Accreditations
Programme Structure for 2024/2025
Healthy Organizations
The student that successfully completes this course will be able to:
LG1: Recognize characteristics and benefits of health at work
LG2: Identify the main factors that affect health and well-being at work and to look at ways of managing them.
LG3: Recognize the main conceptual and theoretical models for health and quality of life at work.
LG4: Develop the ability to critically evaluate managerial options for developing healthy workplaces.
Part 1. Foundation for Healthy Workplaces
1.1 Health and Safety in figures
1.2 Business Benefits of a Healthy Workforce
1.3 Concepts of organizational health and well-being.The importance of total health.
1.4 Covid's challenges to well-being at work
Part 2. Recognizing healthy and unhealthy work
2.1 Well-being and happiness at work
2.2 Psychosocial hazards at work and Stress
2.3 Engagement and Burnout
2.4 Workplace aggression
2.5 Work accidents and Safety at Work
Part 3. Building a culture of health
3.1 Health and Safety Culture and Climate
3.2 Human Resources Practices
3.3 Leadership
3.4 Employee Psychological Capital and Job crafting
Part 4. Assessing and promoting Health at work
4.1 Introduction to Assessment and Intervention
4.2 Integrated workplace health programs
4.3 Intervention challenges
The assessment throughout the semester includes :
-Group Project 45% : written report (with mandatory oral presentation)
- Exercises in Classes:5%
-Individual test:50%
Approval requires a minimum grade of 8 in the Group Project and Individual Test, and a final grade reaches 10.
The students that fail or choose to not comply with the periodic assessment have a Final evaluation which is composed by a final individual exam (100%).
Title: Barling, J. (2023). Brave New Workplace: Designing Productive, Healthy, and Safe Organizations. Oxford University Press.
Burke, R. J., & Richardsen, A. M. (Eds.). (2019). Creating Psychologically Healthy Workplaces. Edward Elgar Publishing.
Clarke, S., Probst, T. M., Guldenmund, F. W., & Passmore, J. (2015). The Wiley Blackwell Handbook of the Psychology of Occupational Safety and Workplace Health. John Wiley & Sons.,
Nielsen, K., & Noblet, A. (Eds.). (2018). Organizational Interventions for Health and Well-being: A Handbook for Evidence-Based Practice. Routledge.
Jain, A., Leka, S., & Zwetsloot, G. I. (2018). Managing Health, Safety and Well-Being: Ethics, Responsibility and Sustainability. Springer.
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Title: Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25-53.
Beus, J. M., McCord, M. A., & Zohar, D. (2016). Workplace safety: A review and research synthesis. Organizational Psychology Review, 6 (4), 352-381. DOI: http://dx. doi. org/10.1177/2041386615626243.
Blustein, D. L., Lysova, E. I., & Duffy, R. D. (2023). Understanding decent work and meaningful work. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 289-314.
Briner, R. (2019). The basics of evidence-based practice. People Strategy, 42(1), 7.
Day, A., & Nielsen, K. (2017). What Does Our Organization Do to Help Our Well-Being? Creating Healthy Workplaces and Workers. In, N. Chmiiel, F. Fraccaroli & M. Sverke (Eds). An introduction to work and organizational psychology: An international perspective, 295- 314. Wiley & Sons.
Delaney, H., & Casey, C. (2021). The promise of a four-day week? A critical appraisal of a management-led initiative. Employee Relations: The International Journal, 44(1), 176–190.
Dhanani, Lindsay & Lapalme, Matthew & Joseph, Dana. (2021). How Prevalent is Workplace Mistreatment? A Meta‐Analytic Investigation. Journal of Organizational Behavior. 42. 10.1002/job.2534
Guest, D. E. (2017). Human resource management and employee well-being: towards a new analytic framework. Human Resource Management Journal, 27: 22-38.
Hassard, J., Teoh, K. R. H., Visockaite, G., Dewe, P., & Cox, T. (2018). The cost of work-related stress to society: A systematic review. Journal of Occupational Health Psychology, 23(1), 1-17.
Hershcovis, M.S. (2011). Incivility, social undermining, bullying...oh my!: A call to reconcile constructs within workplace aggression research. Journal of Organizational Behavior, 32, 499-519.
Hofmann, D. A., Burke, M. J., & Zohar, D. (2017). 100 years of occupational safety research: From basic protections and work analysis to a multilevel view of workplace safety and risk. Journal of Applied Psychology, 102(3), 375-388.
Kelloway, E. K., Dimoff, J. K., & Gilbert, S. (2023). Mental health in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 363-387.
Inceoglu, I., Thomas, G., Chu, C., Plans, D., & Gerbasi, A. (2018). Leadership behavior and employee well-being: An integrated review and a future research agenda. The Leadership Quarterly, 29(1), 179-202.
La Torre, G., Esposito, A., Sciarra, I., & Chiappetta, M. (2019). Definition, symptoms and risk of techno-stress: a systematic review. International archives of occupational and environmental health, 92(1), 13-35.
Leka, S and & Jain, A., (2010).Health Impact of Psychosocial Hazards at Work: An overview Geneva: WHO.
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological Capital: An Evidence-Based Positive Approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366.
Nielsen,K, Nielsen,M.B., Ogbonnaya,C., Känsälä,M., Saari,E. & Isaksson,K. (2017) Workplace resources to improve both employee well-being and performance: A systematic review and meta-analysis, Work & Stress,31:2, 101-120.
Parker, S. K., & Jorritsma, K. (2021). Good work design for all: Multiple pathways to making a difference. European Journal of Work and Organizational Psychology, 30(3), 456-468.
Podsakoff, N. P., Freiburger, K. J., Podsakoff, P. M., & Rosen, C. C. (2023). Laying the foundation for the challenge–hindrance stressor framework 2.0. Annual review of organizational psychology and organizational behavior, 10(1), 165-199.
Ramos, S., Costa, P., Passos, A. M., Silva, S. A. & Leite, E. S. (2020). Intervening on burnout in complex organizations -the incomplete process of an Action Research in the hospital. Frontiers in Psychology,11,article 2203.
Salas, E., Bisbey, T. M., Traylor, A. M., & Rosen, M. A. (2020). Can teamwork promote safety in organizations?. Annual Review of Organizational Psychology and Organizational Behavior, 7(1), 283-313.
Saks, A. M. (2022). Caring human resources management and employee engagement. Human Resource Management Review, 32(3), 100835.
Schaufeli, W.B. & Salanova, M. (2024). Burnout, boredom and engagement in the workplace. In M. Peeters, J., De Jonge & T. Taris (Eds.) An introduction in contemporary work psychology (2nd Ed; pp. 411-439). London: Wiley Blackwell.
Schulte, P. A., Sauter, S. L., Pandalai, S. P., Tiesman, H. M., Chosewood, L. C., Cunningham, T. R., ... & Howard, J. (2024). An urgent call to address work‐related psychosocial hazards and improve worker well‐being. American journal of industrial medicine, 67(6), 499-514.
Sinval, J., Vazquez, A. C. S., Hutz, C. S., Schaufeli, W. B. & Silva, S. A. (2022). Burnout Assessment Tool (BAT): Validity evidence from Brazil and Portugal. International Journal of Environmental Research and Public Health. 19 (3)
Sonnentag, S., Tay, L., & Nesher Shoshan, H. (2023). A review on health and well‐being at work: More than stressors and strains. Personnel Psychology, 76(2), 473-510.
Sorensen, G., Sparer, E., Williams, J. A., Gundersen, D., Boden, L. I., Dennerlein, J. T., ... & Pronk, N. P. (2018). Measuring Best Practices for Workplace Safety, Health, and Well-Being: The Workplace Integrated Safety and Health Assessment. Journal of Occupational and Environmental Medicine, 60(5), 430-439.
von Thiele Schwarz, U., Nielsen, K., Edwards, K., Hasson, H., Ipsen, C., Savage, C., ... & Reed, J. E. (2021). How to design, implement and evaluate organizational interventions for maximum impact: The Sigtuna Principles. European Journal of Work and Organizational Psychology, 30(3), 415-427.
Zwetsloot, G., Leka, S., Kines, P., & Jain, A. (2020). Vision zero: Developing proactive leading indicators for safety, health and wellbeing at work. Safety Science, 130, 104890.
Examples of Guides and Guidelines:
https://www.who.int/publications/i/item/9789240053052
https://visionzero.global/all-documents?keys=&field_category_target_id=458&field_publication_date_value=
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Current Challenges in Human Resource Management
Students who successfully complete this course will be able to:
LG1- Describe and contrast theories and models on current challenges in HRM.
LG2 - Build models of empirical analysis on the selected HR current challenges
LG3 - Using methods and techniques to diagnose and intervene in individuals, groups and organizations with regard to the selected HR challenges
The syllabus can be reviewed annually, considering the emergence of new challenges in HRM and new proposals in the literature. In this sense, the syllabus is merely indicative.
CP1. Ethical challenges in HRM
1.1. Self-determination in HRM
1.2. Equity and diversity in HRM
1.3. Happiness and the commodification of HR
1.4. Managing the Work – Non-work frontier
1.5. HRM and sustainability
CP2. Instrumental challenges in HRM
2.1. Technology and HRM
2.2. Ageing and sociodemographic changes
2.3. Attracting and retaining people
2.4. Flexibilization without tradeoffs
The assessment throughout the semester comprehends two components: 1) work group assignment with written report and a class debate (50%) and 2) individual written test (50%). The assessment throughout the semester implies an attendance rate not below 2/3 of the classes. To obtain a passing grade the student must achieve a minimum of 8 points in both components and a total average of 10 points minimum.
The final evaluation comprehends a single instrument: an individual written exam (100%). The passing grade is achieved with a minimum of 10 points.
Title: Armstrong, M. & Taylor S. (2020). Armstrong’s Handbook of Human Resource Management Practice (15th ed.). Kogan Page.
Barry, M. M. (2019). Addressing Mental Health Problems at Work. In Implementing Mental Health Promotion (pp. 429-462). Springer, Cham
Beardwell, J. & Thompson, A. (2017). Human Resource Management: A Contemporary Approach (8th ed.). Harlow: Pearson.
Bonaccio, S., Lapierre, L. M., & O’Reilly, J. (2019). Creating work climates that facilitate and maximize the benefits of disclosing mental health problems in the workplace. Organizational Dynamics, 48(3), 113-122.
Kelliher (2017). Flexibility In A. Wilkinson, T. Redman & T. Dundon (Eds). Contemporary Human Resource Management: texts and cases (5th Ed), pp. 514-535 Harlow: Pearson
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Title: É identificada bibliografia complementar para cada conteúdo programático no plano de aulas disponibilizado no início das aulas. / A specific set of complementary references will be identified in the class plan made available at the beginning of the classes.
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Strategic and International Human Resource Management
LG1. To distinguish the conditions under which organizational competitiveness is associated with HRM practices and systems
LG2. To assess the different ways of analyzing the relationship between HRM and organizational performance
LG3. To evaluate the differences in HR management methods resulting from the various international strategic environments and challenges facing organizations
LG4. To formulate HRM strategies to maximize individual and organizational performance in different competitive environments
PC1. HRM and organizations: from HRM practices to performance
PC2. Different types of alignment: horizontal, vertical and temporal
PC3. HRM and organizational capabilities: service climate, relational coordination
PC4. HRM and dynamic capabilities: ambidexterity, organizational mindfulness
PC5. The impact of organizational culture and territory
PC6. General and specific communication with international collaborators
PC7. Managing expatriation and diversity in international forms of work
PC8. Globalization of organizational HRM
Assessment throughout the semester entails: an exam (60%); a group assignment (40%).
Students who fail the delivery of any assignment, who score below 7.5 on the individual component, or that have more than 20% of absenteeism should take the final examination (an exam that corresponds to 100% of the final grade).
Title: Weick, K. and Sutcliffe, K. (2015). Managing the unexpected: Sustained performance in a complex world. New Jersey: John Wiley & Sons.
Nakata, C. (2009). Beyond Hofstede. Palgrave Macmillan.
Morrison, T. and Conaway, W. (2006). Kiss, bow or shake hands. Adams Media.
Schneider, B. et al. (2006). The climate of service: A review of the construct with implications for achieving CLV goals. Journal of Relationship Marketing, 5, 2/3, 1111-132.
O?Reilly, C. A., & Tushman, M. L. (2004). The ambidextrous organization. Harvard Business Review, 82(4), 74-83.
Gittell, J. (2011). New direction for relational coordination theory. In Cameron & Spreitzer (Eds), The Oxford handbook of positive organizational scholarship. Oxford University Press.
Brewster, C., et al. (2016). International human resource management. Kogan Page Publishers.
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Title: Bolton, R., Logan, C., & Gittell, J. H. (2021). Revisiting relational coordination: A systematic review. The Journal of Applied Behavioral Science, 1-33.
Collins, C. (2021). Expanding the resource-based view model of strategic human resource management. International Journal of Humana Resource Management, 32(2) 331-358.
Crawshaw, J., Budhwar, P., & Davis, A. (Eds.). (2020). Human resource management: Strategic and international perspectives. Sage.
Hong et al. (2013). Missing Link in the service profit chain. Journal of Applied Psychology, 98, 2, 237-267.
Jiang et. al. (2012). How does human resource management influence organizational outcomes? Academy of Management Journal, 55, 6, 1264-1294.
Mehraein, V., Visintin, F & Pittino, D. (2023). The dark side of leadership: A systematic review of creativity and innovation. International Journal of Management Reviews, 25(4), 740–767.
O’Reilly III & Tushman, M. (2013). Organizational ambidexterity: Past, present, and future. Academy of Management Perspectives, 27, 324–338.
Sanders, K., & De Cieri, H. (2021). Similarities and differences in international and comparative human resource management: A review of 60 years of research. Human Resource Management, 60(1), 55-88.
Van der Laken, P. A., Van Engen, M. L., Van Veldhoven, M. J. P. M., & Paauwe, J. (2019). Fostering expatriate success: A meta-analysis of the differential benefits of social support. Human Resource Management Review, 29(4), 100679.
Wang, C. H., & Varma, A. (2019). Cultural distance and expatriate failure rates: the moderating role of expatriate management practices. The International Journal of Human Resource Management, 30(15), 2211-2230.
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Innovation and Organizational Change
This course intends to promote students learning the main concepts and theoretical models concerning organizational innovation and change processes, as well as methods for analyzing and implementing those processes.
The student that successfully completes this course will be able to:
LO1. Describe and compare theories on organizational innovation and change processes;
LO2. Explain psychological processes in organizational innovation and change processes
LO3. Identify psychosocial and organizational factors that may contribute to the effectiveness of the organizational innovation and change processes;
LO4. Use proficiently concepts and theoretical models to analyze problems on the implementation in organizations of the innovation and change and to be able to evaluate their effects.
PC1. Innovation and change in the dynamics of organizations
PC2. Types of organizational change
PC3. Models of innovation and change
PC4. The Blue Ocean strategy of innovation
PC5. Stages and planning of the creative and change process
PC6. HRM in the implementation of organizational change and innovation
PC7. Sustainability and organizational learning and innovation
Evaluation throughout the semester:
- Group assignment (35%)
- HBS Simulator (15%)
- 1 individual written test without consultation (50%)
There is no exam option in the 1st sitting.
The minimum grade for the written test in the first sitting evaluation must be 9.5 points.
The grade for the group assignment will not be considered for the exam in the 2nd sitting.
2nd sitting - Written exam without consultation covering all the content taught during the semester.
Attendance criteria will not be taken into account in this curricular unit.
Title: Anderson, D. L. (2023). Organizational Development - The Process of Leading Organizational Change (5th Edition). Sage
Burke, W.W. (2023). Organization Change - Theory and Practice (6th Edition). Sage.
Cameron, E. & Green, M. (2015). Making sense of change management - A complete guide to the models, tools and
techniques of organizational change. Kogan Page.
Costa, C. G., Zhou, Q., & Ferreira, A. I. (2018). The impact of anger on creative process engagement: The role of social contexts. Journal of Organizational Behavior, 39(4), 495?506.
Kim, W.C. & Mauborgne, R. (2015). Blue Ocean Strategy. Boston: Harvard Business Press.
Weick, K. E. & Quinn, R.E. (1999). Organizational Change and Development. Ann.l Review Psychology, (50), 361-386.
Tidd, J. & Bessant, J.R. (2018). Managing Innovation: Integrating Technological, Market and Organizational Change. New York: Wiley.
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Title: Abrantes, A. C. M., Bakenhus, M., & Ferreira, A. I. (2024). The support of internal communication during organizational change processes. Journal of Organizational Change Management, 37(5), 1030–1050. https://doi.org/10.1108/JOCM-06-2023-0222
Agyris, C. (1995). Action science and organizational learning. Journal of Managerial Psychology, 10 (6), 20-26.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. J. Personality Soc. Psych. 45 357-376.
Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M. Staw, L. L. Cummings, (Eds.)(pp. 123-167), Research in Organizational Behavior, 10. : JAI Press.
Amore, M. D., & Failla, V. (2020). Pay Dispersion and Executive Behaviour: Evidence from Innovation. British Journal of Management, 31(3), 487?504.
Anderson, N., Potocnik, K., & Zhou, J. (2014). Innovation and creativity in organizations a state-of-the-science review, prospective commentary, and guiding framework. J. of Management, 40(5), 1297-1333.
Baldé, M., Ferreira, A. I., & Maynard, T. (2018). SECI driven creativity: the role of team trust and intrinsic motivation. Journal of Knowledge Management, 22(8), 1688?1711. https://doi.org/10.1108/JKM-06-2017-0241
Bindl, U. K., Unsworth, K. L., Gibson, C. B., & Stride, C. B. (2019). Job crafting revisited: Implications of an extended framework for active changes at work. Journal of Applied Psychology, 104(5), 605?628.
Cheung-Judge, M. Y. & Holbeche (2015). Organization Development - A practioner's guide for OD and HR. KoganPage.
Coelho, F. J., Lages, C. R., & Sousa, C. M. P. (2018). Personality and the creativity of frontline service employees: Linear and curvilinear effects. The International Journal of Human Resource Management, 29(17), 2580?2607.
Ferreira, A. I., Cardoso, C., & Braun, T. (2018). The mediating effects of ego-resilience in the relationship between organizational support and resistance to change. Baltic Journal of Management, 13(1), 104?124.
Ferreira, A. I. & Martinez, L. F. (2008). Manual de Diagnóstico e Mudança Organizacional. Lisboa: Edit. RH.
Ferreira, J. M. C., Neves, J., Caetano, A. (2011). Manual de Psicossociologia das Organizações. Escolar Editora.
Lin, C. (Veronica), Shipton, H., Teng, W., Kitt, A., Do, H., & Chadwick, C. (2022). Sparking creativity using extrinsic rewards: A self?determination theory perspective. Human Resource Management. https://doi.org/10.1002/hrm.22128
Maheshwari, S. & Vohra, V. (2015). Identifying critical HR practices impacting employee perception and commitment during organizational change. J. Organizational Change Management, (28):5, 872-894.
Mel Hua, Harvey, S., & Rietzschel, E. F. (2022). Unpacking ?Ideas? in Creative Work: A Multidisciplinary Review. Academy of Management Annals, 16(2), 621?656. https://doi.org/10.5465/annals.2020.0210
Ng, T. W. H., Shao, Y., Koopmann, J., Wang, M., Hsu, D. Y., & Yim, F. H. K. (2022). The effects of idea rejection on creative self?efficacy and idea generation: Intention to remain and perceived innovation importance as moderators. Journal of
Organizational Behavior, 43(1), 146?163. https://doi.org/10.1002/job.2567
Oreg, S., & Sverdlik, N. (2011). Ambivalence Toward Imposed Change: The Conflict Between Dispositional Resistance to Change and the Orientation Toward the Change Agent. Journal of Applied Psychology, 96(2), 337?349. https://doi.org/10.1037/a0021100
Post, C., Lokshin, B., & Boone, C. (2022). What Changes After Women Enter Top Management Teams? A Gender-Based Model of Strategic Renewal. Academy of Management Journal, 65(1), 273?303. https://doi.org/10.5465/amj.2018.1039
Remneland Wikhamn, B., Styhre, A., & Wikhamn, W. (2022). Hrm work and open innovation: Evidence from a case study. The International Journal of Human Resource Management. https://doi.org/10.1080/09585192.2022.2054285
Schubert, T., & Tavassoli, S. (2020). Product Innovation and Educational Diversity in Top and Middle Management Teams. Academy of Management Journal, 63(1), 272?294.
Sung, S. Y., & Choi, J. N. (2018). Building knowledge stock and facilitating knowledge flow through human resource management practices toward firm innovation. Human Resource Management, 57(6), 1429?1442.
Sung, S. Y., & Choi, J. N. (2019). Contingent effects of workforce diversity on firm innovation: High-tech industry and market turbulence as critical environmental contingencies. The International Journal of Human Resource Management. https://doi.org/10.1080/09585192.2019.1579243
Sung, W., Woehler, M. L., Fagan, J. M., Grosser, T. J., Floyd, T. M., & Labianca, G. (Joe). (2017). Employees? responses to an organizational merger: Intraindividual change in organizational identification, attachment, and turnover. Journal of Applied Psychology, 102(6), 910?934.
Thomas, K., & Allen, S. (2006). The learning organisation: a meta-analysis of themes in literature. The Learning Organization, 13(2), 123-139.
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Zhou, J. (2021). Feeling differently, creating together: Affect heterogeneity and creativity in project teams. Journal of Organizational Behavior, 42(9), 1228?1243. https://doi.org/10.1002/job.2535
West, M.A. & Farr, J.L. (Eds) (1990). Innovation and Creativity at Work: Psychological and Organizational Strategies. Wiley.
Xiao, T., Makhija, M., & Karim, S. (2022). A Knowledge Recombination Perspective of Innovation: Review and New Research Directions. Journal of Management, 48(6), 1724?1777. https://doi.org/10.1177/01492063211055982
Zhao, H. H., Seibert, S. E., Taylor, M. S., Lee, C., & Lam, W. (2016). Not even the past: The joint influence of former leader and new leader during leader succession in the midst of organizational change. Journal of Applied Psychology, 101(12), 1730?1738.
Zhou, J. & Hoever, I. GJ. (2014). Research on Workplace Creativity: A Review and Redirection. Annu. Rev. Psychol. Organ. Behav., 1, 333-59.
Zhu, D. H., Liangding, J., & Fei, L. (2022). Too Much on the Plate? How Executive Job Demands Harm Firm Innovation and Reduce Share of Exploratory Innovations. Academy of Management Journal, 65(2), 606?633. https://doi.org/10.5465/amj.2019.0334
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Human Resource Systems and Rewards Management
1. Know the contexts and main theories about HR Systems
2. Define specific policies of performance management, careers and rewards;
3. Define and implement reward structures;
4. Make communication plans to implement control and reward systems;
1. Introduction
- Strategic HR and HR systems
- Explanatory theories about HR Systems' dynamics and effects
- HR indicators
2. Integration of HR systems
- Formal and socio-ideological controls on organizations
- Types of control and performance management.
- Career management based on jobs and competence schemes.
- Careers based on job evaluation
- Careers based on competences
3. Reward management and communication about HR Systems.
- Define reward structures
- Types of rewards
- Internal equity and reward structures
- Applying concepts of equity and equality.
- Pay dispersion and compensation policies
- Implementing reward structures and calculating financial impacts
- Labor market and external equity
- Gender pay gap
- Organizational communication and HR Systems
- Group assignment: the weight of this assignment to the final grade is 50%.
- Individual assignment: the weight of this assignment to the final grade is 50%..
- Students who fail the delivery of any assignment, that take under 9 values in any of the assignments or that have more than 33% of absenteeism will be excluded from periodic evaluation.
Students excluded from periodic evaluation can make an individual assignment corresponding to 100% of the final grade
Title: - Snell, S. e Youndt, M. (1995). Human resource management and firm performance: Testing a contingency model of executive controls. Journal of Management, 21 (4), 711-737.
- Rothwell, W., Jackson, R. Ressler. C. Jones, M. e Beower, M. (2015). Career planning and sucession management. Praeger
- Milkovich, G., Newman, J. e Gerhart (2014) Compensation. McGraw Hill
- Kabanoff, B. (1991). Equity, equality, power, and conflict. Academy of Management Review, 16 (2), 416-441.
- Fletcher, C. (2008). Appraisal, Feedback and Development: making performance review work. Routledge
- Costa, T., Duarte, H. e Palermo, O. (2014). Control mechanisms and perceived organizational support: Exploring the relationship between new and traditional forms of control. Journal of Organizational and Change Management, 27 (3), 407-429.
- Boselie, P. (2014). Strategic Human Resource Management: A balanced approach. McGraw Hill
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Title: - White, G & Druker. (2000). Reward Management. A critical text. Routledge.Grote, R. C. (2002). The performance appraisal question and answer book: A survival guide for managers, New York: American Management Association.
- Williams, M., McDaniel, M. and Nguyen, N. (2006). A meta-analysis of the antecedents and consequences of pay level satisfaction. Journal of Applied Psychology, 91(2), 392-413
- Weichselbaumer, D. & Winter?Ebmer, R. (2005), A Meta?Analysis of the International Gender Wage Gap. Journal of Economic Surveys, 19, 479-511.
- Townley, B. (1993). Foucault, power/knowledge, and its relevance for human resource management. Academy of Management Review, 18 (3), 518-545.
- Thompson, P. (2011), The trouble with HRM. Human Resource Management Journal, 21, 355-367
- O'Connor, E.P. & Crowley-Henry, M. (2017) Exploring the Relationship Between Exclusive Talent Management, Perceived Organizational Justice and Employee Engagement: Bridging the Literature. Journal of Business Ethics , 156 (4), 903-917.
- Murphy K. e Cleveland, J. (1995). Understanding performance appraisal. Sage Publications.
- Morand, D. & Merriman, K. (2012). "Equality Theory" as a Counterbalance to Equity Theory in Human Resource Management. Journal of Business Ethics. 111. 133-144
- Melé, D (2014). ''Human Quality Treatment'': Five Organizational Levels. Journal of Business Ethics, 120, 457-471.
- Marin-Garcia, J. & Tomas, J. (2016). Deconstructing AMO framework: A systematic review. OmniaScience 12 (4), 1040-1087.
- Mahy, B., Rycx, F. & Volral (2011), Does Wage dispersion make all firms productive?. Scottish Journal of Political Economy, 58 (4), 455-489.
- Lucas, K. (2015). Workplace dignity: Communicating inherent, earned and remediated dignity. Journal of Management Studies, 52 (5), 621-646
- Lewis, A., Crdy, R. & Huang, L. (2019) Institutional theory and HRM: A new look, Human Resource Management Review, 29 (3), 316-335
- Iqbal, M. Z., Akbar, S. & Budhwar, P. (2015), Effectiveness of Performance Appraisal. International Journal of Management Reviews, 17: 510-533.
- Guthrie, J. (2007). Remuneration: Pay effects at wotk. In P. Boxall, J. Purcell e P. Wright (eds) The Oxford handbook of human resource management. Oxford University Press
- Gunz, H. e Peiperl, M. (2007). Handbook of career studies. Sage Publications
- Grote, R. (2002). The performance appraisal question and answer book: A survival guide for managers, New York: American Management Association.
- Godard, J. (2014), Psychologisation of employment relations?. Human Resource Management Journal, 24: 1-18.
- Garbers, Y. & Konradt, U. (2014). The effect of financial incentives on performance: A quantitative review of individual and team-based financial incentives. Journal of Occupational Organizational Psychology, 87, 102-137.
- Gabriel, Y. (1999). Beyond Happy Families: A Critical Reevaluation of the Control-Resistance-Identity Triangle. Human Relations, 52(2), 179?203
- Erdogan, B.Z. (2002). Antecedents and consequences of justice perceptions in performance appraisals. Human Resource Management Review 12 555-578
- Duarte, H., Palermo, O. & Arriaga, P. (2018). The role of emotions in the control-resistance dyad. Scandinavian Journal of Management, 34 91-102.
- Duarte, H. & Lopes, D. (2018) Career stages and occupations impacts on workers motivations. International Journal of Manpower, 39 (5), 746-763
- Downes, P., & Choi, D. (2014). Employee reactions to pay dispersion: A typology of existing research. Human Resource Management Review 24 (1), 53-66
- Cropanzano, R., Anthony, E., Daniels, S. & Hall (A. 2017). Social Exchange Theory: A Critical Review with Theoretical Remedies. Academy of Management Annals 11(1), 479-516
- Cropanzano, R., Bowen, D. E., & Gilliland, S. W. (2007). The management of organizational justice. The Academy of Management Perspectives, 21(4), 34-48.
- Condly, S. J., Clark, R. E. and Stolovitch, H. D. (2003), The Effects of Incentives on Workplace Performance: A Meta-analytic Review of Research Studies. Performance Improvement Quarterly, 16, 46-63
- Colquitt, Jason A.,Conlon, Donald E.,Wesson, Michael J.,Porter, Christopher O. L. H.,Ng, K. Yee (2001). Justice at the millennium: A meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425-445
- Colquitt J., Scott B., Rodell J., Long D., Zapata C., Conlon D., & Wesson M. (2013). Justice at the millennium, a decade later: a meta-analytic test of social exchange and affect-based perspectives. Journal of Applied Psychology, 98(2),199-236.
- Chiang, F. F. T., & Birtch, T. (2007). The transferability of management practices: Examining cross-national differences in reward preferences. Human Relations, 60(9), 1293?1330.
- Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980-1008
- Brown, D. & Armstrong, M. (1999). Paying for performance: Real performance-related pay strategies. Kogan Page
- Brewster, C., Gooderham, P. & Mayrhofer, W. (2016) Human resource management: the promise, the performance, the consequences. Journal of Organizational Effectiveness ? People and Performance, 3 (2), 181-190.
- Boxall, P. & Purcell (2016). Strategy and Human Resource Management. Palgrave
- Bishu, S. & Alkadry, M. (2017). A systematic revie of the gender pay gap and factors that predict it. Administration and Society, 49(1), 65-104.
- Barnes-Farrell, J. & Lynch, A. (2003). Performance appraisal and feedback programs. In Edwards, J. E., Scott, J. C., & Raju, N. S. The human resources program-evaluation handbook (pp. 154-176). : SAGE Publications,
- Bennett, W., Lance, C. e Whoer, D. (2006). Performance Measurement: Current perspectives and future challenges. Lawrence Erlbaum
- Barley, S., & Kunda, G. (1992). Design and Devotion: Surges of Rational and Normative Ideologies of Control in Managerial Discourse. Administrative Science Quarterly, 37(3), 363-399.
- Arthur, M., Hall, D. e Lawrence, B. (1989). Handbook of career theory. Cambridge University Press
- Armstrong M. e Cummins A. (2008). Valuing roles. Kogan Page
Authors:
Reference: null
Year:
Human Resource Management Research: Quantitative Data Analysis
At the end of this course, the students will be able to:
LG1: Select the appropriate data collection and data analysis methods, given the problem under analysis, the objectives and the type of data available.
LG2: Use the statistical package SPSS to analyse data.
LG3: Interpret the results obtained from analysing the data.
S1: Research process in HR
S2: Hypothesis testing
S3: Principal components analysis
S4: Simple and multiple linear regression
Assessment throughout the semester
One written individual test (60%); a report-group coursework (40%) of a case with SPSS. The minimum grade for each part is 7.5 out of 20. There is no minimum attendance criterion.
Assessment by exam (first and second period)
An individual exam with 2 parts: theory (60%) and SPSS (40%). The minimum grade for each part is 7.5 out of 20.
Assessment by exam (special period)
An individual exam with the theory part (100%). The minimum grade is 9.5 out of 20.
All individual evaluation moments will be carried out without consulting handouts, books or other materials.
Title: 1. Field, A. (2017). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
2. Robson, C., & McCartan, K. (2016). Real world research (4ª ed.). Wiley.
3. Newbold, P., Carlson, W. L., & Thorne, B. M. (2023). Statistics for business and
economics (10ª ed. Global Edition). Pearson Education Limited.
Authors:
Reference: null
Year:
Title: 1. Laureano, R. e Botelho, M. C. (2017). SPSS statistics: o meu Manual de Consulta Rápida (3ª ed.). Edições Sílabo.
2. Laureano, R. (2022). Testes de hipóteses com o IBM SPSS statistics: o meu Manual de Consulta Rápida (3ª ed.). Edições Sílabo.
3. Marôco, J. (2021). Análise estatística com o SPSS Statistics (8ª ed.). ReportNumber.
4. Silva, M. G. Apontamentos de apoio à UC de Investigação em Gestão de Recursos Humanos: Análise de Dados Quantitativos do Mestrado em Gestão de Recursos Humanos e Consultadoria Organizacional.
Authors:
Reference: null
Year:
Consulting and Diagnosis Techniques
At the end of the course, each student should be able to:
LG1-Formulate a critical and integrated view about organizational consulting
LG2-Establish and manage a consulting process identifying the phases of the same according the perspective of action research
LG3-Develop and maintain a working alliance with the client, communicating, influencing and managing disagreements
LG4-Integrate the professional ethics in the performance of an organizational consultant and evaluate the different aspects related with the human resources consulting
CP1- Conceptualizations and models of organizational consultancy.
CP2- Identifying, managing and evaluating a consultancy process and its results.
CP3- Individual, relational and technical competencies required to maintain the working alliance with the client.
CP4- Professional ethics and human resources consultancy.
Assessment throughout the semester has three components: 1) group work in the form of a written report (40%), an individual written test (50%) and class participation (10%), on all the programmatic contents. Assessment throughout the semester requires attendance at no less than 2/3 of the number of classes. Approval is obtained if the weighted average of the 3 components is equal to or greater than 10 points and cannot be below 8 points in any of the evaluation components.
The final evaluation is carried out by means of an individual written exam (100%), maintaining the criterion of a minimum grade of 10 for approval.
Title: .Sadler, P. (2001). Management Consultancy: a handbook for best practice. Kogan Page Publishers.
.Wilkinson, J. W. (1986). Handbook of management consulting services. New York: McGraw-Hill.
.Kubr, M. (2002). Management consulting: A guide to the profession. International Labour Organization.
.Burtonshaw-Gunn, S. (2010). Essential tools for management consulting: tools, models and approaches for clients and consultants. John Wiley & Sons.
.Neves, J., Garrido, M. & Simões, E. (2015). Manual de competências pessoais, interpessoais e instrumentais: Teoria e prática. 3ª Edição. Lisboa: Edições Sílabo.
Authors:
Reference: null
Year:
Title: Weiss, A. (2002). Process Consulting: How to launch, implemente and conclude successful consulting projects. San Francisco, Jossey -Bass/Pfeiffer.
Schein, Edgar (2009) Helping: how to offer, give and receive help: Understanding effective dynamics in one-to-one, group, and organizational relationships. San Francisco: Berrett-Koehler
L. Greiner, F. Poulfelt & L.Bennigson, (2005) Handbook of Management Consulting: The Contemporary Consultant: Insights from World Experts, Thomson South-Western.
Howard, A. (1994). Diagnosis for organizational change: methods and models. New York: The Guilford Press
Haslebo, G. & Haslebo, M. L. (2012) Practicing relational ethics in organizations Chagrin Falls, Ohio: Taos Institute Publications
Freedman, A. M.& Zackrison, R. E. (2001). Finding your way in the consulting jungle: A guidebook for organization development practitioners, San Francisco: Jossey-Bass/Pfeiffer
Ferreira, A.I. & Martinez, L.F. (2008). Manual de Diagnóstico e Mudança Organizacional. Lisboa: RH Editora
Coghlan, D. & Brannick, T. (2005). Doing Action Research in Your Own Organization, 2nd ed. London: Sage Publications
Buono, A. G. & Jamieson, D. W, (eds). (2010). Consultation for organizational change. Charlotte, NC: Information Age Publishing, Inc.
Block, P. (2011). Flawless consulting: A guide to getting your expertise used, 3ª ed., San Francisco, Jossey -Bass.
Authors:
Reference: null
Year:
Leadership Development, Decision Processes and Negotiation
LG1. Describe the main approaches of leadership
LG2. Know the key competencies of leadership in dynamic contexts
LG3. Analyze the exercise of leadership as a process of group decision-making and negotiation
LG4. Know intervention techniques to promote leadership development
SC1. Leadership approaches
SC2. Leadership and decision making
SC3. Group decision making and negotiation processes
SC4 . Intervention techniques for leadership development
Final grade will be based on:
1) Participation and final result in the Management Simulation (30%)
2) Group work - with a report and oral presentation(40%)
3) Individual written test (30%).
The approval is obtained with the weighted average of the three components of the evaluation with a grade equal to or higher than 9.5 values and equal to or greater than 8 values in each of the evaluation components. Being a UC with strong laboratory component there is no final Exam (special season).
Title: Kouzes, J., & Posner, B. (2012). Leadership: The Leadership Challenge. New Jersey: John Wiley & Sons, Inc.
Northouse, P. G. (2013). Leadership: Theory and Practice. Thousand Oaks: Sage.
Russo, J. E., & Schoemaker, P. J. (2002). Decisions: Winning decisions. Danvers, MA: Crown Business
Thompson, L. (2008). The truth about negotiations. New Jersey: Pearson Inc.
Yukl, G.(2009).Leadership in organizations, (7th ed.).Englewood Cliffs, NJ:Prentice Hall.
Authors:
Reference: null
Year:
Title: Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25(1), 63-82.
Burke, C. S., Stagl, K. C., Klein, C., Goodwin, G. F., Salas, E., & Halpin, S. M. (2006). What type of leadership behaviors are functional in teams? A meta-analysis. The Leadership Quarterly, 17(3), 288-307.
Marques-Quinteiro, P., Rico, R., Passos, A. M., & Curral, L. (2019). There is light and there is darkness: On the temporal dynamics of cohesion, coordination and performance in business teams. Frontiers in Psychology. doi: 10.3389/fpsyg.2019.00847
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A Temporally Based Framework and Taxonomy of Team Processes. Academy of Management Review, 26(3), 356?376.
Morgeson, F. P., DeRue, D. S., & Karam, E. P. (2010). Leadership in Teams: A Functional Approach to Understanding Leadership Structures and Processes. Journal of Management, 36(1), 5?39.
Santos, C. M., Passos, A. M., Uitdewilligen, S., & Nübold, A. (2016). Shared temporal cognitions as substitute for temporal leadership: An analysis of their effects on temporal conflict and team performance. The Leadership Quarterly, 27(4), 574?587.
Shuffler, M. L., Diaz-Granados, D., Maynard, M. T., & Salas, E. (2018). Developing, Sustaining, and Maximizing Team Effectiveness: An Integrative, Dynamic Perspective of Team Development Interventions. Academy of Management Annals, 12(2), 688–724. doi:10.5465/annals.2016.0045
Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2001). Team leadership. The Leadership Quarterly, 12(4), 451?483.
Authors:
Reference: null
Year:
Organizational Intervention Techniques
This course aims to provide students with the learning of intervention methodologies in organizations.
Students who successfully complete this course will be able to:
LG1. Identify needs for organizational intervention;
LG2. Develop strategies and processes for organizational intervention;
LG3. Evaluate the effectiveness of organizational interventions;
PC 1- From diagnosis to intervention: identifying needs
PC 2- Design, strategy and levels of organizational intervention
PC 3- Methods and techniques of organizational intervention
PC 4- Evaluation and reporting organizational intervention
Periodic evaluation:
Students must attend at least 80% of the classes and achieve these assignments:
- Group Assignment + Presentation: The weight is 40%.
- Individual test: the weight is 60%.
Minimum grade required in an individual exam to pass the course: 9.5 points.
Exame Option:
Final exam (100% of the final grade). The grade of the group assignment will not be considered for exam option and grade improvement.
Title: Anderson, D. L. (2012). Organizational development: the process of leading organizational change. California: Thousand Oaks
French, W. L. & Bell, C. H. (1998). Organizational development: Behavioral science interventions for organization improvement, 4th ed. Englewood Cliffs, NJ: Prentice-Hall.
Van de Ven, A. H., e Poole, M. S. (1995). Explaining development and change in organizations. Academy of Management Review, 20, 510-540
Rousseau, D. & Barends, E. (2011). Becoming an evidence ?based HR practitioner. Human Resource Management Journal, 21 (3), 221-235.
Authors:
Reference: null
Year:
Title: Lewin, K. (1951/1965). Teoria de campo em ciência social. S. Paulo: Livraria Pioneira Editora.
Millsap, R. E. e Hartog, S. B. (2001). Alpha, Beta, and Gamma Change in Evaluation Research: A Structural Equation Approach. Journal of Applied Psychology, 73, 3, 574-584.
Levinson, H. 2013. Organizational Assessment: A Step-by-Step Guide to Effective Consulting. Washington, DC: American Psychological Association.
Saunders, M., Lewis, P. & Thornill, A. (2003). Research methods for business students. Upper Saddle River: Prentice Hall
Cameron, E. & Green, M. (2012). Making sense of change management - A complete guide to the models, tools and techniques of organizational change. London: Kogan Page.
Authors:
Reference: null
Year:
Human Resource Attraction, Selection and Development
LG1. To implement and conduct an effective recruitment and selection process
LG2. To develop talent management programs
LG3. To implement and conduct a training project;
LG4. To implement systems that facilitate the transfer of information in organizations;
LG5. To identify new technology and the potential of e/b/m-learning in organizational development;
PC1. Planning for effective recruitment and selection, employer branding
PC2. Recruitment
PC3. Research and practice in employee selection and HR digital transformation
PC4. Employee retention and talent management: Managing employee performance
PC5. Training and development
. Developing training Programs
. E/B/M-Learning and its implementation
. Diversity and Learning Processes
. Training assessment
1 - Assessment throughout the semester:
- Group work (40%)
- Individual exam (60%) - 1st period
Minimum mark in each component: 8 points. The average must be equal to or higher than 9.5 in all the assessment elements.
2- Assessment by exam
Students who opt for this form of assessment, as well as those who have not passed the Assessment form during the semester, will take an exam which includes a written test covering all the content taught in the course (100% of the final grade). Final exam only in the 2nd season.
Title: 1. Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go. Journal Of Applied Psychology, 102(3), 305-323.
2. Biswas, M., & Suar, D. (2016). Antecedents and Consequences of Employer Branding. Journal Of Business Ethics, 136(1), 57-72.
3. Cook, M. (2016). Personnel selection: adding value through people . London: Wiley
4. Eubanks, B. (2019). Artificial Intelligence for HR. Kogan.
5. Goldstein, H.W., Pulakos, E.D., Passmore, J., & Semedo, C. (2017). The Wiley Blackwell Handbook of the Psychology of Recruitment, Selection and Employee Retention. Wiley.
6. Kozlowski, S.W.J. & Salas, E. (2012). Learning, training and development in organizations. New York: Routledge
7. Ployhart, R. E., Schmitt, N., & Tippins, N. T. (2017). Solving the Supreme Problem: 100 years of selection and recruitment at the Journal of Applied Psychology. Journal Of Applied Psychology, 102(3), 291-304.
Authors:
Reference: null
Year:
Title: 1. Aguinis, H., & Kraiger, K. (2009). Benefits of Training and Development for Individuals and Teams, Organizations, and Society. Annual Review of Psycholog, 60, 451-474.
2. Alvelos, R., Ferreira, A. I., & Bates, R. (2015). The mediating role of social support in the evaluation of training effectiveness. European Journal Of Training & Development, 39(6), 484-503.
3. Baum, M., & Kabst, R. (2014). The Effectiveness of Recruitment Advertisements and Recruitment Websites: Indirect and Interactive Effects on Applicant Attraction. Human Resource Management, 53(3), 353-378.
4. Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A Meta-Analytical Integration of Over 40 Years of Research on Diversity Training Evaluation. Psychological Bulletin, 142(11), 1227-1274.
5. Chen, H., Holton, E. I., & Bates, R. (2005). Development and Validation of the Learning Transfer System Inventory in Taiwan. Human Resource Development Quarterly, 16(1), 55-84.
6. Elosua, P., Aguado, D., Fonseca-Pedrero, E., Abad, F. J., & Santamaría, P. (2023). New trends in digital technology-based psychological and educational assessment. Psicothema, 35(1), 50–57.
7. Jackson, S. R. (2023). (Not) Paying for Diversity: Repugnant Market Concerns Associated with Transactional Approaches to Diversity Recruitment. Administrative Science Quarterly, 68(3), 824–866. https://doi.org/.1177/00018392231183649
8. Kazmi, M. A., Spitzmueller, C., Yu, J., Madera, J. M., Tsao, A. S., Dawson, J. F., & Pavlidis, I. (2022). Search committee diversity and applicant pool representation of women and underrepresented minorities: A quasi-experimental field study. Journal of Applied Psychology, 107(8), 1414–1427. https://doi.org/10.1037/apl0000725
9. Lacerenza, C. N., Reyes, D. L., Marlow, S. L., Joseph, D. L., & Salas, E. (2017). Leadership training design, delivery, and implementation: A meta-analysis. Journal Of Applied Psychology, 102(12), 1686-1718.
10. Lievens, F. (2007). Employer branding in the Belgian Army: The importance of instrumental and symbolic beliefs for potential applicants, actual applicants, and military employees. Human Resource Management, 46(1), 51-69.
11. Lourenco, D., & Ferreira, A. I. (2019). Self-Regulated Learning and Training Effectiveness. International Journal of Training and Development, 23(2), 117?134.
12. McCarthy, J. M., Van Iddekinge, C. H., Lievens, F., Kung, M., Sinar, E. F., & Campion, M. A. (2013). Do candidate reactions relate to job performance or affect criterion-related validity? A multistudy investigation of relations among reactions, selection test scores, and job performance. Journal of Applied Psychology, 98(5), 701-719.
13. O'Meara, B. & Petzall, S. (2013). Handbook of strategic recruitment and selection. Bingley, UK: Emerald
14. Sackett, P. R., Dahlke, J. A., Shewach, O. R., & Kuncel, N. R. (2017). Effects of predictor weighting methods on incremental validity. Journal Of Applied Psychology, 102(10), 1421-1434.
15. Sackett, P. R., Lievens, F., Van Iddekinge, C. H., & Kuncel, N. R. (2017). Individual differences and their measurement: A review of 100 years of research. Journal Of Applied Psychology, 102(3), 254-273.
16. Sackett, P. R., Shewach, O. R., & Keiser, H. N. (2017). Assessment centers versus cognitive ability tests: Challenging the conventional wisdom on criterion-related validity. Journal Of Applied Psychology, 102(10), 1435-1447.
17. Santos, J. P., Caetano, A., & Tavares, S. M. (2015). Is training leaders in functional leadership a useful tool for improving the performance of leadership functions and team effectiveness?. Leadership Quarterly, 26(3), 470-484.
18. Sen, S. (2020). Digital HR Strategy: Achieving sustainable transformation in the digital age. Kogan.
19. Velada, R., Caetano, A., Bates, R., & Holton, E. (2009). Learning transfer -- validation of the learning transfer system inventory in Portugal. Journal Of European Industrial Training, 33(7), 635-656.
20. Wolfson, M. A., Tannenbaum, S. I., Mathieu, J. E., & Maynard, M. T. (2018). A Cross-Level Investigation of Informal Field-Based Learning and Performance Improvements. Journal Of Applied Psychology, doi:10.1037/apl0000267
Authors:
Reference: null
Year:
Human Resource Analytics and Internal Auditing
LO1: Understand and integrate concepts such as Workforce Planning, HR Scorecards, HR Metrics, Internal Auditing, and HR Analytics.
LO2: Relate the concepts of organizational strategy and human capital analysis and measurement with the strategic aspect of value creation for the business.
LO3: Systematically build the most relevant HR metrics for strategic execution, using supporting tools.
LO4: Identify models and examples (real cases) of HR Metrics and Internal HR Audit (especially associated indicators) and develop references on their practical applications in the national and international market.
LO5: Design an internal HR audit.
CP1: The emergence of the importance of Human Capital Measurement: History and Evolution.
CP2: Fundamental concepts in HR Metrics and Internal Auditing—Workforce Planning, HR Scorecards, HR Metrics and HR Analytics, Internal Auditing, Big Data.
CP3: HR Metrics and Analysis for business value creation.
CP4: Models for HR Metrics: Understanding and interpreting HR metrics.
CP5: Workforce Planning Models.
CP6: Internal HR Auditing.
1 - Assessment Throughout the Semester:
Access to this assessment mode requires that the student maintains an attendance rate of 75% or higher and includes:
a) Individual Test (40%)
b) Group Work (50%)
c) Participation Reports (10%) – can only be submitted when students attend classes.
Access to the written test requires an average of 9.5 or higher in the group assessment instruments, and passing the course unit requires a score of 8 or higher in the written test.
Assessment by Exam:
Students who choose this assessment mode, as well as those who did not pass the semester assessment mode, will take an exam that includes a written test covering all the content taught in the course unit (100% of the final grade).
Title: Marler, J. H., & Boudreau, J. W. (2017). An evidence-based review of HR Analytics. The International Journal of Human Resource Management, 28(1), 3-26.
Huselid, M. A. (2018). The science and practice of workforce analytics: Introduction to the HRM special issue. Human Resource Management, 57(3), 679-684.
Fitz-Enz, J., & Mattox, I. I. (2014). Predictive analytics for human resources. John Wiley & Sons.
Fitz-Enz,J.(2010).The New HR Analytics: Predicting the Economic Value of Your Company's Human Capital Investments. New York: Amacom.
Boudreau, J. W., & Ramstad, P. M. (2006). Talentship and HR measurement and analysis: From ROI to strategic, human resource planning. Human resource planning, 29(1), 25-33.
Bassi,L.; Carpenter,R.& McMurrer,D.(2012).HR Analytics Handbook. Reed Business: Amsterdão.
Angrave, D.,et al. (2016). HR and analytics: why HR is set to fail the big data challenge. Human Resource Management Journal, 26(1), 1-11.
Authors:
Reference: null
Year:
Title: Ulrich, D. & Huselid, M.A. (2001). The HR Scorecard: Linking People, Strategy and Performance. Boston: Harvard Business School Press.
Ulrich, D. & Brockbank, W. (2005). The HR Value Proposition. Boston: Harvard Business School Press.
Rasmussen, T., & Ulrich, D. (2015). Learning from practice: how HR analytics avoids being a management fad. Organizational Dynamics, 44(3), 236-242.
Lawler,E.& Mohrman,S.(2003).HR as a Strategic Partner: What Does It Take to Make it Happen? Human Resource Planning,26 (3),15-29.
Kaplan, R. & Norton, D. (1996). The Balanced Scorecard, Boston: Harvard Business School Press
Hill, S & Houghton, E. (2018). Getting started with people analytics: a practitioners? guide. CIPD
Cascio, W., & Boudreau, J. (2011). Investing in People: the financial impact of human resource initiatives (2nd ed.). New Jersey: FT Press.
Ben-Gal, H. C. (2019). An ROI-based review of HR analytics: practical implementation tools. Personnel Review.
Becker, B. Huselid, M. & Ulrich, D. (2001). The HR Scorecard: Linking People, Strategy and Performance. Boston: Harvard Business School Press.
Beatty, R., Becker, B. & Huselid, M. (2005). Scorecard para Recursos Humanos. Elsevier
Authors:
Reference: null
Year:
Regulation and Labour Markets
LO1. Compare the competitive and institutional approaches.
LO2. Describe labour market institutions.
LO3. Discriminate macro and micro level regulations.
LO4. Examine the main indicators related to labour market institutions.
LO5. Understand how labour markets are shaped by collective institutions.
LO6. Analyse the implications of institutions on labour market processes. LG7. Analyse the key contemporary debates on labour market regulation.
P1. Competitive labour market model.
P2. The institutionalist tradition in labour economics.
P3. Labour market regulation.
P3.1. The debate on minimum wages.
P3.2. Employment protection legislation and the OECD EPL index.
P3.3. Unions, collective bargaining and industrial democracy.
P3.4. Labour market policies.
P4. Internal labour markets and labour market segmentation.
P5. Technological evolution, digitalization, employment and work. P6 Ecological transition and work.
Assessment throughout the semester:
- Individual test (65%); minimum grade of 8.
- Presentation in class (35%). Students enrolled in the assessment throughout the semester must attend at least 80% of the classes.
Assessment by exam: - Exam (100%). Grades obtained in the assessment throughout the semester will not be considered for the final exam regime option.
Title: - Borjas, G. (2015) Labour Economics, Boston: McGraw-Hill International Edition (7th edition).
- Bosworth, D., Dawkins, P. and Stromback, T. (1996) The Economics of the Labour Market, Harlow and England: Addison Wesley Longman Limited.
- Champlin, D.P. and Knoedler, J. (2017) The Institutionalist Tradition in Labour Economics, London: Routledge.
Kaufman, B.E. and Hotchkiss, J. (2002) The Economics of Labour Market, USA: South-Western College Pub (6th edition).
- Lopes, H., Cerejeira, J. (Coords), Sousa, S., Suleman, F., Marques, P. e Figueiredo, H. (2023) Economia do Trabalho: Mercados e Instituições, Almedina.
Authors:
Reference: null
Year:
Title: - Carvalho da Silva, M., Hespanha, P. and Castro Caldas, J. (Coords.) (2017) Trabalho e Políticas de Emprego: Um Retrocesso Evitável, Coimbra: Actual.
- Centeno, M. (2013) O Trabalho: Uma Visão de Mercado, Lisboa: Fundação Francisco Manuel dos Santos.
- Doeringer, P. and Piore, M. (1971) Internal Labour Markets and Manpower Analysis, Lexington MA: Heath Lexington Books.
- Grimshaw, D., Ward, K., Rubery, J. and Beynon, H. (2001) ‘Organisations and the transformation of the internal labour market’, Work, Employment and Society, 15(1): 25-54.
- Hyman, R. (2001) Understanding European Trade Unionism, London: SAGE.
- Kaufman, B. (1997) Government Regulation of the Employment Relationship, Cornell University Press.
- Kaufman, B. (2010) ‘Institutional Economics and the Minimum Wage: Broadening the theoretical and policy debate’, Industrial and Labor Relations Review, 63(3): 427-453.
- Kerr, C. (1954) ‘The balkanisation of labor markets’. In: Bakke, E., Hauser, P., Palmer, G., Myers, C., Yolder, D. e Kerr, C., Labor Mobility and Economic Opportunity, Massachusetts Institute of Technology.
- Kluve, J. (2010) ‘The effectiveness of European active labor market programs’, Labor Economics, 17(6): 904-918. - Lindbeck, A and Snower, D. (2001) ‘Insiders versus outsiders’, Journal of Economic Perspectives, 15(1): 165-188.
- Morel, N., Palier, B. and Palme, J. (2012) Towards a Social Investment Welfare State, London: Policy Press.
- Osterman, P. (1984) (Ed) Internal Labor Markets, Cambridge: The MIT Press.
- Weil, D. (2014): The fissured workplace: why work become so bad for so many and what can be done to improve it, Cambridge: Harvard University Press.
- Wilkinson, A., Gollan, P., Marchington, M., and Lewin, D. (2010) ‘Conceptualizing Employee Participation in Organizations’. In: Wilkinson, A., Gollan, P., Marchington, M., and Lewin, D. (eds) The Oxford Handbook of Participation in Organizations, Oxford: Oxford University Press, pp. 4-26.
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Seminar in Human Resource Management and Organizational Consultancy
LG1. Know how to define a research problem and research objectives and select appropriate research methods
LG1. Formulate research hypothesis and select and relevant research variables aimed at hypothesis testing
LG1. Conduct literature searches in order to maximize relevance and reliability
LG1. Use valid and reliable data gathering techniques
LG1. Select proper data analysis strategies
LG1. Write a research project using a scientific style
PC1. Introduction ? Differences between scientific and common sense knowledge
PC2.Major research processes
- Research phases
- Literature review
- Problem formulation
- Defining research objectives
- Conceptualizing variables and their relations
PC3. Data gathering
- Data gathering techniques
- Secondary information analysis
- Doing research in organizational settings
PC4. Data analysis
- Choosing appropriate data analysis techniques
PC5. Communication ? report organization and writing
The goal is for each student to develop a first version of his/her master's thesis (100%).
Students who are in periodic assessment must complete three assignments during the semester according to a schedule defined at the beginning of the semester. These assessments have the following weightings:
1st assignment- 20%
2nd assignment- 40%
3rd assinment- 40%
Title: Saunders, M., Lewis, P., & Thornhill, A. (2019) (8th Edition). Research methods for business students. Harlow: Prentice Hall.
Sandberg, J., & Alvesson, M. (2010). Ways of constructing research questions: gap-spotting or problematization? Organization, 18(1), 23-44. doi:10.1177/1350508410372151
Porter, L. W., & Schneider, B. (2014). What Was, What Is, and What May Be in OP/OB. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 1-21. doi:10.1146/annurev-orgpsych-031413-091302
Anderson, V. (2009). Research Methods in Human Resource Management. London: CIPD
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Title: Rousseau, D. M., & Barends, E. G. R. (2011). Becoming an evidence-based HR practitioner. Human Resource Management Journal, 21(3), 221-235. doi:10.1111/j.1748-8583.2011.00173.x
Hart, C. (1999). Doing a literature review: Releasing the social science research imagination. London: Sage Publications.
Glasman-Deal, H. (2009). Science Research Writing for Non-Native Speakers of English. doi:10.1142/p605
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Internship in Human Resource Management and Organizational Consultancy
LG1. To Be proactive in contacting institutions where the internship may take place;
LG2. Transfer theoretical and methodological knowledge to solving real problems;
LG3. Act maturely and show interpersonal skills during his/her integration in the work environment;
LG4. Respect the professional ethical norms;
LG5. Analyse critically all the activities developed during the internship;
LG6. Do a written report at the end of the internship abiding to the IBS rules
This course aims at preparing and supervising students in their contact with professional practices.Therefore,it aims to contribute to the transfer of previously acquired knowledge and skills to a professional and/or research context.
The nature of this course does not allow the definition of a specific program.In fact,more important than the acquisition of new knowledge if the ability to transfer previously held competencies to the pursuit of the internships goals.Therefore,this course is based on the individual work developed by the student and presented at the supervision sessions.
Despite the absence of a traditional program,some of the contents that will be taught include:
T1-Finding an institution for the internship.
T2-Professional relationships with colleagues and superiors in the workplace.
T3-Development of professional activities in the internship as Human Resources Manager and Consultant.
T4-To frame theoretically and to critically analyse the internship activities.
The periodic evaluation of this curricular unit will focus on the partial evaluations of the different phases of the seminar and the internship, as well as on the evaluation of the final report.
1) assessment by the supervisor in the organization 25%
2) Internship report 76%
In this course there is no second evaluation period or final exam.
Title: - Duarte, A., Nascimento, G, almeida, F. (2019). Gestão de Pessoas 4.0 - Entre a Continuidade e a Reinvenção (pp15-53). In Machado, C., Davim, J., (coords) Organização e Politicas Empresariais. Ed Atual, Almedina, Lisboa.
- Ferreira, A., Martinez, L. Nunes, F. e Duarte, H. (2015). GRH para Gestores. Lisboa: Editora RH.
Hodges, S. (2010). The Counseling Practicum and Internship Manual: A Resource for Graduate Counseling Students. New York: Springer Publishing Company.
- Sweitzer, H.F. & King, M.A. (2013). The Successful Internship: Personal, Professional, and civic development. Samford, CT: Cengage Learning
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Title: - Crawshaw, Budhwar & Davis (Eds.) (2014). HRM: Strategic and International Perspective. Sage.
- Ferreira, A. & Martinez, L. (2008). Manual de diagnóstico e mudança organizacional. RH Editora, Lisboa.
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Objectives
It is widely known that in reaction to the technological evolution, organizations have been basing their competitiveness in intangible factors in which human involvement plays a key role. At the professional level, beyond the traditional activities related to selection, training or compensation, positions associated with HRM implicate strategic planning, development of continuous improvement or deep change projects.
These methods require the mastery of a set of advanced and specific competencies that only advanced training can provide. Moreover, knowledge in the HRM area has been growing exponentially, establishing an even more competent body to support an autonomous professional activity, evidence-based and permanent updating. In short, this master’s aim is, according to IBS’s mission, to transmit and convey HRM-related scientific knowledge, pursuant to the highest international patterns, that provides economic, social and cultural value to society.
Objective 1: Display effective written communication skills, including the following aspects: produce a well-structured document; demonstrate that the key messages have been clearly identified; express theoretical arguments to a specific application; summarize ideas and conclusions.
Objective 2: Display effective oral communication skills, including the following aspects: select the appropriate format for a given presentation; demonstrate confidence and that the communication was well-prepared; develop and make presentations with impact.
Objective 3: Develop critical thinking skills, including the following aspects: select and interpret relevant data and references from academic and non-academic sources; identify and debate ethical issues in business and management; formulate well-supported conclusions or solutions, apply appropriate methodologies or formulas to analyze and assess business issues and problems.
Objective 4: Have a broad understanding and develop a critical analysis of current HRM knowledge including the following aspects: identify and contrast the main theoretical and practical developments in the HRM field; apply HRM main concepts and professional practices.
Objective 5: Have a strategic approach to HR in order to increase human and organizational performance including the following aspects: analyze real HRM problems, and develop HRM interventions considering the multidisciplinary and multilevel nature of human phenomena; evaluate different HR intervention strategies and practices and select the most appropriate in order to increase human and organizational performance.