and to effectively use methods and techniques. Professional
competencies are complex sets of knowledge and skills by which problems
encountered in professional practice can be solved. And research competencies
are similar sets of knowledge and skills needed in designing and conducting
research studies.
While the dimension of educational
objectives is of a general nature it is used in the Reference Model to refer to
knowledge, skills, and problems that are typical for the world of work and
organization. General research methods and strategies, although certainly
important, are supposed to be dealt with in the context of the psychology
curriculum as a whole, and hence be left out of consideration.
2.1.2. Fields of study
It is generally recognized that the
discipline of W&O Psychology covers three fields of study, each of which
focuses on different parts and aspects of human work activity. These fields
are:
- work psychology
- personnel psychology
- organizational psychology.
Work psychology concerns people's work
activity, i.e. the way in which people deal with their tasks. Persons are seen
as workers who (individually and collectively) perform tasks that are derived
from the work processes taking place in the organization. Important subjects
are: tasks, work environment, time arrangements, performance, error, effort,
load, fatigue, task design, tool design (cf. ergonomics), etc.
Personnel psychology concerns the
relationship between persons and the organization, in particular the establishment
of the relationship, its development, and termination. Persons are seen as
individuals who at a certain stage of their career become 'employees' of an
organization. Important subjects are: choice processes of individuals and
organizations, abilities and capabilities, needs and need fulfilment,
commitment, methods of selection, career development, appraisal, pay, training,
etc.
Organizational psychology concerns the
(collective) behaviour of people in relation to the shaping and functioning of
socio-technical arrangements designated as organizations. People are involved
in this arrangement as 'members'. Important subjects are: communication,
decision making, power, leadership, participation, cooperation, conflict,
organizational culture, organizational structure, technology, organizational
change, interorganizational relations etc.
It should be noted that in some
countries different notions are being used, pertaining to combinations or
cross-sections of the three fields mentioned here. Examples are: Industrial
psychology and Occupational psychology. The three fields of study have been
chosen because they can be differentiated from one another rather well, in
scientific as well as professional respect. In spite of some overlap, there are
differences in terms of object of study and research methods on the one hand,
and diagnostic and intervention methods on the other hand.
The relative development of the fields
and the importance assigned to them have shown differences in the various
European countries. In some countries there as been a single dominant area
(e.g. work psychology in
2.1.3. Type of science
The third distinction to be made is that
between explanatory science, or science that tries to understand existing
reality on the one hand, and technological or change-oriented science, that
aims at changing reality on the other hand. While some disciplines are characterized
by the prevalence of one of these types of sciences, this is not true for
W&O psychology. As this discipline deals with a reality that is by its very
nature created and modified by man, it has components of both technological and
explanatory science. E.g. one finds both theory on work performance and on
performance optimization, on workers' abilities and personnel selection, or on
organizational analysis and organizational design. The relative emphasis on
either type of science shows some variation from country to country, though.
The distinction between science and
technology referred to here, should not be confused with that between
fundamental research and application. Both explanatory science and technology
have their fundamental research, and both can be applied by practitioners to
singular problems of people or organizations. Research on principles of
selection can be considered as an example of fundamental technological
research. The explanation of a particular state of conflict that a client organization
is in, a case of organizational diagnosis, represents an example of applied
explanatory science. And so on.
2.1.4. Depth-of-specialization
Theories and methods of W&O
Psychology can be dealt with at various levels, differing in breadth of scope
and degree of detail. It is assumed that in general three levels can be
distinguished: (a) the level of systematic introduction, covering principles,
methods and facts of a certain subject area, (b) the level of focused study of
problems and methods, and (c) the level of detailed study of a particular
issue. The curricula offered by different universities differ with respect to
the level of depth reached and the topics of greater specialization. In this
way universities show their unique profile and history. The Minimal Standards
allow for such diversity, but they also emphasize the need for commonality at
the lower levels of specialization.
2.2. Structure of the model
By crossing the four dimensions
mentioned above a multidimensional matrix is obtained that shows the structure
of the curriculum. For the purpose of graphic presentation the first three
dimensions (educational objectives, fields of study and type of science) are
selected and arranged in a two-dimensional layout in the following figure. The
fourth dimension (level of specialization) is not displayed, since it does
plays a minor role in the Minimal Standards. It should be borne in mind that
existing curricula may differ in level of specialization, and that all
curriculum components represented by the cells of the figure may differ with
respect to this dimension.
Table
1: Reference Model
|
WORK |
PERSONNEL |
ORGANIZATION |
objective / type of science |
|
General course (G) |
Orientation |
||
|
W1 |
P1 |
O1 |
Knowledge of theories (explanatory) |
|
W2 |
P2 |
O2 |
Knowledge of theory (technological) |
|
W3 |
P3 |
O3 |
Diagnostic skills (explanatory) |
|
W4 |
P4 |
O4 |
Intervention skills (technological) |
|
Professional training (e.g. stage, ethics course) |
Professional competencies |
||
|
Research training (e.g. research project, advanced
method courses) |
Research competencies |
||
2.3.
Content of the model
The model as presented here helps to set
a standard for the content which European curricula in W&O-psychology
should meet. That is, it helps to provide an operational definition of the 'common
core' of W&O-psychology as it has developed till the end of the 20st
century. The model is described in two parts. First, the educational objectives
are specified, taking into account the distinction between types of science.
The objectives correspond to the rows of the above presented matrix. Secondly,
a generic description is given of subject matter to be covered by each of the
curriculum components. These components correspond with the cells of the
matrix. A more detailed description of the curriculum components is given in
the section on Minimal Standards.
2.3.1. Educational objectives
The following educational objectives
should be met:
1. Orientation
Orientation means: the acquisition of
(meta)knowledge about W&O psychology, the context in which it is developed
and practised, especially nationally and in
2. Knowledge of explanatory theory
The knowledge to be obtained includes
empirical knowledge about psychological phenomena related to work, employment
relations and the functioning of organizations, as well as knowledge of
theories by which such phenomena can be ordered and explained. It also includes
meta-knowledge like the awareness of different approaches, the relationships
between theories, etc.
3. Knowledge of technological theory
Technological knowledge or 'know-how'
pertains to the ways in which the empirical reality of work and the
psychological phenomena related to it can be influenced. It includes knowledge
of the possibilities for the design of work, personnel management systems, and
organizations, and the ways by which they can be changed. It includes
meta-knowledge about different technological paradigms (e.g. selection,
training, development) and their relationships.
4. Diagnostic skills
These skills relate to the use of
methods, techniques and instruments by which psychological phenomena can be
assessed, including tests, interviews, observation techniques, job analysis
instruments, content analysis, etc.
5. Intervention skills
These skills concern the (re)design of
tasks and tools, as well as personnel management programmes (especially
selection and training), and organizational arrangements, as well as the
implementation thereof. Skills also cover training and participative interventions.
6. Professional competencies
These competencies include intake,
diagnosis, problem solving, planning, intervention, evaluation, reporting, and
documentation with regard to a particular type of problem posed by an
individual or organizational client. Communication, client participation, and
professional ethics are aspects deserving special attention.
7. Research competencies
Research competencies relate to the
formulating a research problem, retrieving and reviewing existing evidence,
making a research design, sampling, getting access to respondents, data
collection, analysis, reporting and documentation.
2.3.2. Curriculum components
Curriculum components are defined as
parts of the curriculum covering the knowledge, skills, and competencies to be
acquired by the students with respect to the various combinations of fields of
study and types of science. They are described in terms of topics to be studied
and mastered by the students.
1. Courses
Most curriculum components can be
operationalized by means of courses or other teaching activities. For the sake
of convenience we make a distinction between: courses, apprenticeship (stage)
and research projects. It should be kept in mind courses may take on different
didactical forms. The same is true for stages and research projects.
In terms of their content courses may be
either 'pure', that is only deal with the particular subject falling into a
single cell of the model or be 'integrative' (or 'mixed'), that is cover two or
more cells. Courses can also be differentiated in terms of
depth-of-specialization. In a good curriculum both types of courses should be
present. Pure courses offer a basis for a systematic development of declarative
or procedural knowledge, while integrative courses help to make connections
between various components and domains of knowledge. Integration is often
sought along the lines of a problem, a theme and a professional role.
Integration can also take place along specific dimensions of the model, e.g.
from theory to skills (dimension I), across fields of study (dimension II),
from existing reality to change (dimension III). Moreover, integration can be
achieved on the basis of a theoretical or methodological approach (e.g.
cognitive theories, or qualitative methods).
2. Apprenticeship (stage)
The general aim of the stage is to
familiarize the student with the professional setting and activity of W&O
psychologists, and to acquire basic professional competencies as described
above. This is achieved by involving the student in an professional activity
that brings him into contact with a client (organization) and a typical
problem. Typically the student learns to work independently while being
supervised by an expert. Different types of stages can be distinguished, like e.g.:
1. orientation
type: familiarization to a certain professional setting
2. safari
type: temporary presence in the setting for a particular purpose (e.g. the
collection of data)
3. rotation
type: systematic familiarization with different parts of an organization,
different roles, etc.
4. role
type: learning to fulfil a particular professional role
5. project
type: performing a project (individually or in a team) defined by a company or
the university.
3. Research project
The general aim of the research project
is to develop research competencies as were described above, by setting up and
executing a research study under supervision by an experienced researcher.
Projects can use a variety of methods, and include field experiments. Field
studies, case studies, surveys, laboratory studies, and so on. They can be
performed in companies as well as in university settings. Typically research
projects include a study of the literature on a certain issue.
2.4. Didactics
Didactic methods are of great importance
for in the training of W&O-psychology. Particularly important is that
methods used confront the students with the reality of work and organization,
as it exists in
Table
2: Didactic methods
|
Knowledge |
Skills |
|
1. Lecture 2. Lecture & questions 3. Demonstration 4. Audiovisual 5. Computer demonstrations 6. Practitioner's report / guest lecture 7. Student reading |
8. Exercise (use of technique r tool) 9. Computer exercises 10. Simulation / role play 11. Student assignment 12. Student group assignment 13. Case study |
|
Knowledge
& skills |
|
|
14. Discussion meeting 15. Small group discussion 16. Student oral presentation 17.
Student paper 18. Site
visit / excursion |
|
The table above shows the didactic
methods currently in use in European W&O curricula, structured according to
the type of educational objective served.
This section describes the minimal
requirements concerning the size and contents of the W&O curriculum. As
said it operationally defines the basic academic qualifications needed to
becoming a W&O psychologist. Requirements for specialization within the
discipline of W&O psychology are not considered here. Below a definition is
given of the units used for quantifying the curriculum components, the total
size of the curriculum, and the composition of the curriculum.
3.1. Curriculum unit
In order to describe curricula and to
formulate requirements a curriculum unit must be chosen. The standard unit
opted for is one week of study (study load) of 40 hours, which is equivalent
tot 10-15 contact hours for lectures and seminars, and 15-20 contact hours for
skills training.
The 40-hours week unit can be related to
the Educational Credit Transfer System (ECTS) unit: one unit is equivalent to
1,5 ECTS.
3.2. Total size of the curriculum
The W&O psychology curriculum as a
whole must cover 42 or more units devoted to curriculum components as described
in this document. It may include additional units devoted to other topics.
3.3. Composition of the curriculum
The curriculum must cover all curriculum
components outlined in the preceding section. However, there may be differences
in emphasis on fields of study and/or types of educational objectives. The
following figures express the limits within which the composition of the
curriculum may vary. They provide a flexible definition of the 'common core' of
European W&O psychology in operational terms.
The requirements should be understood as
follows:
1. At
least 6 units must be devoted to each of the fields of work, personnel and
organization
2. Minimally
12 and maximally 22 units must be devoted to an orientation course and
theoretical courses.
It
is assumed that the introduction course will generally not be greater than 2 or
3 units. No requirement is formulated concerning the balance between
explanatory and technological theory. Yet, both should be represented in the
curriculum.
Table 3: Minimal standards
|
min. 6 |
min. 6 |
min. 6 |
|
|
WORK |
PERSONNEL |
ORGANIZATION |
|
|
orientation course |
min. 12 max. 22 |
||
|
course on explanatory & technological theory |
|
||
|
courses on diagnostic & intervention skills |
min. 8 max. 18 |
||
|
stage & research project |
min. 12 max. 22 |
||
|
|
|
Total |
min. 42 |
3. Minimally
8 and maximally 18 units must be devoted to courses on diagnostic and
intervention skills. No requirement is formulated concerning the balance
between the two types of skills. Again, both should be represented in the
curriculum.
4. Minimally
8 and maximally 18 units must be devoted to a stage and/or research project. It
is held desirable that students follow both a stage and a research project. The
minimum size for each is considered to be 6 units.
3.4. Content of the curriculum
The requirements concerning the content
of the curriculum are described in terms of the specific objectives to be
reached and topics to be covered. For each of the curriculum components (cells
of the matrix) these objectives and topics are defined.
3.4.1. Orientation course
The orientation course must enable the
student to acquire general knowledge about work & organizational psychology
as a discipline and professional field, its object of study, typical problems
addressed, main theoretical approaches, some typical concepts and methods,
forms of practice, ethical and legal aspects of the profession. The course must
devote attention to the relationship between work and other domains of human
life and activity, as well as to the relationship between W&O psychology
and adjacent fields of science (i.e. other disciplines dealing with work and
organization, and other fields of psychology), both with special reference to
the European context. To be included are the meaning of work, work values and
attitudes, quality of work and unemployment.
3.4.2. Courses on explanatory theory
W1. Courses in work psychology should
enable the student to obtain knowledge about the main psychological theories on
work as an individual and collective activity. Attention should be devoted to
the mental, physical and social processes involved in goal-directed action and
the regulation thereof, performance (including errors), work outcomes, and
adaptation, as well as to various personal and situational conditions and
concomittants. To be covered with respect to the person are: knowledge, skills,
competencies, motivation, emotions, functional states, fatigue, stress, and
satisfaction, and with respect to the situation: tasks, tools, information,
working conditions, temporal arrangements, hazards and risks.
P1. Courses on personnel psychology
should enable the student to obtain knowledge about the main psychological
concepts and theories concerning work careers and the employment relationship.
To be covered are theories of careers and career development both within a
life-span perspective (needs, values, interests, goals, career anchors,
competencies, life span, career stages, career transitions, career choice,
types of careers, job insecurity and unemployment), and an organizational
perspective (organizational entry, organizational socialization, models of
organizational careers, the psychological contract, retirement). Also to be
covered are theories on the psychological facets of human resources management
and development as far as relating to the employment relationship, including
recruitment, appraisal, selection, placement, training, career planning,
outplacement, career development, performance management and compensation).
Furthermore, attention must be given to contextual factors influencing careers and
employment relations, such as changes in industrial relations, the labour
market, new organizational forms, and the intersection of work and non-work
roles.
O1. Courses on organizational psychology
should provide the student with basic theoretical knowledge about
organizational phenomena and the way in which they are influenced by and exert
influence on psychological factors and processes related to individual and
group behaviour. The organizational phenomena include organizational structure,
(inter)group processes, power, conflict, cooperation, communication,
decision-making, participation, leadership, climate and culture, organizational
learning, organizational performance, interorganizational relations and
organizational environments. The topics are to be dealt with from the
perspective of major theoretical approaches, including organizational growth,
bureaucratic theory, systems theory, role theory, field theory, structuration
theory and social constructionism. Attention should also be given to empirical
trends, i.e. the emergence of new organizational forms, such as network
organizations and virtual organizations.
3.4.3. Courses on technological theory
W2. The courses should provide the
student with know-how concerning interventions in the field of work, such as
job and task design, the design and improvement of work methods and tools, work
time arrangements, work teams, as well as skill training and competence
development. Attention is to be paid to the main theoretical approaches for
optimizing outcomes, including sociotechnics, humanization of work, quality of
work, and ergonomics, as well as to the different types of criteria involved,
i.e. effectiveness, satisfaction, work load, safety, stress and health.
P2. The courses should provide the student
with know-how about career choice and development, management development,
training, manpower planning, personnel recruitment and selection, performance
evaluation and remuneration, industrial relations techniques. To be included
are methods for the analysis of jobs, tests and other assessment techniques,
methods for decision-making and utility assessment, as well as methods for
career counselling and training (including training need analysis). The
students should be familiarized with the design of systems to fulfil these
functions, and with various aspects of the professional role of the
psychologist using these methods and systems.
O2. The courses should provide the
student with know-how about psychological interventions in the field of
organizations, both aiming at the design or planned change of systems (or
subsystems) and at organizational transformation and development. Students
should understand the interrelationships of specific intervention techniques
with organizational intervention paradigms. Topics to be covered include:
theories of organizational change and learning, approaches to organizational
design and redesign and approaches to organizational development. Specific
topics like leadership and participation with regard to organizational change,
team development, conflict management and resistance to change should also be
covered.
3.4.4. Diagnostic skill courses
W3. The courses should give the student
an overview of approaches and methods for various types of work analysis, show
how to find more detailed information about particular methods and tools, and
provide the opportunity to select and apply such methods and tools in at least
two specific domains. Relevant types of work analysis are: task and job
analysis, work requirement analysis, activity analysis, analysis of human
functional states (activation and effort, emotions, fatigue, boredom, stress,
body rhythms etc.), the analysis of performance and work outcomes, error
diagnosis, the evaluation of working conditions, work risk analysis, analysis
of work group interdependencies, analysis of social interaction and cooperative
work. Among the methods to be covered are: observation techniques,
psychophysiological measurements rating scales, questionnaires, qualitative
methods.
P3. The courses should give the student
an overview of approaches and methods for individual assessment, and show how
to find more detailed information about particular methods and tools for the
assessment of people's needs, interests, values, life goals, and career objectives,
as well as abilities, skills, competencies and performance. The student should
learn to compose a procedure for either career development, selection,
evaluation, remuneration or training, incorporating such methods. Moreover, the
student should learn to apply interviews and tests to measure a particular
range of individual characteristics and/or performance.
O3. The courses should give the student
an overview of approaches and methods for various types of organizational
analysis, show how to find more detailed information about particular methods
and tools for the diagnosis of organizational states and processes, and the
assessment of organizational parameters and outcomes. The student should be
given the opportunity to select and use two or more of such methods and tools
within the context of organizational change and organization development. Among
the methods to be covered are: observation techniques, document analysis,
survey techniques, work flow analysis, communication analysis, safety and quality
audits, analysis of organizational climate and culture, and organizational
structure analysis.
3.4.5. Intervention skill courses
W4. The courses should give the student
an overview of approaches and methods for intervention methods relating to the
(re)design of work and the optimization of human work activity, and show how to
find more detailed information on particular methods. The student should be
given the opportunity to select and appjly two or more intervention methods.
The intervention methods may relate to job or task design, the design and
improvement of work methods and tools, work time arrangements, work teams, as
well as skill training and competence development.
P4. The courses should give the student
an overview of approaches and methods for intervention relating to career
development, selection, evaluation, remuneration or training, and show how to
find more detailed information on particular methods. The student should be
given the opportunity to select and apply two or more intervention methods,
taking into account the results of relevant assessments. Applying the methods
implies: organizing and conducting consulting sessions, providing feedback,
guidance, advice, or training, communicating with employees, managers, and
relevant others, effectively deal with resistance, conflicts and complaints,
and implementing administrative measures.
O4. The courses should give the student
an overview of approaches and methods for organizational design and
functioning, and show how to find more detailed information on particular
methods. The student should be given the opportunity to select and apply two or
more intervention methods. Relevant are: general approaches to organizational
design and development, as well as specific methods such as group feedback
analysis, and intervention methods related to the introduction new
technologies, quality control and assurance, conflict mediation, conflict
management, team development, team building, communication system design,
design of safety, health and environmental protection systems.
3.4.6. Apprenticeship
The apprenticeship (stage) should give
the student the opportunity to work on a particular type of problem posed by an
individual or organizational client, while supervised by a qualified
psychologist. This should help the student to develop competencies such as:
intake, diagnosis, planning, intervention, evaluation, reporting, and
documentation. Special consideration should be given to communication, client
participation, and professional ethics are aspects that deserve special
attention. Apprenticeships should be performed on the basis of a plan and
concluded with a report.
3.4.7. Research project
The research project should give the
student the opportunity to answer a generic question in a scientifically valid
way. This should help the student to develop research competencies related to
the formulating a research problem, retrieving and reviewing existing
knowledge, making a research design, sampling, getting access to respondents,
data collection, analysis, reporting and documentation. Research projects
should be performed on the basis of a plan and concluded with a report.
3.5. Didactics
It is acknowledged that educational
objectives can be achieved in very different ways. Since the results are
considered to be more important than the ways in which they are achieved these
Minimal Standards do not pose requirements other than that the didactic methods
be appropriate to achieve the educational objectives. It is held desirable,
though, that guidelines on didactics be developed in the near future and that
'best practice' examples are being disseminated.
4. Use of the
Reference Model and Minimal Standards
The Reference Model and Minimal
Standards can be used for various purposes. Its main functions are to serve as
1. a
guideline for curriculum design
2. a
standard for evaluating curricula
3. a
tool for assessing qualifications of exchange students
4. a
tool for the accreditation of psychologists
5. an
aid in promotional activities.
These five functions are specified
below.
4.1. Curriculum design
The Reference Model and Minimal
Standards should, first of all, be considered as a guideline to be followed by
those who wish to provide a basic training in W&O psychology to psychology
students. The model will help curriculum designers and teachers to give current
W&O programmes the appropriate content and stimulate curriculum innovation.
A wide-scale use of the Reference Model will help to achieve convergence of
curricula in terms of structure and contents, which enhances the opportunities
for the harmonization of teaching in
4.2. Curriculum evaluation
ENOP will promote the use of the
Reference Model and Minimal Standards as a standard for evaluation by
installing an evaluation body, consisting of university professors, that will
invite various European universities to submit their existing curricula for
evaluation. Universities may also submit their curriculum upon their own
initiative and ask for an evaluation. Curricula which satisfy all requirements
will be recognized as conforming to the Reference Model. When a curriculum does
not fully meet the criteria its deficiencies will be noted and recommendations
for revision will be given.
This procedure will be applied during a
trial period of 3 years, starting in the Spring of 1998. At the end of this
period a permanent system for the recognition of W&O psychology shall be
set up, if needed after modifying or fine-tuning the Reference Model and
optimizing the evaluation procedure.
4.3. Assessment of students
The Reference Model and Minimal
Standards can be of use for assessing the qualifications of students participating
in exchange programmes. During the 3 year trial period mentioned this use of
the model will be left to the teachers involved in such programmes, both at the
receiving and the sending side. At the end of that period, and after eventual
improvements, the model should be put at the disposal of organizations engaged
in educational equivalence testing.
4.4. Accreditation of psychologists
In the future the Reference Model and
Minimal Standards can also be used for the accreditation of psychologists who
want to prove their qualifications in W&O-psychology. It should be kept in
mind that for such accreditation a basic training in W&O psychology will
not be sufficient. Candidates will have to meet additional requirements, such
as:
- having
at least a year of supervised practice in W&O-psychology
- having
followed at least 21 units of additional courses, either aiming at specializing
or deepening knowledge, skills, and competencies,
- having
participated in a number of specialized conferences and workshops,
- having
studied a series of cases in the W&O domain.
It is considered to be a joint task of
the European Federation of Professional Psychologists Associations (EFPPA), the
European Association of Work & Organizational Psychology, and ENOP, to develop
such an accreditation system. This task can probably best be taken up after the
period for the try-out of the Reference Model will have come to an end.
4.5. Promotion of W&O psychology
A final use of the Reference Model and
Minimal Standards will be to support promotional activities aiming at
exhibiting the profile of European W&O psychology and its differences
compared to other specialties in psychology as well as other professions.
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Updated March 7th, 2005
For further
information concerning the ENOP, please contact Anna Rocha Perazzo