ibs.iscte.ptibs.iscte.pt/en/uploads/files/Ano Lectivo 2011 2012... · Web viewContinuous evaluation...

MSc in Human Resources Management

Course Advanced Management of Human Resources Systems

Class instructor Henrique Duarte

Semester 1st

Hours 30

ECTS Credit Units

6

Syllabus Content

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

4. Labour market characteristics and external equity.

Grading - 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.

Main Text Books - Baruch, Y. (2004). Managing Careers: Theory and practice. Prentice Hall- Boxall, P. e Purcell, J. (2003). Strategy and human resource 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, 41-79.- Kabanoff, B. (1991). Equity, equality, power, and conflict. Academy of Management Review, 16 (2), 416-441.- 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), 711-737.- Townley, B. (1993). Foucault, power/knowledge, and its relevance for human resource management. Academy of Management Review, 18 (3), 518-545.


Course Applied Quantitative Methods

Class instructor Graça Trindade

Semester 1st

Hours 30

ECTS Credit Units

6

Syllabus Content

1.1 Review of Descriptive statistics: univariate1.2 Review of Descriptive statistics: bivariate1.3 Inferential statistics:1.3.1 Confidence intervals1.3.2 Parametric and non parametric tests: a review1.4. Multivariate statistics1.4.1 MANOVA1.4.2 Factor Analysis 1.4.3 Cluster analyses1.4.4 The multiple linear regression model.

Grading 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.

Main Text Books 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.


Course Human Capital Management

Class instructor Alexandra Fernandes

Semester 2nd

Hours 30

ECTS Credit Units

6

Syllabus Content

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.

Grading 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).

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.

Main Text Books - 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:


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.


Course Leadership and Organizational Communication

Class instructor Qin Zhou

Semester 2nd

Hours 30

ECTS Credit Units

6

Syllabus Content

1. Introduction: the role of leadership in shaping organizational communication2. 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

Grading 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).

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.

Main Text Books 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, 637-647.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


leadership. Academy of Management Executive, Vol. 13 (1), 70. Jago, A. (1982). Leadership: Perspectives In Theory And Research. Management Science, 28, 315-336.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 EditionsYukl, G. (2006). Leadership in organizations (6th ed.). Englewood Cliff, NJ: Prentice-Hall.


Course Management Consulting

Class instructor Luís Martins

Semester 2nd

Hours 30

ECTS Credit Units

6

Syllabus Content

I-The role of the consultation in the organizationalDevelopment

II-Process ConsultationII.1-The relationship in the process of consultationII.2-The interaction with the client

III-Process Consultation in ActionIII.1-Communication and feed-backIII.2-Active Inquiry and ListeningIII.3-Interventions:task process in groups andInterpersonal processesIII.4-Ten Principles as the essence of processConsultation

IV-Case Studies

Grading - Written Test or Individual assignment: Theweight in the final grade is 50%.- Group Assignment: the weight of this assignmentto the final grade is 50%.

Students that choose not to do any of theassignments or any of the presentations, andstudents excluded from continuous evaluation cantake a final exam that corresponds to 100% of thefinal grade.

Main Text Books 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


Course Personal Management and Development

Class instructor Aristides Ferreira

Semester 1st

Hours 30

ECTS Credit Units

6

Syllabus Content

1. Management of organizational knowledgei. Cycle of knowledge conversionii. Causal model of organizational action learning (Bartlett & Ghoshal, 1993)iii. The role of technology in personal and organizational development

2. Training and developmenti. Regulations on professional training ii. Training management and developmentiii. Training assessment

3. E-Learning and its implementation

4. Formal learning and life-long learning

5. Coaching e Mentoringi. Conceptualizationii. Models, Programs e Inovationsiii. Organizational Integration iv. Program assessment

Grading 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%)

Final exam Covering all program subjects.

Main Text Books 1. Aguinis, H., & Kraiger, K. (2009). Benefits of Training and Development for Individuals and Teams, Organizations, and Society. Annual Review of Psycholog, 60, 451-474.

2. Baron, L., & Morin, L. (2009). The coach-coachee relationship in


executive coaching: A field study. Human Resource Development Quarterly, 20(1), 85-106.

3. Barosa-Pereira, A. (2007). Coaching em Portugal. Teoria e Prática. 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), 107-128.

5. 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), 467-483.

6. 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), 706-716.

9. 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), 487-503.

13. Petriglieri, G., & Petriglieri, J. (2010). Identity Workspaces: The Case of Business Schools. Academy of Management Learning & Education, 9(1), 44-60.

14. 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, 399-441.


Course Strategic Human Resources Management

Class instructor Francisco Nunes

Semester 1st

Hours 30

ECTS Credit Units

6

Syllabus Content

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.

Grading The evaluation system includes: - Participation in class (intervention in analysed topics) and making short reports about the subjects discussed (30%)

- Final test (70%)

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

Main Text Books Course materialsBilhim, João Abreu de Faria, Questões Actuais de Gestão de Recursos Humanos, Lisboa, ISCSP, 2002Bilhim, João Abreu de Faria, Gestão Estratégica de Recursos Humanos, Lisboa, ISCSP, 2004Buchanan, D. e Huczynski, A. Organizational Behaviour: An Introductory Text, Londres, Prentice Hall, 3ªEd. 1997 Caetano, António e Vala, Jorge, (orgs.) Gestão de RH contextos, processos e técnicas, Lisboa, Editora RH, 2000Ferreira, J., Neves, J. e Caetano, A. Manual de Psicossociologia das Organizações, Lisboa, McGraw-Hill, 2001Vários, Manual de Gestão de Pessoas e do Capital Humano, Lisboa, Ed. Sílabo, 2008


Course Stress, Health and Well-Being at Work

Class instructorSemester 2nd

Hours 30

ECTS Credit Units

6

Syllabus Content

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 approaches2. Determinants and moderators 3. Outcomes of stress4. Copping and management of stress

III Conception of healthy workplaces1. Ergonomical approach2. Culture of safety/security

IV New challenges in context of work 1. Aging at work 2. Balance between work and family life3. Mobbing, bullying and violence at work 4. Harassment and discrimination

Grading 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.

Main Text Books - Schabracq, M., Winnubst, J. e Cooper, C. (2003). The handbook of work and health psychology. Chichester: John Wiley & Sons.


- 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;


Course Entrepreneurship and Venture Creation (elective)

Class instructor Gonçalo Pernas

Semester 2nd

Hours 30

ECTS Credit Units

6

Syllabus Content

I. The entrepreneur as an individual1. Introduction - the nature of entrepreneurship2. The entrepreneur as an individualII. The entrepreneur in the macroeconomicenvironment3. The economic function of the entrepreneur4. Social and not-for-profit entrepreneurshipIII. The entrepreneurial process and newventure creation5. The entrepreneurial process6. Business opportunity, resources andorganisation7. Intrapreneurship and the changing role of theentrepreneur in the consolidated organisationIV. Choosing a direction8. Entrepreneurial vision, mission and strategy9. The entrepreneur’s business plan and financialsupport10. Selecting new venture projectsV. Initiating and developing the new venture11. Window metaphor12. Growth and consolidation of theentrepreneurial venture

Grading • INDIVIDUALClass 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 well-prepared – 1%• Develop and make presentations with impact –4%II – Business plan presentation – 10%• Demonstrate confidence and that thecommunication was well-prepared – 2,5%• Develop and make presentations with impact –


7,5%III – Business Plan – 35%• Produce a well structured document – 7,5%• Select and interpret relevant data andreferences from academic and non-academicsources – 7,5%• Apply appropriate methodologies or formulas –12,5%• Formulate well-supported conclusions orsolutions – 7,5%• NOTESo Class attendance and participation in classdiscussion is expected and absences willaffect the final grade.o The due dates for assignments andworkgroups are non-negotiable and latesubmission of assignments is penalized

Main Text Books Wickham, Philip A. (2007), “Strategic Entrepreneurship”, Financial Times Press, 4th Edition, p. 648.

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