2025
Human Ressources Management
Name: Human Ressources Management
Code: SOC08021M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Sociology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
The UC program was designed to provide students with the knowledge, skills, and competencies necessary to understand and apply people and organizational development practices and strategies in a work context. To achieve this goal, following specific objectives:
1. Understand the theoretical, evolutionary, and international foundations of Human Resource Development (HRD).
2. Learn about models of learning, development, and performance management in organizations
3. Recognize the influence of culture, identity, and ethics on HRD practices
4. Diagnose needs and plan training and development programs
5. Apply methodologies of coaching, mentoring, counseling, and organizational change management
6. Evaluate and critically reflect on HRD practices and policies
7. Integrate HRD into organizational strategy and team management
8. Lead based on ethical, creative, and inclusive principles
9. Demonstrate autonomy, critical thinking, and continuous learning.
1. Understand the theoretical, evolutionary, and international foundations of Human Resource Development (HRD).
2. Learn about models of learning, development, and performance management in organizations
3. Recognize the influence of culture, identity, and ethics on HRD practices
4. Diagnose needs and plan training and development programs
5. Apply methodologies of coaching, mentoring, counseling, and organizational change management
6. Evaluate and critically reflect on HRD practices and policies
7. Integrate HRD into organizational strategy and team management
8. Lead based on ethical, creative, and inclusive principles
9. Demonstrate autonomy, critical thinking, and continuous learning.
Contents
1. Fundamentals of HRD
1.1. Definition and evolution of the concept
1.2. Disciplinary origins and theoretical foundations
2. Learning
2.1. Organizational Learning
2.2. Organizational Development
2.3. Workplace Learning
3. Training
3.1. Planning, design, and organization of training
3.2. Evaluation of training effectiveness
3.3. Evaluation of training outcomes
4. Performance Management
4.1. Strategic HRD
4.2. Change management
4.3. Leadership and performance management
4.4. Creativity and HRD
5. Organizational Culture
5.1. The social construction of organizational reality
5.2. The question of identity
6. International HRD
6.1. Building an international HRD framework
6.2. Workplace diversity, interculturality, and cultural adaptation
6.4. International mobility
6.5. Global strategies and ethical and legal challenges
7. Critical Perspective of the Sociology of HRD
1.1. Definition and evolution of the concept
1.2. Disciplinary origins and theoretical foundations
2. Learning
2.1. Organizational Learning
2.2. Organizational Development
2.3. Workplace Learning
3. Training
3.1. Planning, design, and organization of training
3.2. Evaluation of training effectiveness
3.3. Evaluation of training outcomes
4. Performance Management
4.1. Strategic HRD
4.2. Change management
4.3. Leadership and performance management
4.4. Creativity and HRD
5. Organizational Culture
5.1. The social construction of organizational reality
5.2. The question of identity
6. International HRD
6.1. Building an international HRD framework
6.2. Workplace diversity, interculturality, and cultural adaptation
6.4. International mobility
6.5. Global strategies and ethical and legal challenges
7. Critical Perspective of the Sociology of HRD
Teaching Methods
Considering the theoretical?practical nature of the curricular unit, the adopted teaching and learning methodologies are aligned with a student-centered pedagogical model, privileging active, reflective, and collaborative learning.
The methodologies combine moments of theoretical exposition with practical and participatory activities, promoting the integration of conceptual and applied knowledge and encouraging students to challenge conventional assumptions and everyday reasoning.
The main methodologies employed include:
Theoretical?practical sessions, using guided discussion, case analysis, and problem-solving exercises;
Individual and group assignments, involving the development of training projects, organizational diagnostics, and human resource development strategies;
Case studies and simulations, to apply theories and tools in real organizational contexts;
Debates and critical reflection activities, designed to stimulate critical thinking, autonomy, and self-regulated learning;
Formative supervision and feedback, to support students? personal and professional development;
Participation in conferences and seminars relevant to the themes addressed in the curricular unit;
In-person and online tutorial sessions, providing clarification of doubts and study support;
Presentation and discussion of specialized journals, to promote engagement with current professional and academic literature;
Access to resources and learning activities made available by the instructor on the Moodle platform (http://www.moodle.uevora.pt).
These methodologies ensure coherence with the defined learning outcomes, fostering the development of theoretical knowledge, technical and interpersonal skills, as well as strategic, ethical, and intercultural competences essential for professional practice in the field of Human Resource Development (HRD).
The methodologies combine moments of theoretical exposition with practical and participatory activities, promoting the integration of conceptual and applied knowledge and encouraging students to challenge conventional assumptions and everyday reasoning.
The main methodologies employed include:
Theoretical?practical sessions, using guided discussion, case analysis, and problem-solving exercises;
Individual and group assignments, involving the development of training projects, organizational diagnostics, and human resource development strategies;
Case studies and simulations, to apply theories and tools in real organizational contexts;
Debates and critical reflection activities, designed to stimulate critical thinking, autonomy, and self-regulated learning;
Formative supervision and feedback, to support students? personal and professional development;
Participation in conferences and seminars relevant to the themes addressed in the curricular unit;
In-person and online tutorial sessions, providing clarification of doubts and study support;
Presentation and discussion of specialized journals, to promote engagement with current professional and academic literature;
Access to resources and learning activities made available by the instructor on the Moodle platform (http://www.moodle.uevora.pt).
These methodologies ensure coherence with the defined learning outcomes, fostering the development of theoretical knowledge, technical and interpersonal skills, as well as strategic, ethical, and intercultural competences essential for professional practice in the field of Human Resource Development (HRD).
Assessment
The assessment strategy for this curricular unit is grounded in a formative and continuous model, consistent with a student-centered learning approach and oriented toward the development of academic, professional, and transversal competences.
Formative assessment takes place throughout the teaching?learning process, through practical activities, participation, continuous feedback from the instructor, and individual and group reflection moments. These components support the monitoring and adjustment of students? learning trajectories.
Continuous assessment comprises the completion of one individual written assignment (55%), accompanied by an oral presentation (30%).
The evaluation criteria (15%) include:
Active participation and engagement in formative activities;
Quality, coherence, and relevance of analyses and assignments;
Ability to apply theoretical concepts to practical situations;
Critical reflection and integration of knowledge.
Under the continuous assessment system, students are required to prepare an individual written paper, presented orally. This assignment aims to encourage the student to produce a scholarly article that relates the central concept of Human Resource Development (HRD) to one or more additional concepts of their choice. The work must be supported by a bibliographic review comprising at least ten distinct references.
Formal requirements for the written paper:
Title
Abstract in Portuguese and English (maximum 300 words)
Five keywords in Portuguese and English
Footnotes at the bottom of each page
Bibliographic references formatted according to the APA (minimum 10 references)
Length: approximately 20 pages
The final assessment consists of an individual written examination (100%). Students are entitled to four examination sessions: regular, resit, extraordinary, and special.
Formative assessment takes place throughout the teaching?learning process, through practical activities, participation, continuous feedback from the instructor, and individual and group reflection moments. These components support the monitoring and adjustment of students? learning trajectories.
Continuous assessment comprises the completion of one individual written assignment (55%), accompanied by an oral presentation (30%).
The evaluation criteria (15%) include:
Active participation and engagement in formative activities;
Quality, coherence, and relevance of analyses and assignments;
Ability to apply theoretical concepts to practical situations;
Critical reflection and integration of knowledge.
Under the continuous assessment system, students are required to prepare an individual written paper, presented orally. This assignment aims to encourage the student to produce a scholarly article that relates the central concept of Human Resource Development (HRD) to one or more additional concepts of their choice. The work must be supported by a bibliographic review comprising at least ten distinct references.
Formal requirements for the written paper:
Title
Abstract in Portuguese and English (maximum 300 words)
Five keywords in Portuguese and English
Footnotes at the bottom of each page
Bibliographic references formatted according to the APA (minimum 10 references)
Length: approximately 20 pages
The final assessment consists of an individual written examination (100%). Students are entitled to four examination sessions: regular, resit, extraordinary, and special.
Teaching Staff
- Maria Manuel Renga Capelão Serrano [responsible]
Accreditations and Certifications
