Human Resource Management and Organizational Consultancy
Accreditations
Tuition fee EU nationals (2025/2026)
Tuition fee non-EU nationals (2025/2026)
Check here the detailed study plan
> The Organizational Behaviour and Consultancy specialization is taught exclusively in Portuguese
> The Human Resources Management specialisation only has vacancies for the English class.
Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Ethics and Sustainability in Human Resources Management
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Human Resource Systems and Rewards Management
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Human Resource Management Research: Quantitative Data Analysis
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Healthy Organizational Cultures
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Innovation and Organizational Change
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Strategic and International Human Resource Management
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Organizational Intervention Techniques
6.0 ECTS
|
Parte Escolar > Specialization Areas > Organizational Behavior and Consultancy | 6.0 |
|
Leadership Development, Decision Processes and Negotiation
6.0 ECTS
|
Parte Escolar > Specialization Areas > Organizational Behavior and Consultancy | 6.0 |
|
Consulting and Diagnosis Techniques
6.0 ECTS
|
Parte Escolar > Specialization Areas > Organizational Behavior and Consultancy | 6.0 |
|
Human Resource Attraction, Selection and Development
6.0 ECTS
|
Parte Escolar > Specialization Areas > Human Resource Management | 6.0 |
|
Regulation and Labour Markets
6.0 ECTS
|
Parte Escolar > Specialization Areas > Human Resource Management | 6.0 |
|
Human Resource Analytics and Internal Auditing
6.0 ECTS
|
Parte Escolar > Specialization Areas > Human Resource Management | 6.0 |
|
Leading Digital Transformation & Innovation
6.0 ECTS
|
Parte Escolar > Specialization Areas > Digital Transformation in People Management | 6.0 |
|
Digital Communication in People Management
6.0 ECTS
|
Parte Escolar > Specialization Areas > Digital Transformation in People Management | 6.0 |
|
Virtual Teams and E-leadership
6.0 ECTS
|
Parte Escolar > Specialization Areas > Digital Transformation in People Management | 6.0 |
| 2nd Year | ||
|
Seminar in Human Resource Management and Organizational Consultancy
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Internship in Human Resource Management and Organizational Consultancy
6.0 ECTS
|
Parte Escolar > Common Branch | 6.0 |
|
Internship in Human Resource Management and Organizational Consultancy
6.0 ECTS
|
Parte Escolar > Optional Courses > 2nd year | 6.0 |
|
Project in Human Resource Management and Organizational Consultancy
48.0 ECTS
|
Final Work | 48.0 |
|
Dissertation in Human Resource Management and Organizational Consultancy
48.0 ECTS
|
Final Work | 48.0 |
Ethics and Sustainability in Human Resources Management
The student that successfully completes this course will be able to:
LG1: Understand the fundamental concepts and models regarding ethics and sustainability
LG2: Identify and critically reflect on ethical dilemmas and sustainability challenges in the workplace
LG3: Identify and suggest interventions regarding the challenges brought by ethics and sustainability to people management
LG4: Reflect on the role of HRM as ambassador of ethics and sustainability in the organization
CP1: Ethics and sustainability
1. The importance of ethics and sustainability in today's society
2. Fundamental concepts and models
CP2: Dilemmas and challenges for people management
1. Employability and decent work
2. Healthy workplaces
3. Diversity management inclusion and non-discrimination
4. Work-life balance
5. Ethical behavior and decision-making in organizations
CP3: HRM as an ambassador of ethics and sustainability in the organization
1. Green and socially responsible HRM
2. Incorporating the fundamentals of ethics and sustainability into HRM processes
Periodic evaluation implies: individual test (50%) and work assignment (50%).
Students who fail the delivery of any assignment, who score below 8 on any component, or that have attended less than 2/3 of total classes should take the final examination
Final evaluation: exam (100% of the final grade).
Chandler, D.(2016). Strategic corporate social responsibility, 4th, Sage. Ehnert, I., Harry, W., & Zink, K. J. (Eds.). (2014). Sustainability and human resource management: Developing sustainable business organizations. Springer. Ehnert, I., & Harry, W. (2012). Recent developments and future prospects on sustainable human resource management: Introduction to the special issue. Management Revue, 221-238. Greenwood, M. R. (2002). Ethics and HRM: A review and conceptual analysis. Journal of Business Ethics, 36, 261-278. Macke, J., & Genari, D. (2019). Systematic literature review on sustainable human resource management. Journal of Cleaner Production, 208, 806-815. Omidi, A., & Dal Zotto, C. (2022). Socially responsible human resource management: a systematic literature review and research agenda. Sustainability, 14(4), 2116. Renwick, D. W. (Ed.). (2018). Contemporary developments in green human resource management research: Towards sustainability in action?. Routledge.
Barrena-Martínez, J., López-Fernández, M., & Romero-Fernández, P. M. (2019). Towards a configuration of socially responsible human resource management policies and practices: Findings from an academic consensus. The International Journal of Human Resource Management, 30(17), 2544-2580. Diaz‐Carrion, R., López‐Fernández, M., & Romero‐Fernandez, P. M. (2020). Sustainable human resource management and employee engagement: A holistic assessment instrument. Corporate Social Responsibility and Environmental Management, 27(4), 1749-1760. Guerci, M., Radaelli, G., Siletti, E., Cirella, S., & Rami Shani, A. B. (2015). The impact of human resource management practices and corporate sustainability on organizational ethical climates: An employee perspective. Journal of Business Ethics, 126, 325-342. Jamali, D. R., El Dirani, A. M., & Harwood, I. A. (2015). Exploring human resource management roles in corporate social responsibility: The CSR‐HRM co‐creation model. Business Ethics: A European Review, 24(2), 125-143. Köllen, T. (2021). Diversity management: A critical review and agenda for the future. Journal of Management Inquiry, 30(3), 259-272. Lopez-Cabrales, A., & Valle-Cabrera, R. (2020). Sustainable HRM strategies and employment relationships as drivers of the triple bottom line. Human Resource Management Review, 30(3), 100689. Olsen, J. E., & Martins, L. L. (2012). Understanding organizational diversity management programs: A theoretical framework and directions for future research. Journal of Organizational Behavior, 33(8), 1168-1187. Pimenta, S., Duarte, A. P., & Simões, E. (2023). How socially responsible human resource management fosters work engagement: the role of perceived organizational support and affective organizational commitment. Social Responsibility Journal.ahead-of-print. Simões, E., Duarte, A. P., Neves, J., & Silva, V. H. (2018). Contextual determinants of HR professionals’ self-perceptions of unethical HRM practices. European Journal of Management and Business Economics, 28(1), 90-108.
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
- 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
- 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
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.
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.
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.
Healthy Organizational Cultures
The student that successfully completes this course will be able to:
LG1: Recognize the benefits of health promotion at work
LG2: Identify the main factors that influence occupational health and contribute to a healthy organizational culture
LG3: Develop the ability to critically evaluate appropriate management options for the development of healthy organizational cultures.
PC1. Contextualization of healthy organizational cultures
1.1. Definition of occupational health and organizational culture
1.2 Costs and benefits of occupational health promotion
1.3 The link between burnout, stress, health and well-being at work
1.4 Safe working environments
PC2. Developing Healthy Organizational Cultures
2.1 Organizational Values, Practices and Organizational Climate
2.2. Leadership
2.3 Job Design
2.4 Worker participation and empowerment
CP3. Organizational Interventions to Promote a Healthy Culture in Organizations
3.1 Organizational interventions aimed at health: a global analysis
3.2. Development, implementation and management of health promotion interventions
3.3 Core elements in the management of successful organizational interventions
Avaliação periódica: -Projeto de Grupo 45%: relatório escrito (com obrigatoriedade de apresentação oral ) -Exercícios realizados nas aulas semanalmente 5% -Teste individual 50%. No projeto de grupo e no teste: classificação mínima de 8 valores em cada um para fazer média, e mínimo de 10 valores na nota final.
Os alunos que reprovem, ou optem por não fazer a avaliação periódica, têm Exame final (100%) no qual a aprovação requer a classificação = ou > 10 valores.
• 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. • Dollard, M. F., Dormann, C., & Idris, M. A. (2019). Psychosocial safety climate: A new work stress theory. Springer International Publishing. • Edmondson, A. (2023). The fearless organization: creating psychological safety in the workplace. Wiley. • Jain, A., Leka, S., & Zwetsloot, G. I. (2018). Managing Health, Safety and Well-Being: Ethics, Responsibility and Sustainability. Springer.
Bliese, P. D., Edwards, J. R., & Sonnentag, S. (2017). Stress and well-being at work: A century of empirical trends reflecting theoretical and societal influences. Journal of Applied Psychology, 102(3), 389-402. Briner, R. (2019). The basics of evidence-based practice. People Strategy, 42(1), 7 Bliese, P. D., Edwards, J. R., & Sonnentag, S. (2017). Stress and well-being at work: A century of empirical trends reflecting theoretical and societal influences. Journal of Applied Psychology, 102(3), 389-402. Briner, R. (2019). The basics of evidence-based practice. People Strategy, 42(1), 7 Charalampous, M., Grant, C. A., Tramontano, C., & Michailidis, E. (2019). Systematically reviewing remote e-workers well-being at work: a multidimensional approach. European Journal of Work and Organizational Psychology, 28(1), 51-73. Clarke, S., Probst, T., Guldenmund, F., & Passmore, J. (2016). The Wiley Blackwell Handbook of the Psychology of Occupational Safety and Workplace Health. John Wiley & Sons, Ltd. 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. 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. 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. Rosenbaum, E., Grossmeier, J. Imboden,M., & Noeldner, S. (2020) ""The HERO Health and Well-Being Best Practices Scorecard in Collaboration With Mercer (HERO Scorecard). American Journal of Health Promotion, 34(3), 321-323. Saks, A. M. (2022). Caring human resources management and employee engagement. Human Resource Management Review, 32(3), 100835. 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. 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.
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.
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.
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
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).
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.
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.
Organizational Intervention Techniques
Students who successfully complete this course will be able to:
LO-A. Identify needs for organizational intervention;
LO-B. Develop strategies and processes for organizational intervention;
LO-C. 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
(1) Evaluation Throughout the Semester:
- Group assignment + Presentation (40%)
- Individual written test (50%)
For approval under evaluation throughout the semester, a minimum score of 9.5 is required in the individual test. According to IBS rules, attendance of at least 2/3 of the classes is required to be eligible for evaluation throughout the semester.
(2) Final Evaluation: Exam 100%
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.
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.
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).
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.
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.
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.
Cook, R., Harris, M., & Barber III, D. (2021). Management consulting projects: a step-by-step experiential guide. Routledge.
Kipping, M. & Clark, T. (2012). The Oxford handbook of management consulting. Oxford University Press.
Nissen, V. (2019). Advances in consulting research: Recent findings and practical cases. Springer.
Poulfelt, F., & Olson, T. H. (2017). Management consulting today and tomorrow: perspectives and advice from leading experts. Routledge.
Wickham, L., & Wilcock, J. (2020). Business and Management Consulting. Pearson UK.
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.
Sadler, P. (2001). Management Consultancy: a handbook for best practice. Kogan Page Publishers.
Schein, E. (2009) Helping: how to offer, give and receive help: Understanding effective dynamics in one-to-one, group, and organizational relationships. San Francisco: Berrett-Koehler
Wilkinson, J. W. (1986). Handbook of management consulting services. New York: McGraw-Hill.
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.
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.
Aguinis, H., & Kraiger, K. (2009). Benefits of Training and Development for Individuals and Teams, Organizations, and Society. Annual Review of Psycholog, 60, 451-474.
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.
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.
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.
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.
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
Onyeador, I. N., Mobasseri, S., McKinney, H. L., & Martin, A. E. (2024). A Future for Organizational Diversity Training: Mobilizing Diversity Science to Improve Effectiveness. Academy of Management Perspectives, (ja), amp-2023.
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
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.
Lourenco, D., & Ferreira, A. I. (2019). Self-Regulated Learning and Training Effectiveness. International Journal of Training and Development, 23(2), 117?134.
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.
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.
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.
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.
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.
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
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.
- 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.
- 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.
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).
Bassi,L.; Carpenter,R.& McMurrer,D.(2012).HR Analytics Handbook. Reed Business: Amsterdão.
Edwards, M. R., Edwards, K., & Jang, D. (2024). Predictive HR analytics: Mastering the HR metric. Kogan Page Publishers.
Durai D, S., Rudhramoorthy, K., & Sarkar, S. (2019). HR metrics and workforce analytics: it is a journey, not a destination. Human Resource Management International Digest, 27(1), 4-6.
Fitz-Enz, J., & Mattox, I. I. (2014). Predictive analytics for human resources. John Wiley & Sons.
Margherita, A. (2022). Human resources analytics: A systematization of research topics and directions for future research. Human Resource Management Review, 32(2), 100795.
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.
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.
Becker, B. Huselid, M. & Ulrich, D. (2001). The HR Scorecard: Linking People, Strategy and Performance. Boston: Harvard Business School Press.
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.
Chalutz Ben-Gal, H. (2019). An ROI-based review of HR analytics: practical implementation tools. Personnel Review, 48(6), 1429-1448.
Fitz-Enz,J.(2010).The New HR Analytics: Predicting the Economic Value of Your Company's Human Capital Investments. New York: Amacom.
Hill, S & Houghton, E. (2018). Getting started with people analytics: a practitioners? guide. CIPD
McCartney, S., & Fu, N. (2022). Bridging the gap: why, how and when HR analytics can impact organizational performance. Management Decision, 60(13), 25-47.
Shet, S. V., Poddar, T., Samuel, F. W., & Dwivedi, Y. K. (2021). Examining the determinants of successful adoption of data analytics in human resource management–A framework for implications. Journal of Business Research, 131, 311-326.
Leading Digital Transformation & Innovation
Students who successfully complete this course will be able to:
LO1 - Describe and compare theories on e-leadership and digital platforms for innovation.
LO2 - To know and critically evaluate the psychosocial processes that influence e-leadership and innovation in digital platforms.
LO3 - Using methods and techniques to diagnose and intervene in the main problems related with digital transformation and innovation in organizations.
PC1. Introductory approach to digitalization and digital platforms
PC2. Main drivers of digital disruptions in organizations
PC3. Innovation and change in organizations dynamics (blue Ocean Strategy)
PC4. Leading remote teams and innovation in organizations
PC5. Psychosocial processes in e-leadership and implementing a digital transformation strategy
PC6. Digital transformation across sectors
Assessment throughout the semester (1st Sitting Evaluation):
- Practical cases developed in class (40%)
- 1 individual written test without consultation (60%)
There is no exam option in the 1st Sitting Evaluation.
The minimum grade for the written test in the 1st 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 Evaluation - Written exam without consultation covering all the material taught during the semester.
Attendance criteria will not be taken into account in this curricular unit.
Bankins, S., Ocampo, A. C., Marrone, M., Restubog, S. L. D., & Woo, S. E. (2024). A multilevel review of artificial intelligence in organizations: Implications for organizational behavior research and practice. Journal of Organizational Behavior, 45(2), 159–182.
Bresciani, S., Ferraris, A., Romano, M., Santoro, G., (2021). Human Resource Management and Digitalisation, Digital Transformation Management for Agile Organizations: A Compass to Sail the Digital World. Emerald Publishing Limited
Brown, J. W. (2023). Leading the Digital Workforce. CRC Press.
Kim, W. C., & Mauborgne, R. (2005). Blue Ocean Strategy: How to Create Uncontested Market Space and Make the Competition Irrelevant. Boston, MA: Harvard Business School.
Rogers, D. L. (2023). The Digital Transformation Roadmap. Columbia University Press.
Salas, E., Goodwin, G. F. & Burke, C. S. (Eds.). (2009). Team effectiveness in complex organizations. Cross-disciplinary perspectives and approaches. New York: Psychology Press.
Anderson, D. L. (2023). Organizational Development - The Process of Leading Organizational Change. Sage
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.
Burke, W.W. (2014). Organization Change - Theory and Practice. Sage.
Burke, C. S., Shuffler, M. L., & Wiese, C. W. (2018). Examining the behavioral and structural characteristics of team leadership in extreme environments. Journal of Organizational Behavior, 39(6), 716–730.
Cameron, E. & Green, M. (2012). Making sense of change management - A complete guide to the models, tools and techniques of organizational change. Kogan Page.
Chamakiotis, P., Panteli, N., & Davison, R. M. (2021). Reimagining e-leadership for reconfigured virtual teams due to Covid-19. International Journal of Information Management, 60, 102381. https://doi.org/10.1016/j.ijinfomgt.2021.102381
Colbert, A., Yee, N., & George, G. (2016). The Digital Workforce and the Workplace of the Future. Academy of Management Journal, 59(3), 731–739.
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.
da Silva, L.B.P., Soltovski, R., Pontes, J., Treinta, F.T., Leitão, P., Mosconi, E., de Resende, L.M.M., Yoshino, R.T. (2022) Human resources management 4.0: Literature review and trends. Computers & Industrial Engineering 168, 108111.
Dionisio, M., de Souza Junior, S. J., Paula, F., & Pellanda, P. C. (2023). The role of digital transformation in improving the efficacy of healthcare: A systematic review. The Journal of High Technology Management Research, 34(1).
Donovan, T. (2023). HR in the age of AI: The Illusion of Control (Revolutionizing HR: Transforming People Management in the Digital Age). Independently published.
El Sawy, O. A., Kræmmergaard, P., Amsinck, H., & Vinther, A. L. (2016). How LEGO Built the Foundations and Enterprise Capabilities for Digital Leadership. MIS Quarterly Executive, 15(2), 141–166.
Ferreira, A. I. & Martinez, L. F. (2023). Manual de Diagnóstico e Mudança Organizacional. Lisboa: Edit. RH.
Guo, X., Li, M., Wang, Y., & Mardani, A. (2023). Does digital transformation improve the firm’s performance? From the perspective of digitalization paradox and managerial myopia. Journal of Business Research, 163.
Karp, R. (2022). Gaining Organizational Adoption: Strategically Pacing the Deployment of Digital Innovations. Academy of Management Journal, 1. https://doi.org/10.5465/amj.2020.0548
Lamarre, E., Smaje, K., & Zemmel, R. (2023). Rewired. John Wiley & Sons.
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26, 356-376.
Pandey, A., Grima, S., Pandey, S., & Balusamy, B. (2024). The Role of HR in the Transforming Workplace. CRC Press.
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, 574-587.
Sen, S. (2020). Digital HR Strategy. Kogan Page Publishers.
Tidd, J., & Bessant, J.R. (2018). Managing innovation: Integrating technological, market and organizational change. New York: Wiley.
Uitdewilligen, S., & Waller, M. J. (2018). Information sharing and decision-making in multidisciplinary crisis management teams. Journal of Organizational Behavior, 39(6), 731–748.
Vuchkovski, D., Zalaznik, M., Mitręga, M., & Pfajfar, G. (2023). A look at the future of work: The digital transformation of teams from conventional to virtual. Journal of Business Research, 163.
Westerman, G., Bonnet, D., McAffe, A. (2014). Leading digital: turning technology into business transformation. Boston: Harvard Business Review Press.
Zhang, M. J., Zhang, Y., & Law, K. S. (2022). Paradoxical Leadership and Innovation in Work Teams: The Multilevel Mediating Role of Ambidexterity and Leader Vision as a Boundary Condition. Academy of Management Journal, 65(5), 1652–1679.
Digital Communication in People Management
The student who successfully completes this Course will be able to:
LG1 - Describe the concepts of digital communication, social networks and their relationship with people management.
LG2 - Develop digital literacy in organizations.
LG3 - Identify the conditions that improve or threaten the effectiveness of digital communication and people management.
LG4 - Use methods and techniques to diagnose and intervene in the main problems related to digital communication and social media management.
1. Digitization in organizations: threats and opportunities.
2. The use of digital communication and management of social networks.
3. Technological modernization and people management.
4. Communication in contexts of hybrid work
5. Diagnosis and intervention througn social networks.
Evaluation continuous: Individual work with weight of 100% of the grade to deliver during the 1st season of exams.
Minimum score of 10 points.
No absenteeism criteron is required
Evaluation by exam: Who doesn't get pass in the 1st season can deliver new work in the 2nd season worth 100%.
Abbas, J., Wang, D., Su, Z., & Ziapour, A. (2021). The role of social media in the advent of COVID-19 pandemic: crisis management, mental health challenges and implications. Risk management and healthcare policy, 1917-1932. Chung, H., & Van der Lippe, T. (2020). Flexible working, work–life balance, and gender equality: Introduction. Social Indicators Research, 151(2), 365-381. Dhanesh, G. S., & Duthler, G. (2019). Relationship management through social media influencers: Effects of followers’ awareness of paid endorsement. Public Relations Review, 45(3), 101765. Lee, E. A., & Messerschmitt, D. G. (2012). Digital communication. Springer Science & Business Media. Nguyen, M. H., Gruber, J., Fuchs, J., Marler, W., Hunsaker, A., & Hargittai, E. (2020). Changes in Digital Communication During the COVID-19 Global Pandemic: Implications for Digital Inequality and Future Research. Social media+ society, 6(3), 2056305120948255. Oberländer, M., Beinicke, A., & Bipp, T. (2020). Digital competencies: A review of the literature and applications in the workplace. Computers & Education, 146, 103752.
Angelici, M., & Profeta, P. (2023). Smart working: work flexibility without constraints. Management Science. Jacobson, J., Gruzd, A., & Hernández-García, Á. (2020). Social media marketing: Who is watching the watchers?. Journal of retailing and consumer services, 53, 101774. Muninger, M. I., Hammedi, W., & Mahr, D. (2019). The value of social media for innovation: A capability perspective. Journal of Business Research, 95, 116-127. Spurk, D., & Straub, C. (2020). Flexible employment relationships and careers in times of the COVID-19 pandemic. Journal of vocational behavior, 119, 103435. Van Der Lippe, T., & Lippényi, Z. (2020). Co‐workers working from home and individual and team performance. New technology, work and employment, 35(1), 60-79.
Virtual Teams and E-leadership
The student that successfully completes this course will be able to:
LG1: Understand the advantages and threats to effective virtual teamwork in organizations
LG2: Experience and analyse the different dynamics of virtual teamwork throughout their different performance phases
LG3: Reflect on the role of technology for teamwork
LG4: Analyze the role of the virtual team leader for team effectiveness
PC1. Teams and Teamwork
1. What are teams and their main characteristics
2. Team effectiveness over time
PC2. Virtuality and Technology
1. Defining virtuality: structural and perceived virtuality
2. Impact of technology on interpersonal interaction: communication perspective
3. Collaborative software affordances
PC3: E-leadership
1. Team leadership perspectives
2. Impact of technology on leadership functions
3. E-leadership specific functions
Periodic evaluation implies: individual case analysis (30%); individual weekly logbook reflection (10%); team weekly challenge (20%); an individual test (40%)
Students who fail the delivery of any assignment, who score below 8 on any component, or that have attended less than 2/3 of total classes should take the final examination
Final evaluation: exam (100% of the final grade).
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. Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2001). Team leadership. The leadership quarterly, 12(4), 451-483. Larson, L., & DeChurch, L. A. (2020). Leading teams in the digital age: Four perspectives on technology and what they mean for leading teams. The leadership quarterly, 31(1), 101377. Gilson, L. L., Maynard, M. T., Jones Young, N. C., Vartiainen, M., & Hakonen, M. (2015). Virtual teams research: 10 years, 10 themes, and 10 opportunities. Journal of management, 41(5), 1313-1337. Handke, L., Costa, P. L., Klonek, F. E., O’Neill, T. A., & Parker, S. K. (2021). Team perceived virtuality: An emergent state perspective. European Journal of Work and Organizational Psychology, 30(5), 624-638. Kirkman, B. L., & Mathieu, J. E. (2005). The dimensions and antecedents of team virtuality. Journal of management, 31(5), 700-718.
Dennis, A. R., Fuller, R. M., & Valacich, J. S. (2008). Media, tasks, and communication processes: A theory of media synchronicity. MIS quarterly, 575-600. Costa, P., & Handke, L. (2023). 11. Virtuality and the eyes of the beholder: beyond static relationships between teams and technology. Handbook of Virtual Work, 199. Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “big five” in teamwork?. Small group research, 36(5), 555-599. Mathieu, J. E., Gallagher, P. T., Domingo, M. A., & Klock, E. A. (2019). Embracing complexity: Reviewing the past decade of team effectiveness research. Annual Review of Organizational Psychology and Organizational Behavior, 6, 17-46.
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%
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
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
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.
- 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
- 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.
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.
- 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
- 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.
Project in Human Resource Management and Organizational Consultancy
LG1. Conduct a proper bibliographic research using the available resources;
LG2. Identify and formulate a research problem for an intervention project;
LG3. Develop a literature review framing the research problem;
LG4. Answer, empirically, to the research problem by mastering the appropriate methodologies and research instruments;
LG5. Discuss critically his/her thesis;
LG6. Communicate his/her work in writing and orally.
PC1: Defining the research problem and the theoretical background (Introduction and needs diagnosis);
PC2: Defining the intervention program
PC3: Defining the evaluation method;
PC4: Norms to write and present the thesis (Preparing students to the defense)
The project should be defended in public, where the following components will be considered: technical component; written format and oral skills and presentation. The project should be delivered following the norms and deadlines established by the ISCTE-IUL Business School.
Bibliography- Turabian, K.L. (2013). A manual for writers of research papers, theses, and dissertations. Chicago: University of Chicago.
- Roberts, C. M. (2010). The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation. Newbury Park, CA: Corwin.
- Riley, M. & Wood, R. C., Clark, M.A. , Wilkie, E., & Szivas, E. (2000). Researching and writing dissertations in business and management. Hampshire: Cengage Learning EMEA
- Klimoski, R. , Dugan, B., Messikomer, C., & Chicchio, F. (2014). Advancing human resource project management (J-B SIOP Professional Practice Series). New York, NY: Pfeiffer
- Gray, D.E. (2013). Doing research in the real world. London: SAGE.
- Bui, Y. N. (2013). How to write a master’s thesis. London: SAGE.
- American Psychological Association (2010). Publication Manual [Pub Manual] of the American Psychological (Psych) Association Sixth (6th) Edition. Washington, DC: APA.
Dissertation in Human Resource Management and Organizational Consultancy
LG1. Conduct a proper bibliographic research using the available resources;
LG2. Identify and formulate a research problem for a research project;
LG3. Develop a literature review framing the research problem;
LG4. Answer, empirically, to the research problem by mastering the appropriate methodologies and research instruments;
LG5. Critically discuss his/her thesis;
LG6. Communicate his/her work in writing and orally, following the ISCTE-IUL Business School guidelines..
1. Defining the problem and the research goals and the corresponding theoretical framework (Introduction)
2. Defining the research design according to the problem and goals (Method)
3. Presenting and interpreting results (Data analysis and results; Discussion and conclusions)
4. Norms to write and present the thesis (Preparing students to the defense)
The thesis should be defended in public, where the following components will be considered: technical component; written format; c) oral skills and presentation. The Thesis should be delivered following the norms and deadlines established by the ISCTE-IUL Business School.
The thesis will be individually supervised. Additionally, the following methodology should be considered:
Turabian, K.L. (2013). A manual for writers of research papers, theses, and dissertations. Chicago: University of Chicago.
Roberts, C. M. (2010). The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation. Newbury Park, CA: Corwin.
Riley, M. & Wood, R. C., Clark, M.A. , Wilkie, E., & Szivas, E. (2000). Researching and writing dissertations in business and management. Hampshire: Cengage Learning EMEA
Bui, Y. N. (2013). How to write a master’s thesis. London: SAGE.
American Psychological Association (2010). Publication Manual [Pub Manual] of the American Psychological (Psych) Association Sixth (6th) Edition. Washington, DC: APA.
Objectives
The aim of this Master's degree is to transmit and disseminate scientific knowledge related to HRM, in accordance with the highest international standards, which provide economic, social and cultural value to society. At the end of the cycle, students will be able to identify, diagnose and intervene in challenges related to people management within organizations. Challenges stand out in terms of managing change and innovation, well-being and health at work, sustainability and optimizing the potential of digital tools to monitor processes and inform decisions.
The main objectives of the program are:
Enable students to critically reflect on the central themes of human resources management.
Foster the ability to analyze complex topics in depth, as a precursor to decision-making and development of organizational interventions.
Promote innovation in human resource management practices and organizational behavior.
Provide students with practical tools for understanding, analyzing and intervening in organizations.
Enhance contact with the reality of practice, through active methodologies and involvement of professionals.
By the end of the program, the students in the Master in Human Resources Management and Organizational Consulting will have gained the following competencies and reached the following learning objectives:
1) Competence in producing written communication in business environments with impact and effectiveness, namely:
1.1) Produce a well-structured written document
1.2) Clearly identify and communicate the relevant key messages within a written document
1.3) Clearly express the link between theoretical arguments and specific practical issues within a written document
1.4) Effectively summarize ideas and conclusions within a written document
2) Competence in delivering oral communication in a business environment with impact and effectiveness, namely:
2.1) Select the appropriate format for a given presentation
2.2) Demonstrate confidence that the communication was well-prepared
2.3) Develop and make presentations with impact
3) Competence in ethical behavior, responsibility, and sustainability, namely:
3.1) Identify and discuss the myriad challenges surrounding corporate responsibility and/or sustainability
3.2) Recognize and critically reflect on ethical dilemmas
4) Competence in Thinking critically about topics, namely:
4.1) Select and interpret relevant data and references from academic and non-academic sources
4.2) Analyse issues effectively, leading to the formulation of well-supported conclusions or solutions
5) Competence in teamwork and interpersonal dealing, namely:
5.1) Organize and allocate tasks among group members to meet goals in an efficient and effective manner
5.2) Show a willingness to listen to others and exhibit curiosity about what people are saying and experiencing
5.3) Schedule tasks to meet milestones deadlines
6) Competence in Human Resources Management and Organizational Consulting, namely:
6.1) Choose an appropriate diagnostic strategy to manage organizational problems (diagnosis)
6.2) Develop new solutions that have the potential to meet current and future customers’ needs (intervention)
6.3) Critically analyze on existing HR practices to current and potential customers (theory)
6.4) Apply adequate scientific methodologies to analyse issues in the fields of HRM and Organizational Behavior (methodology).
Accreditations