MSc in Human Resources Management

Transcription

1 MSc in Human Resources Management Contents Advanced Management of Human Resources Systems... 2 Applied Quantitative Methods... 4 Human Capital Management... 5 Leadership and Organizational Communication... 7 Management Consulting... 9 Personal Management and Development Strategic Human Resources Management Stress, Health and Well-Being at Work Entrepreneurship and Venture Creation (elective)

2 Advanced Management of Human Resources Systems Henrique Duarte 1 st 1. Introduction Strategic human resources management and control, career management and reward systems 2. Integration of HR systems - Direct and indirect control on organizations - Relationship between kinds of control and performance appraisal schemes. - Career management based on appraisal and competence schemes. - Actual issues on career management. - Definition of reward policies attaining the individual or group appraisal schemes. - Definition of rewards based on job evaluation schemes. - Definition of rewards based on competence development 3. Building and implementing reward structures. - Kinds of rewards - Definition of reward levels. - Internal equity and reward levels - Organizational effects of equity and equality policies. - Implementing reward structures and calculating financial impacts - Legitimacy and HR Systems - Organizational communication of changes on reward structures Main Text Books 4. Labour market characteristics and external equity. - Group assignment with 3 phases: 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 each of the assignments or that have more than 20% of absenteeism will be excluded from continuous evaluation. Students that choose not to do any of the assignments or any of the presentations, and students excluded from continuous evaluation can take a final assignment that corresponds to 100% of the final grade. - Baruch, Y. (2004). Managing Careers: Theory and practice. Prentice Hall - Boxall, P. e Purcell, J. (2003). Strategy and human resource 2

3 management. Palgrave - Cascio, W. F. e Aguinis, H. (2005). Applied psychology in human resource management. Prentice Hall - Coens, T. e Jenkins, M. (2000). Abolishing performance appraisals. Berrett-Koehler Publishers - Galang, M., Elsik, W. e Russ, G. (1999). Legitimacy in human resources management. Research in Personnel and Human Resources Management, 17, Kabanoff, B. (1991). Equity, equality, power, and conflict. Academy of Management Review, 16 (2), Milkovich, G. e Newman, J. (2005) Compensation. McGraw Hill - Snell, S. e Youndt, M. (1995). Human resource management and firm performance: Testing a contingency model of executive controls. Journal of Management, 21 (4), Townley, B. (1993). Foucault, power/knowledge, and its relevance for human resource management. Academy of Management Review, 18 (3),

4 Applied Quantitative Methods Graça Trindade 1 st Main Text Books 1.1 Review of Descriptive statistics: univariate 1.2 Review of Descriptive statistics: bivariate 1.3 Inferential statistics: Confidence intervals Parametric and non parametric tests: a review 1.4. Multivariate statistics MANOVA Factor Analysis Cluster analyses The multiple linear regression model. The continuous evaluation includes the realization of: a) An individual test (60%); b) A team coursework (40%) with oral discussion. c) The continuous evaluation requires that students attend at least 80% of classes. Approval grade will be reached by the students that obtain a final minimum grade of 10, provided that they did not had a grade lower than 8 in the individual test. Those who obtain a grade higher than 16 will be subject to an oral examination to defend their grades. Evaluation can also be through final examination, with 60% weight, as well as a group coursework, with 40% weight, subject to an oral discussion. Students that obtain a grade higher than 16 will be subject to an oral examination to defend their grades. 1] Reis, E., P. Melo, R. Andrade e T. Calapez (2001). Estatística Aplicada, Vol 1 e 2. Edições Sílabo. [2] Reis, Elizabeth (1997). Estatística Multivariada Aplicada. Edições Sílabo. [3] Maroco, J. (2006), Análise Estatística com utilização do SPSS. 2ª Ed. Edições Sílabo. [4] Pereira, A. (2006). SPSS: Guia Prático de Utilização. 6ª ed., Lisboa: Sílabo. [5] Folhas de apoio elaboradas pela docente. 4

5 Human Capital Management Alexandra Fernandes 2 nd 1.Complexity of the markets and the emergence of human capital management; 2. Organizational learning as a factor of competition of organizations; 3. Knowledge management in organizations; 4. Tangible assets; 5. Sources and dispersion of intellectual capital; 6. Well known human management models; 7. The practice of Balanced ScoreCard; 8. Knowledge capital of Balanced ScoreCard. The assessment of this learning-teaching unit is achieved in two periods: (1) during the learning-teaching term, and (2) final valuation, in two epochs. During the leaning-teaching term, there will be used, for each learning objective, the following valuation instruments: - Attendance/participation of the student (10%); - 1 Essay (individual and/or group) presented during the learning teaching term, highlighting skills analysis and synthesis shown (20% each). Main Text Books The acquisition and development of these competences will have an individual classification, of 0 to 20 points, with a weight of 70% in the final classification of the learning unit. This valuation presupposes a student s attendance (and punctuality) equal or below 80%. The final valuation will have the instruments (frequency and exams) and the valuation moments (1st and 2nd epoch) and will be in accordance with the norms edited by ISCTE-Business School. This final evaluation will represent 50% of the final classification of the LU. - Textos de Apoio teórico/práticos a facultar pela equipa docente durante o semestre; - Amaral, P. E Pedro, J. (2004). O capital conhecimento. Lisboa: Universidade Católica Portuguesa. - Becker, B., Huselid, M. E Ulrich, D. (2001). The HR Scorecard: Linking People, Strategy and Performance, Boston: Harvard Business School Press. - Fernandes, A. (2007). Tipologia de Aprendizagem Organizacional: Teorias e Estudos, Lisboa: Livros Horizonte; - Kaplan, R. e Norton, D.(1996). The Balanced Scorecard, Boston: 5

6 Harvard Business School Press. - Kaplan, R. e Norton, D.(2004). Strategy maps: Converting intangible assets into tangible outcomes, Boston: Harvard Business School Press. - Pinto, F. (2007). O Balanced Scorecard. Lisboa: Edições Sílabo. 6

7 Leadership and Organizational Communication Qin Zhou 2 nd 1. Introduction: the role of leadership in shaping organizational communication 2. Leadership and communication - A communication approach to classic leadership models - Communication and transformational leadership - The role of communication in creating charismatic leadership - Strategic leadership and communication - Management competence communication development plans - The role of communication in organizational change Continuous evaluation will integrate three components - A individual assignment: a comment on a specific scientific article related to program (30% of the final grade). - A group assignment: the critical analysis of a communication audit instrument and a improvement proposal (30% of the final grade) 3- A individual written test (40% of the final grade). Main Text Books Students who fail the delivery of any assignment or make any presentation, or that have more than 20% of absenteeism should take the final examination. Students that choose not to do any of the assignments or any of the presentations, and students excluded from continuous evaluation can take a final exam that corresponds to 100% of the final grade. Bass, B. M. (Ed.) (1990). Stogdill s Handbook of Leadership. A survey of theory and research. New York: The Free Press. Bennis, W., Spreitzer, G., & Cumings, T. (Eds) (2001). The future of leadership. San Francisco: Jossey-Bass. Bryman, A. (1992). Charisma and leadership in organizations. London: Sage Publications. Chaney, L. H. & martin, J. S. (2004). Intercultural business communication, 3ª ed., Upper Sadle River, Pearson. Conger, J. A. & Kanungo, R. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. Academy Of Management Review, 12, Conger, J. A. & Kanungo, R. N. (1998). Charismatic leadership in organizations, Sage Publications, London. Ferreira, J. M. C., Neves, J. G. & Caetano, A. (2001). Manual de Psicossociologia das Organizações. Lisboa, McGraw-Hill. Ireland, R. Duane; Hitt, Michael A. (1999). Achieving and maintaining strategic competitiveness in the 21st century: The role of strategic 7

8 leadership. Academy of Management Executive, Vol. 13 (1), 70. Jago, A. (1982). Leadership: Perspectives In Theory And Research. Management Science, 28, Jesuíno, J.C. (1987). Processos de Liderança. Lisboa: Livros Horizonte. Kark, R., Shamir, B.& Chen, G. (2003). The Two Faces of Transformational Leadership:Empowerment and Dependency.Journal of Applied Psychology, Vol. 88, No. 2, 246?255 Mitchell, T. R. & Larson, J. R. (1987). People in Organizations. (3.ed.) New York: McGraw-Hill. Neves, J. G., Garrido, M. & Simões, J. E., (2008). Manual de competências pessoais, interpessoais e instrumentais: teoria e prática, (2ª ed.), Edições Sílabo, Lisboa. Reto, L. & Lopes A. (1992). Liderança e Carisma. Lisboa: Editorial Minerva. Tubbs, S. L. & Moss, S. (1994). Human Communication, 7ª ed., McGraw-Hill International Editions Yukl, G. (2006). Leadership in organizations (6th ed.). Englewood Cliff, NJ: Prentice-Hall. 8

9 Management Consulting Luís Martins 2 nd I-The role of the consultation in the organizational Development II-Process Consultation II.1-The relationship in the process of consultation II.2-The interaction with the client III-Process Consultation in Action III.1-Communication and feed-back III.2-Active Inquiry and Listening III.3-Interventions:task process in groups and Interpersonal processes III.4-Ten Principles as the essence of process Consultation Main Text Books IV-Case Studies - Written Test or Individual assignment: The weight in the final grade is 50%. - Group Assignment: the weight of this assignment to the final grade is 50%. Students that choose not to do any of the assignments or any of the presentations, and students excluded from continuous evaluation can take a final exam that corresponds to 100% of the final grade. Levinson H.(2004 ),Organizational Assessment. A step by step guide to effective consulting, American Psychological Association Schein E. (1999), Process Consultation. Revisited Building the Helping Relationship,Addison-Wesley 9

10 Personal Management and Development Aristides Ferreira 1st 1. Management of organizational knowledge i. Cycle of knowledge conversion ii. Causal model of organizational action learning (Bartlett & Ghoshal, 1993) iii. The role of technology in personal and organizational development 2. Training and development i. Regulations on professional training ii. Training management and development iii. Training assessment 3. E-Learning and its implementation 4. Formal learning and life-long learning 5. Coaching e Mentoring i. Conceptualization ii. Models, Programs e Inovations iii. Organizational Integration iv. Program assessment Students may attend this course either on a continuous evaluation regime or final exam regime. Continuous regime: To participate in a continuous evaluation regime, students must attend at least 70% of the classes and complete the required assignments: They must also do the following: 1. Teamwork: a report and the presentation and discussion in class (percentage of the grade:50%) 2. Written individual test (percentage of the grade:50%) Main Text Books Final exam Covering all program subjects. 1. Aguinis, H., & Kraiger, K. (2009). Benefits of Training and Development for Individuals and Teams, Organizations, and Society. Annual Review of Psycholog, 60, Baron, L., & Morin, L. (2009). The coach-coachee relationship in executive coaching: A field study. Human Resource Development Quarterly, 20(1), Barosa-Pereira, A. (2007). Coaching em Portugal. Teoria e Prática. 10

11 Lisboa: Sílabo. 4. Burke, L., & Hutchins, H. (2008). A study of best practices in training transfer and proposed model of transfer. Human Resource Development Quarterly, 19(2), Cooper, J., Basson, J., & Schaap, P. (2006). A training programme based on the principles of social constructivism and focused on developing people for the future world of work: An evaluation. Human Resource Development International, 9(4), Cunha, M.P., Rego, A., Cunha, R.C., & Cabral-Cardoso, C. (2003). Manual de Comportamento Organizacional e Gestão. Lisboa: RH Editora. 7. Ferreira, J.M., Neves, J., Caetano, A. (Coords) (2001). Manual de Psicossociologia das Organizações. Lisboa: McGraw-Hill. 8. Kirkman, B., Rosen, B., Tesluk, P., & Gibson, C. (2006). Enhancing the transfer of computer-assisted training proficiency in geographically distributed teams. Journal of Applied Psychology, 91(3), Landale, A. (1999) (Ed). Gower handbook of training and development. Brookfield: Gower Publishing Limited. 10. Magalhães, R. 2005). Gestão do conhecimento organizacional. Lisboa: Edições Sílabo. 11. Morrison, D. (2003). E-Learning Strategies. West Sussex: John Wiley & Sons. 12. Parker, P., Hall, D., & Kram, K. (2008). Peer Coaching: A Relational Process for Accelerating Career Learning. Academy of Management Learning & Education, 7(4), Petriglieri, G., & Petriglieri, J. (2010). Identity Workspaces: The Case of Business Schools. Academy of Management Learning & Education, 9(1), Ragins, B.R. & Kram, K.E. (Eds) (2007). The handbook of mentoring at work. Los Angels, CA: Sage. 15. Tannenbaum, S.I. & Yukl, G. (1992). Training and development in work organizations. Annual Review of Psychology, 43,

12 Strategic Human Resources Management Francisco Nunes 1st 1. The problematic about the organizational concept and respective incidence on tactical and strategics HRM procedures. 2. Characterization, mean and logical articulation of HRM procedures, in order to a tactical or strategic procedure. 3. Articulation and reciprocal influences among the HRM and the organizational evolution and respective environment. 4. The actual organizational challenges and respective incidence at HRM. The evaluation system includes: - Participation in class (intervention in analysed topics) and making short reports about the subjects discussed (30%) - Final test (70%) Main Text Books This global grading system requires a rate of attendance to classes of at least 80%; Otherwise it will fail and to get approval in the unit it will apply to the 2nd chance final exam Course materials Bilhim, João Abreu de Faria, Questões Actuais de Gestão de Recursos Humanos, Lisboa, ISCSP, 2002 Bilhim, João Abreu de Faria, Gestão Estratégica de Recursos Humanos, Lisboa, ISCSP, 2004 Buchanan, D. e Huczynski, A. Organizational Behaviour: An Introductory Text, Londres, Prentice Hall, 3ªEd Caetano, António e Vala, Jorge, (orgs.) Gestão de RH contextos, processos e técnicas, Lisboa, Editora RH, 2000 Ferreira, J., Neves, J. e Caetano, A. Manual de Psicossociologia das Organizações, Lisboa, McGraw-Hill, 2001 Vários, Manual de Gestão de Pessoas e do Capital Humano, Lisboa, Ed. Sílabo,

13 Stress, Health and Well-Being at Work 2 nd I. The health and quality of life and its relation with the context of the work 1. Individual factors 2. Organizational factors 3. Contextual factors II. Stress in the work 1. Concepts and approaches 2. Determinants and moderators 3. Outcomes of stress 4. Copping and management of stress III Conception of healthy workplaces 1. Ergonomical approach 2. Culture of safety/security Main Text Books IV New challenges in context of work 1. Aging at work 2. Balance between work and family life 3. Mobbing, bullying and violence at work 4. Harassment and discrimination The assessment of this learning-teaching unit can be is achieved in two models: 1. During the leaning-teaching term, there will be used, the following valuation instruments: a) Lecture participation /intervention of the student (10%); b) Reporting, highlighting skills analysis and synthesis shown + oral discussion (40%); c) An work papers on group (make a diagnoses and a proposal for intervention in a organization) (50%). This valuation presupposes a student s attendance (and punctuality) equal or below 80%. The final valuation is the exam, will be in accordance with the norms edited by ISCTE-Business School. Final classification between 8,0 and 9,5 values have to do an oral examination. - Schabracq, M., Winnubst, J. e Cooper, C. (2003). The handbook of work and health psychology. Chichester: John Wiley & Sons. 13

14 - Cooper, C. e Payne, R. (1988). Causes, coping and consequences of stress at work. Chichester: John Wiley & Sons. - Textos de Apoio teórico/práticos a facultar/indicar pela equipa docente nas aulas; 14

15 Entrepreneurship and Venture Creation (elective) Gonçalo Pernas 2 nd I. The entrepreneur as an individual 1. Introduction - the nature of entrepreneurship 2. The entrepreneur as an individual II. The entrepreneur in the macroeconomic environment 3. The economic function of the entrepreneur 4. Social and not-for-profit entrepreneurship III. The entrepreneurial process and new venture creation 5. The entrepreneurial process 6. Business opportunity, resources and organisation 7. Intrapreneurship and the changing role of the entrepreneur in the consolidated organisation IV. Choosing a direction 8. Entrepreneurial vision, mission and strategy 9. The entrepreneur s business plan and financial support 10. Selecting new venture projects V. Initiating and developing the new venture 11. Window metaphor 12. Growth and consolidation of the entrepreneurial venture INDIVIDUAL Class attendance and participation 10% Attendance 2,5% Participation 7,5% Final Exam (Minimum of 8 out of 20) 40% GROUP (MINIMUM OF 10 OUT OF 20) I Concept presentation and approval 5% Demonstrate confidence and that the communication was wellprepared 1% Develop and make presentations with impact 4% II Business plan presentation 10% Demonstrate confidence and that the communication was well-prepared 2,5% 15

16 Develop and make presentations with impact 7,5% III Business Plan 35% Produce a well structured document 7,5% Select and interpret relevant data and references from academic and non-academic sources 7,5% Apply appropriate methodologies or formulas 12,5% Formulate well-supported conclusions or solutions 7,5% NOTES o Class attendance and participation in class discussion is expected and absences will affect the final grade. o The due dates for assignments and workgroups are non-negotiable and late submission of assignments is penalized Main Text Books Wickham, Philip A. (2007), Strategic Entrepreneurship, Financial Times Press, 4 th Edition, p