Catarina Marques

Cláudia Isabel Vajão

At the end of this learning unit's term, students should:
LG1. Have acquired basic knowledge and practical competencies in data analysis using descriptive statistics basic tools (univariate and bivariate).
LG2. Know how to use the softwares Excel and IBM SPSS-Statistics to support the data analysis: the students should be able to obtain and interpret data analysis results, namely in the domain of Human Resources Management.

1. INTRODUCTION
1.1 Data Sources and sampling
1.2 Types of Measurement
2. TABULAR AND VISUAL REPRESENTATION OF UNIVARIATE DATA
2.1 Frequency tables graphics
2.2 Representation of univariate data in Excel and SPSS
3. DESCRIBING UNIVARIATE DATA
3.1 Measures of tendency
3.2 Measures of variability
3.3 Skewness and kurtosis
3.4 Descriptive analysis in Excel and SPSS
4. BIVARIATE DATA ANALYSIS
4.1 Tabular representations and graphics
4.2 Correlation coeficients
4.3 Simple linear regression (descriptive analysis)
4.4 Bivariate data analysis using Excel and SPSS
5. RELATIVE INDICATORS
5.1 Introduction
5.2 Ratios
5.3 Rates
5.4 Simple index numbers
5.5 Index base change
5.6 Properties

Assessment throughout the semester requires 80% attendance at classes and includes:
1 - Group work (using Excel and SPSS), with a possible oral examination- 35%;
2 - Mini-test (with interpretation of Excel and SPSS outputs) - 15% ;
3 - Test (minimum score of 8 points) - 50%.
The assessment may be done through a final exam. The final exam is composed by two components: one theoretical and practical and other practical (which will be conducted in laboratory). Approval requires a minimum score of 10 points (possible oral examination for students with grades above 16 points).

Ana Isabel Dias Lopes

Cláudio Pais

Nuno Duarte Magro

At the end of the course, students should be able to:
1. Understand the objective of financial accounting.
2. Understand the financial statements structure and content.
3. Analyze and describe the effect of decisions and business transactions on the financial statements.

Chapter 1 - Accounting as a language of business
Chapter 2 - Financial statements
Chapter 3 - Balance sheet
Chapter 4 - Income statement
Chapter 5 - Statement of cash flows
Chapter 6 - Tanglible fixed assets
Chapter 7 - Inventory
Chapter 8 - Operations at the end of reporting year

1. Evaluation throughout the semester:
- Group work (30%)
- Final exam (70%).
Requirements:
- A minimum level of attendance is not required.
- Minimum grade of 8,5 points in the final exam is required.
Approval requires a minimum of 10 points (weighted average).
2. Evaluation by exam
- Final sitting exam (100%).
Approval requires a minimum of 10 points.

Carlos Neves Almeida

1.Be able to identify & quote the legal sources;2.Be able to understand the labour law scope;3.Be able to assess HR management issues within the labour law framework - inductive analysis;4.Be able to apply labour law rules and regulations to corporate HR management - deductive analysis;5.Be able to apply labor law to solve labor disputes - auditing & disciplinary proceedings;6.Be able to assess the legal framework flexibility upon the HR management optimization and productivity;7.Be able to assess, within a microeconomic environment, the economic and social impact of the corporate decision-making upon HR management according with labour law mandatory rules;8.Be able to deliver executive summaries upon theoretical & practical information to other people from different backgrounds;9.Be able to integrate acquired knowledge on HR legal issues with other management areas.

I.Introduction:1.The Labour Law contents & extent;2.The Labour Law sources;II.The employment relationship:1.The employee admission;1.1.The recruitment legal instruments;1.1.1.The employment contract;1.1.2.Other recruitment legal instruments;2.The employment relationship dynamics and flexibility;2.1.The on job duties flexibility:the employer right to vary employee duties;2.2.The workplace mobility:the employer right to move the employee into another location;2.3.The working time flexibility:working time limits and work schedules;after hours work;the definition of working time adaptable schedules;the rest periods;the night time work;the work absence regime;the implications of holiday regime upon employment relationship;the temporary work leave regimes;2.4.The wage flexibility:the legal concept of salary;salary modalities;salary reduction & deductions;3.The employment contract termination:the downsizing legal instruments & other legal causes of contract termination

Students must submit a written assessment by the end of the term. A minimum grade of 10 points out of 20 is required for course approval. For further details please revert to this page final comments and specifications.

Maria João Velez

Ana Margarida Soares Lopes Passos

Sofia Oliveira

At the end of the course, each student must have acquired the necessary skills to:

LG1. Define a problem and research objectives;
LG2. Select and use different data collection methods and techniques;
LG3. Formulate research hypotheses;
LG4. Select and define variables for an investigation;
LG5. Carry out bibliographical research, in different sources, relevant and reliable for the study;
LG6. Critically analyze a scientific article;
LG7. Prepare, conduct and carry out an interview;
LG8. Analyze and describe a function (Analysis and Function Description);
LG9. Present results in written and oral form.

PC1-Introduction: Differences between scientific knowledge and common sense
PC2-Fundamental Methods
2.1-Research Methods and Management Sciences
- descriptive method
- correlational method
- experimental method
- causal method
- historical method
- case study
2.2-Investigation phases
2.3-Problem formulation
2.4-Definition of research objectives
2.5-Conceptualization of variables
2.6-Literature review
PC3-Data Collection
3.1-Data collection techniques
-interview, individual and group
-quiz
-observation
-documentary consultation
3.2-Treatment of secondary information
3.3-Research in an organizational environment
3.3.1. Function analysis and description
PC4-Data Analysis and Reporting results
- Choice of data analysis techniques
- Content analysis
- Presentation and preparation of a report

Assessment throughout the semester includes:
- Group work in the form of a written report and presentation in class (40%)
- Participation in class, in the form of small works carried out (and later delivered) in practical classes
- Individual test (50%).
Students with less than 9.5 points in each of the assessment components will be excluded from the assessment throughout the semester.

Alternatively, students may opt for assessment by exam, in which the exam is worth 100% of the final grade, requiring a minimum grade of 9.5 to guarantee approval in the curricular unit.

Susana Tavares

Ana Patrícia Pereira Duarte Baltasar

The students that end this course with success will be able to:
OA1. Use theoretical concepts and models with accuracy to analyze events and problems that occur at individual and interpersonal levels in the organizational context.
OA2. Make the diagnosis of these organizational phenomena and plan interventions.

Namely, they will be able to
OA1.1. Explain and compare the main theories and models of people perception and impression formation.
OA1.2. Define the main processes underlying attitudes’ formation and change.
OA2.1. Plan interventions to change attitudes
OA1.3. Explain the individual-organization fit and attachment relationship
and OA2.2. plan interventions at this level.
OA1.4. Explain the organizational phenomena of perceived justice, perceived support, trust and psychological contract that take place in the context of social exchange processes and its effects to individuals’ attitudes and behaviours in the organization; as well as OA2.3. plan interventions at this level

I. People perception:
CP1. Impression formation
CP2. Attitudes: structure and change
II. Individual-organization relationship: attachment processes
CP3. Mutual attraction and person-organization fit
CP4. Organizational socialization
CP5. Organizational identification and commitment.

III. Individual-organization relationship:
CP6. Social exchange processes in organizational contexts
CP7. Organizational justice
CP8. Perceived organizational support
CP9. Psychological contract
CP10. Organizational trust
CP11. Extra-role behaviors: organizational citizenship behaviors and counter-productive behaviors

The assessment is achieved in 2 ways:
1. Assessment Throughout the Semester:
• Completion of 5 quizzes during the semester, contributing 25% to the final grade.
• Completion of 1 written test, contributing 75% to the final grade.
• The written test must receive a minimum score of 8 out of 20.
• A final grade below 10 in the assessment throughout the semester requires taking the final written exam.
2. The final exam: Assessment by exam will respect the conditions in force at REACC norms. Students that choose the final exam must obtain at least a score of 10 in order to be approved.

Maria Helena Pestana

At the end of the curricular period of this UC, the student must:
Learning Objectives
OA1. Understand, analyze and summarize knowledge about business and/or economic reality effectively.
OA2. Apply descriptive and inferential statistical techniques necessary to understand business and/or economic reality, complementing them with IBM-SPSS statistical software.
OA3. Critically analyze, in decision making, descriptive results and inferences, regarding parametric and non-parametric tests, contingency tables, association measures, and Anova Models.
OA4. Know how to efficiently manage computer software;
OA5. Know how to produce work autonomously and efficiently, where they define the nature of the variables, their measurements, objectives to be achieved and interpretation of results.

CP1: Types of variables, descriptive vs inductive statistics
CP2: Revision of descriptive and exploratory data analysis: tables, graphs, measurements of location, dispersion, symmetry, flattening, tests and deviations from the normal.
CP3: Statistical inference: basic concepts, hypotheses, errors, power function, decision rule, parametric and non-parametric tests, and association measures.
CP4: Relationship between qualitative variables: analysis of contingency tables (Bayes theorem, Chi-Square tests, ods ratio, relative risk, Cohen's Kappa).
CP5: Sensitivity, specificity, likelihood ratio.
CP6: Non-parametric tests for independent samples: Kolmogorov-Smirnov/Shapiro Wilk; Mann-Whitney; Kruskal-Wallis
CP7: One-Way Anova and t-tests for independent samples.

Assessment throughout the semester, which includes: i) individual assessment on the subject given weekly, which totals 50% of the grade, distributed over several periods, with the following score: 15% which summarizes the theoretical part, and another 35% of the carrying out work; ii) an individual test taken in the last classes (50%), which includes a theoretical and practical component. Each evaluation must be >=8 values.
Assessment by exam, in the first, second period or special period: consists of two parts (theoretical 50% + practical 50%). Each test >=8 values.
Weighted final grade, rounded to units, must be equal to or greater than 10.

Márcia Rafaela Cadete dos Santos

Álvaro Daniel Silva Vistas de Oliveira

After being approved in this course, students must be able to:
LG1: Understand the relevance of management accounting in organizations;
LG2: Apply cost allocation methods;
LG3: Identify the income effects of alternative cost accumulation systems;
LG4: Apply the basis of accounting information in decision making processes.

1. Aims of management and cost accounting
2. An introduction to cost terms and purposes
3. Alternative cost accumulation systems, income and inventory effects
4. An introduction to cost-volume-profit analysis
5. Joint costs
6. Cost allocation (departmental method versus activity based-costing)
7. Job costing and process costing

1. Assessment throughout the semester
- Assessment instruments:
- Two mid-term tests during the academic year;
- One written test during the assessment period, in the same day of the first period exam.
- Minimum requirements:
- Attendance to classes of at least 2/3;
- Delivery of the two mid-term tests;
- Minimum grade of 7.5 points (average of the two mid-term tests)
- Minimum grade of 7.5 points in the written test.
- The non-compliance with one of these minimum requirements will consider the student, automatically, under the assessment by exam
- Final Grade = mid-term test (25%) + mid-term test (25%) + written test (50%)

2. Assessment by exam:
- First period exam, second period exam, and special period exam: written test 100% (minimum mark for approval: 10 points).

Alessandro Pinheiro

With this curricular unit the student should be able to:
1. Describe the variables and the formulas needed to construct a calculation model;
2. Use basic features of a spreadsheet;
3. Use functions for building models in a spreadsheet;
4. Construct advanced models applied to management in a spreadsheet;
5. Compute automatic procedures with the use of VBA.

The main issues to be addressed are:
1. Introduction to spreadsheets
2. Model construction
3. Information extraction
4. Introduction to Visual Basic for Applications

Assessment throughout the semester:
- Group work (40%) - Project made by a group of students. Mandatory, no minimum score.
- Individual Test (60%) - Written test, mid-term, scheduled online via e-learning and support by Zoom. Mandatory, with a minimum score of 8 (in 20).
Final exam (100%):
- Individual written exam, without consultation, encompassing the entire syllabus.
Takes the final exam - in season 1, 2 or special (according to the pedagogical rules) - who has not concluded the assessment throughout the semester successfully, with an average score greater than or equal to 10 (out of 20).

Inês Vieira Godinho Medeiro Patrão

Álvaro Augusto da Rosa

At the end of the course, the student shall be able to:
1. Discuss the role of the organizations and managers in the society, as well as, identifying the different theories of management and their effects on the labor and on the performance of the organizations
2. Understand and analyze the effects of the business environment over the organization
3. Discuss and analyze the performance of managers from the point of view of the functions of management
4. Frame and discuss management work under the scope of innovation, social responsibility, and sustainability

S1. Managing in organizations
1.1 Organizations and management of organizations

S2. Theories of management
2.1 Rational goal models
2.2 Internal process models
2.3 Human relations models
2.4 Open systems models
2.5 The competing values framework

S3. The business environment
3.1 The competitive environment
3.2 The general environment
3.3 The stakeholder analysis

S4. Functions of management
4.1 Planning
4.2 Organizing (organizational and management structures)
4.3 Leading
4.4 Controlling

S5. Innovation in organizations
5.1 Entrepreneurship and innovation
5.2 The process of innovation

S6. Social responsibility and sustainability
6.1 Ethics
6.2 Corporate Social Responsibility
6.3 Sustainability

The assessment is twofold: Periodic and Final Exams

Periodic assessment
The periodic assessment comprises the following items:
In class oral presentation - 15%; and, group report - 20%
mid-term test - 10%
Final test - 55%;
The minimum grade for validation of the assessment, for all components, is 7.50 valores. The required attendance record is 80%.

Final exams
There are two phases of final exams at the end of the semester. The passing grade in the exam is 10 valores and it counts for 100% of the final grade.

Note:
The students who fail to pass in the periodic assessment may take the final exam of the second phase.
The students who have got a final grade of 17 valores or above, will have to submit to an oral exam. It is assured the minimum grade to be granted will be no less than 17 valores.

LO1. Develop skills in identifying and understanding the basic processes of scientific research.
LO2. Know, identify and summarise the essential elements of a scientific article.
LO3. Identify the structure of writing in research papers and technical reports. LO4. Know how to use APA Standards in scientific writing and academic reports (standards for dissertations and theses at Iscte-IUL).
The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which favours experiential learning. Classes will consist of activities such as:
- Group discussions;
- Oral presentation and defence;
- Analysing texts;
- Project presentations;
- Individual reflection.

CP1: Introduction to scientific research: concepts and processes. Research questions. Processes: stages (Identifying the problem; Reviewing the literature; Defining objectives and hypotheses; Selecting the methodology; Collecting data; Analysing data; Conclusions and recommendations).
CP2: Techniques for summarising and analysing scientific articles. Identifying relevant sources, evaluating the literature and synthesising information. Ethics, informed consent, confidentiality and integrity in research. Data collection methods.
CP3: Structure and organisation of research papers: pre-textual elements (cover, title page, abstract, keywords, table of contents), textual elements (introduction, literature review, methodology, results, discussion) and post-textual elements (conclusion, references, appendices, annexes). Preparation of a structure based on topics provided by the lecturer.
CP4: Application of APA Standards in scientific writing and academic reports.

The assessment of the course aims to gauge the students' acquisition of skills in essential aspects of writing texts in an academic context. Assessment throughout the semester includes activities covering different aspects of the technical and scientific writing process, including group and individual work activities:
Group activities (70%) [students are organized into groups of 4, randomly selected].
1- Group discussions with case studies (20%):
Description: each group is given a case study to analyze, and must identify the type of text; the research problem(s), hypotheses, methodologies used and data sources. The results of their work are presented in class to their colleagues (Time/group: presentation - 3 min; debate - 5 min).
Assessment (oral): based on active participation, the quality of the analysis and the clarity of the presentation.
2 - Research exercises and application of APA standards (20%).
Description: Students carry out practical research exercises in a (thematic) context on bibliographical references, their formatting and citation according to APA Norms. Assessment (written work to be submitted on Moodle): The exercises will be corrected and assessed on the basis of accuracy and compliance with APA Standards.
3 - Project Presentation Simulations (30%):
Description: groups choose a topic and create a fictitious project following the structure of a technical report or scientific text, making a presentation of their project in class (Time/group: presentation 3 min.; debate: 5 min.). The work is then reviewed following the comments.
Assessment: (Oral component and written/digital content to be submitted on Moodle): organization, content, correct use of the structure and procedures of academic work, ability to answer questions posed by colleagues and the teacher.
Individual activities (30%):
1 - Summary of a scientific article (20%).
Description: Each student must read and summarize a scientific article.
Assessment: The summaries made in class will be assessed on their ability to identify and summarize the essential elements of the text.
2 - Participation in activities throughout the semester (10%).
Description: This component aims to assess the specific contributions of each student in the activities carried out throughout the semester. Assessment: Interventions in the classroom; relevance of the student's specific contributions to debates; collaborative relationship with colleagues. In order to be assessed throughout the semester, the student must be present at 80% of the classes and have more than 7 (seven) marks in each of the assessments. If there are doubts about participation in the activities carried out, the teacher may request an oral discussion.
Final assessment: In-person written test (100%).

LO1. Know the structure, language and ethical and normative (APA) procedures for writing academic texts.
LO2. Learn how to use generative models to write academic texts.
LO3. Discuss procedures for the analysis, relevance and reliability of data generated by AI.
LO4. Recognize the ethical implications of using generative AI in an academic context. The learning objectives will be achieved through practical and reflective activities such as:
- Group discussions;
- Analysis of texts;
- Oral defense;
- Practical exercises.

CP1. Introduction: academic writing and generative models:
- Understanding how Generative Artificial Intelligence works: the path towards using generative AI in the academic environment.
CP2. Procedures for planning and constructing argumentative texts with the help of AI:
- Identifying the possibilities and hallucinations in the answers produced by Generative AI.
CP3. Critical analysis of texts produced: identifying and referencing data sources and analyzing their relevance to the objectives of academic work:
- Exploring the possibilities of data validation and the potential use of Generative AI tools in the production of academic papers.
CP4. Opportunities and risks of using AI: good practice guide for accessing, sharing and using Generative AI in an academic context:
- Understand the dynamics in responsible and ethically committed use when carrying out academic work with Generative AI tools.

The assessment of the course aims to gauge the development of students' skills in the informed use of generative models as an aid to the production of academic work. Assessment throughout the semester includes the following activities:
1.Individual activities (50%)
1.1 Participation in activities throughout the semester (10%).
Description: this component aims to assess each student's specific contribution to the activities carried out.
Assessment: Interventions in the classroom; relevance of the student's specific contributions to the debates.
1.2 Simulations of prompts with AI tools in an academic context (20%).
Description: the student must create a clear/justified, well-structured prompt, according to the script proposed by the teacher in class.
Assessment: (submit on moodle), communication skills and teamwork based on the quality of the prompt simulations carried out.
1.3 Oral Defense - group presentation - 5 minutes; debate - 5 minutes (20%).
Description: Each student must present their contributions to the work carried out to the class.
Evaluation: after the student's presentation, there will be a question and answer session.2. group activities (50%)
[students are organized in groups of up to 5 elements, constituted randomly]
2.1 Group presentations, revisions, editing and validation of content produced by AI (20%):
Description: Formation of working groups to review and edit the texts, using the generative models.
Evaluation: (submit to moodle), collection of relevant information, clarity and the innovative nature of the use of properly structured promts.
2.2 Development of strategies for reviewing, editing and validating content produced by AI (10%).
Description: At the end of each stage of the activity, students will have to promote critical evaluations by reflecting on the ethical challenges of integrating AI into an academic environment.
Evaluation: (submit on moodle), work will be corrected and evaluated based on accuracy and compliance with the quality of revisions, edits and the participation of students in the feedback provided to colleagues.
2.3 Final Project Presentation Simulations (20%):
Description: the groups choose a topic and create a fictitious project following the structure of a technical report or scientific text, making a presentation of their project in class (5 minutes) and debating the topic (5 minutes).
Evaluation: (submit on moodle): organization, content, correct use of the structure and procedures of academic work.
General considerations: feedback will be given during the semester. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

LO1. Develop specific oral communication skills for public presentations.
LO2. Know and identify strategies for effective use of the vocal apparatus.
LO3. Identify and improve body expression. LO4. Learn performance techniques.
The learning objectives will be achieved through practical and reflective activities, supported by an active and participatory teaching method that emphasizes experiential learning. The knowledge acquired involves both theatrical theory and specific oral communication techniques. Students will learn about the fundamentals of vocal expression, character interpretation and improvisation, adapting this knowledge to the context of public performances.

PC1. Preparing for a presentation.
PC2. Non-verbal communication techniques.
PC3. Voice and body communication, audience involvement. PC4. Presentation practice and feedback. The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which emphasizes experiential learning. Classes will consist of activities such as: Theatrical experiences and group discussions; Practical activities; Presentations and exhibitions of autonomous work; Individual reflection.

The assessment of the Public Presentations with Theatrical Techniques course aims to gauge the development of students' skills in essential aspects of public presentations. The assessment structure includes activities covering different aspects of the experiential learning process involving both theatrical techniques and specific communication techniques.
Assessment throughout the semester includes activities covering different aspects of the process of preparing a public presentation, including group and individual work activities:
Group activities (50%) [students are challenged to perform in groups of up to 5 elements, made up randomly according to each activity proposal].
1-Practical Presentations: Students will be assessed on the basis of their public presentations throughout the semester:
Description: each group receives a presentation proposal and must identify the elements of the activity and act in accordance with the objective.
The results of their work are presented in class to their colleagues (Time/group: presentation - 5 to 10 min.; reflection - 5 min.). Assessment (oral): based on active participation, organization of ideas and objectivity in communication, vocal and body expression, the use of theatrical techniques and performance. Presentations may be individual or group, depending on the proposed activities.
Individual activities (50%)
1-Exercises and Written Assignments (Autonomous Work):
Description: In addition to the practical presentations, students will be asked to carry out exercises and written tasks related to the content covered in each class. These activities include reflecting on techniques learned, creating a vision board, analyzing academic objectives, student self-assessment throughout the semester, answering theoretical questions and writing presentation scripts.
Assessment: (Oral component and written content), organization, content, correct use of the structure and procedures of the autonomous work proposed in each class, ability to answer questions posed by colleagues and the teacher. Communication skills and the quality of written work will be assessed, with a focus on clarity of presentation. These activities will help to gauge conceptual understanding of the content taught.
There will be no assessment by final exam, and approval will be determined by the weighted average of the assessments throughout the semester.
General considerations: in the assessment, students will be given feedback on their performance in each activity.
To complete the course in this mode, the student must attend 80% of the classes. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

LO1: Develop the essential skills, knowledge, and tools to observe, describe, and understand the context and phenomena influencing communication.
LO2: Develop the skills to communicate effectively in multicultural contexts.
LO3: Use the skills in practical situations through oral and written communication.
LO4: Employ communication skills proactively, considering individual roles, behavioral types, and resources used during communication.

PC1: Multiple contexts that initiate and disrupt the communication process, implicit and explicit norms, as well as communication constraints across different contexts.
PC2: Ethnomethodology of the communication process, interpretation based on linguistic, paralinguistic, non-linguistic, and contextual information within oral communication.
PC3: Observation of verbal and non-verbal communication: analyzing gestures, posture, facial expressions, and eye contact (key elements of interactive communication that reinforce or replace oral communication).
PC4: The relevance of active listening in communication across multiple cultural contexts (interpreting and analyzing the phenomena).

Assessment throughout the semester:

Class participation: Evaluates the presence, involvement, and individual contributions of students in discussions and practical activities (20%).

Group work: Students are organised into groups of up to 4 members, randomly assigned, with the support of the lecturer.
• Description: Group activities focus on the observation, interpretation, and analysis of phenomena that encompass the rules, norms, and constraints of communicative activity in a practical study, using the learned content.

• Assessment: Quality of written productions and oral presentations of the developed work (active listening), which must necessarily incorporate comments provided by classmates and the lecturer during the presentations (40%).

Individual work (with consultation, to be carried out in person, in the classroom, according to the evaluation schedule):
• Description: According to a guide defined by the lecturer, comments made in the classroom are deepened in an individual report based on two presentations made by other colleagues.

• Assessment: According to the guide; explicit integration of elements outlined in the learning objectives (40%).

To complete the course unit through continuous assessment, students must not score less than 7 in any of the assessment components, including mandatory attendance of 75% of classes. The final assessment may involve an oral discussion of the work.

Final assessment:
Although not recommended, students may opt for final assessment through written work according to a prompt that will be provided by the lecturer. The final assessment of the work involves ants oral discussion with a panel of lecturers (100%).

OA1: Enhance the ability to recognize and value personal resources of technical and interpersonal knowledge.

OA2: Gain a comprehensive understanding of the procedures and settings involved in job searching.

OA3: Develop proficiency in crafting a formal application process for a professional role.

The attainment of these learning outcomess will be facilitated through a combination of practical and reflective activities, underpinned by an active and participatory teaching methodology that prioritizes experiential learning. The course sessions will incorporate a diverse range of activities, including:
• Engaging in Group Discussions;
• Participating in Simulations;
• Analyzing Case Studies;
• Critically Evaluating Videos and Texts;
• Presenting Projects;
• Engaging in Individual Reflection.

S1. Personal Resource Identification & Labour Market participation
- Self-assess skills & interests: identifying strengths, areas for improvement and transferable skills.
- Develop personalized career plan: aligned with objectives, interests and opportunities..

S2. The Labor Market:
- Understanding labor market dynamics, trends, and sectors to make informed professional decisions.
- Recognizing the dignified work principles
- Identifying and exploring job search platforms.

S3.Constructing a Professional Profile:
- Creating a public profile: build CV & network of contacts through networking events, online communities, and industry associations.
- Planning the application process: from identifying opportunities to preparing for interviews.
- Maintain and update online professional profiles and networks regularly to reflect ongoing development and achievements.

The assessment of the UC "Competencies for the Labor Market" aims to assess the development of students' competences and skills in areas that are essential for a successful transition into the labour market. The assessment structure includes four axes of activities, covering different aspects of the job search and professional development process.
Activity Axes and Weighting:

Assessment throughout the semester
a) Individual work skills (50%)
1. Skills assessment and professional documentation (25%):
Activity 1.1: Self-assessment and Skills Evaluation (12.5%)
Objective: To identify strengths, areas for development, technical and relational skills.
Activity 1.2: Curriculum Vitae and Cover Letter Preparation (12.5%)
Objective: Prepare a CV and cover letter suitable for the desired job positions, with clarity, objectivity, conciseness, and highlighting qualifications.
2. Creation of Professional Profile and Network (25%):
• Activity 2.1: Creation of Online Profile (12.5%):
Objective: Create a complete profile with relevant information, clarity, professionalism, and attractiveness.
Activity 2.2: Building a network of contacts (12.5%)
Objective: Develop strategies to build, expand, and diversify the network of contacts relevant to professional goal.

b) Group Work (50%)
• [Groups consist of up to 4 people and are formed randomly]
3. Simulations of Recruitment Process Stages (25%):
Activity 3.1: Group Dynamics (12.5%)
Objective: Develop communication, teamwork, problem-solving, and adaptability skills, focusing on collaboration, clear communication, creative problem-solving, and adaptability.
Activity 3.2: Selection interview (12.5%)
Objective: Practice selection interviews, focusing on verbal and non-verbal communication, posture, ability to answer questions, highlight strengths, and demonstrate interest in the position.
4. Clarity and Objectivity of the Produced Materials (25%)
Activity 4.1: Analysis of Produced Materials Dossier (25%)
Objective: Evaluate the clarity, objectivity, formatting adequacy, organisation of ideas, textual cohesion, coherence, spelling, and grammar of the produced materials.

General considerations: throughout the semester, student will receive individual feedback about their work. To complete the course in this modality of evaluation through the semester, students must attend 75% of the classes, and must not obtain less than 7 in any of the assessment components.

Final Assessment
Although not recommended, students may opt for the final assessment through an in-person written exam. If the student score above 8 out of 20 on the written exam, the final assessment may also include, at teatcher discretion, an oral discussion (if conducted, this oral component will have a weight of 40% in the final assessment).

At the end of the course, students should be able to:

LO1: Import and validate data effectively;
LO2: Use statistical and logical functions for complex data analysis;
LO3: Identify and correct error messages using information functions;
LO4: Manipulating dates and text to solve specific problems;
LO5: Apply custom formatting and advanced filters to organize data;
LO6: Use query and reference functions to consolidate data from different sources;
LO7: Create and interpret dynamic tables and graphs to present data;
LO8: Develop and use command macros for task automation.

These objectives ensure that students acquire advanced knowledge, practical skills, and technical competencies to use Excel effectively in demanding professional contexts.

SYL1. Data import and validation
SYL2. Statistical functions
SYL3. Logical functions
SYL4. Error messages and information functions
SYL5. Date Functions and Arithmetic
SYL6. Text manipulation functions
SYL7. Custom formatting and advanced filters
SYL8. Query and reference functions
SYL9. Consolidation, pivot charts, and graphs
SYL10. Introduction to macros

The evaluation process in the Advanced Excel course unit follows the guidelines of the General Regulation for the Assessment of Knowledge and Skills (RGACC). The evaluation modalities provided for in the RGACC are evaluation throughout the semester and evaluation by exam:

1. Evaluation Throughout the Semester: This modality is regular during the curricular period, using different instruments of continuous and formative assessment:

1.1. Participation and Attendance (20%):

1.1.1. Attendance (30%): The minimum attendance is 80% (5 classes). The student must automatically register their attendance with their student card at the beginning of each lesson.

1.1.2. Participation (70%):
- Individual practical exercises to be carried out in class (50%), such as online quizzes in Moodle and/or exercises using Excel;
- Individual practical exercises to be carried out at home (50%) using Excel.

1.2. Online Course (10%): Completion of the Advanced Excel online course, including quizzes after each module. The student must complete the online course by 11:59 pm on the day before the 6th class of the shift in which the student is enrolled, including the response to the survey available after completing the online course.

1.3. Individual Assessment Test (70%): It takes place in the 6th class, and multiple-choice questions and/or exercises using Excel may be considered. If the test is made available via Moodle, it must be taken on the computers available in the classroom.

2. Evaluation by Exam: Evaluation by exam takes place during the evaluation period, focusing on all the subjects taught in the UC. The student can opt for the 1st or 2nd exam season or the special exam season, which is only available for eligible students. This method only presupposes the following element of evaluation:

2.1. Written Test (100%): Final written exam, covering all syllabus, and may consider multiple-choice questions and/or exercises using Excel. If the exam is made available via Moodle, it must be taken on the computers available in the classroom.

Requirements for Taking the Exam:
- Completion of the online course, as described in point 1.b., by 11:59 p.m. on the day before the exam. The completion of the online course is mandatory but is not weighted in the final grade in the exam evaluation modality;
- Prior registration for the exam up to 48 hours before the date with the SGE or available platforms.

General Observations:
- In the evaluation modality throughout the semester, the student cannot have a classification lower than 7.0 values in any of the evaluation elements or will have to move on to the evaluation modality by exam;
- The teacher reserves the right to request that any student perform an oral test, regardless of the type of evaluation, whenever it is considered necessary to complement the other evaluation elements.

LO1. Acquiring knowledge about the fundamentals and stages of the Design Thinking process
LO2. Develop skills such as critical thinking, collaboration, empathy and creativity.
LO3. To apply Design Thinking in problem solving in several areas, promoting innovation and continuous improvement.

S1. Introduction to Design Thinking and Stage 1: Empathy (3h)
S2. Steps 2 and 3: Problem Definition and Ideation (3h)
S3. Step 4: Prototyping (3h)
S4. Step 5: Testing and application of Design Thinking in different areas (3h)

Semester-long Assessment Mode:

• Class participation (20%): Evaluates students' presence, involvement, and contribution in class discussions and activities.

• Individual work (40%): Students will develop an individual project applying Design Thinking to solve a specific problem. They will be evaluated on the application of the stages of Design Thinking, the quality of the proposed solutions, and creativity.

• Group work (40%): Students will form groups to develop a joint project, applying Design Thinking to solve a real challenge. Evaluation will be based on the application of the steps of Design Thinking, the quality of the solutions, and collaboration among group members.

To complete the course in the Semester-long Assessment mode, the student must attend at least 75% of the classes and must not score less than 7 marks in any of the assessment components. The strong focus on learning through practical and project activities means that this course does not include a final assessment mode.

Learning Outcomes
LO1: Explore how critical thinking is essential for informed decisions, problem-solving, and developing strong arguments in academic and professional contexts. Identify situations where it is applied.
LO2: Study the basic components of an argument and how they combine into complex arguments. Distinguish between different types of arguments.
LO3: Develop skills to break down arguments by critically analyzing texts and speeches, identifying strengths and weaknesses.
LO4: Learn to identify logical fallacies and common everyday mistakes. Recognize and correct errors in arguments to improve the accuracy of discourse.
LO5: Develop criteria for evaluating the quality of arguments and argumentative texts, considering coherence, relevance, evidence, and effectiveness in various contexts.
LO6: Practice the construction of solid arguments in oral debates and written texts. Formulate and present clear and structured arguments, adapting them to the audience and context.

CP1. Definition and importance of critical thinking (CT)
• Applications of CT in academic and professional life
• Benefits of CT for decision-making and problem-solving
CP2. Basic structure of an argument: premises and conclusion
• Difference between simple and complex arguments
• Examples of simple and complex arguments
CP3. Methods for analyzing arguments
• Evaluating the validity of the premises
• Identifying assumptions and implications
CP4. Logical fallacies and common errors
• Definition of logical fallacies
• Common types of fallacies (e.g., appeal to authority, false dichotomy)
• Recognizing fallacies in everyday speech
• Strategies to avoid fallacies
CP5. Criteria for evaluating the quality of arguments
• Coherence, relevance, and evidence
• Critical analysis of texts
CP6. Building Arguments
• Creating strong and persuasive arguments
• Practicing argument construction in different contexts
CP7. Practical applications of CT
• Debate exercise

The assessment throughout the semester is done through presentations, exercises, debates, readings, and case discussions (in small groups).
Active participation in the practical classes is expected and follows these criteria:
Attendance/participation - In-class exercises + group debate (with a minimum of 80% attendance) attendance 5%, participation 5%, debate 15% (total 25%)
Homework - 15% (1 homework assignment - 5% + 1 homework assignment - 10%) = 15%
Final Work (60%)

To successfully complete the assessment throughout the semester, students cannot score less than 7 points in any of the evaluation components listed.
Exam Periods
Written Work - 100%
Although not recommended, it is possible to choose assessment by exam; this assessment may also involve, at the teacher's discretion, an oral discussion (this oral component carries a weight of 40% in the final evaluation).

Maria Helena Pestana

OA1. Understand, analyze and summarize knowledge about business and/or economic reality effectively.
OA2. Apply descriptive and inferential statistical techniques necessary to understand business and/or economic reality, complementing them with the use of IBM-SPSS statistical software.
OA3. Critically analyze the results of Logistic Regression models, ROC curve, Factor Analysis, Cluster Analysis and Decision Trees.
OA4. Create indices based on homogeneous groups of variables and cases.
OA5. Produce work autonomously and clearly, defining objectives, interpreting results, main conclusions and suggestions for improvement.

CP1: Types of variables, descriptive x inductive statistics complemented with the application of IBM-SPSS
CP2: Validate data and results
CP3: Apply Logistic Regression and the ROC curve to the case study.
CP4: Analyze the Decision Trees (Cart and Chaid) and relate them to the Anova models.
CP5: Analyze the indices created based on the principal components (ACP) and Principal Axis Factoring (PAF), and validate the models.
CP6: Interpret the case segmentation made using hierarchical cluster analysis and K means, validating the results.
CP7: Analyze the associations between the different models, knowing how to apply them to concrete cases presented in the work carried out.

Assessment system throughout the semester or by exam
Assessment throughout the semester, which includes: i) individual assessment on the subject given weekly, which totals 50% of the grade, distributed over several periods, with the following score: 15% which summarizes the theoretical part, and another 35% of the carrying out work; ii) an individual test taken in the last classes, which includes a theoretical and practical component. Each evaluation must be >=8 values.
Assessment by exam, in the first, second period or special period: consists of two parts (theoretical 50% + practical 50%). Each test >=8 values.
Weighted final grade, rounded to units, must be equal to or greater than 10.

Clementina Barroso

At the end of this learning unit's term, the student must be able:

1. To explain the concept of time value of money, discounting and compounding and to be able to compare cash flows with different timetables;
2. To compute cash flows from applications and financing operations;
3. To characterize the organization of the main financial markets;
4. To compute currency and interest rate operations;
5. To describe the concept of business profitability and to compute and analyze the more relevant profitability ratios linking profitability with the firm's capital structure;
6. To analyze the financial condition of a firm and to compute and analyze the more relevant financial ratios;
7. To describe and compute de concept of working capital and to link it with the firm's financial condition;
8. To describe and compute the concept of cash flow in capital investment valuation;
9. To describe and compute the main valuation criteria used in capital investment analysis.

I - Time Value of Money
1. The concept of interest rate, consumption and saving
2. Nominal and real interest rate
3. Financial intermediation and risk
4. Simple and compounding interest
5. Discounting and compounding factors
6. Periodic flows: annuities
7. Applications and financing operations

II - Markets, Instruments and Financial Institutions
1. Foreign exchange market: the currency rate
2. Monetary market: the interest rate
3. Capital markets: primary and secondary markets
4. Financial Institutions
5. Financial information: sources and analysis

III - Financial Analysis
1. Economic and financial flows
2. Income and profitability ratios
3. Financial leverage
4. Sources and application of funds
5. Working capital
6. Solvency
7. Cash flow analysis

IV - Capital Investments
1. Typology of investments
2. The concept of the project's cash flow map
3. Valuation methodology
4. The discount rate
5. Valuation criteria: NPV, IRR, PI and PAYBACK

1.Periodical evaluation:- a.Three Mid-Term Tests Individual and Presential mid-term (30%;35%;30%) ;- b.Attendance in class (5%) ;-
-There is no Minimum grade on each individual Mid-termTests ; Approval:average grade equal or above 9.5 points.
An additional evaluation may be request to students with a final grade higher than 16
2. Exams Avaliation -100% of the final grade ;grade equal or above 9.5 points

Generosa do Nascimento

At the end of the curricular period of this UC, the students should be able to:
LO1. Characterize the most common performance evaluation systems and their validation
LO2. Identify the different purposes/goals that a performance evaluation systems may embrace
LO3. Describe the main characteristics/features of the performance appraisal interview;
LO4. Characterize the main components that performance appraisal training should address.

1. Performance appraisal contextual framework regarding human resources politics and practices, and respective management systems
2. Performance appraisal goals/purpose
3. Performance appraisal techniques
4. Psychometric principles
5. Performance appraisal agents
6. Communication in performance appraisal
7. Performance appraisal training

The assessment of this curricular unit takes into account the two methods laid down in the General Regulations for the Assessment of Knowledge and Skills (RGACC):
1. Assessment throughout the semester:
- Group work, weighted at 30%. Students must identify an organization in order to carry out fieldwork, which involves contacting and analysing a real situation in a performance management system and presenting an appropriate intervention proposal. The group work must be presented in writing.
- Individual work, weighted at 20%. Students must carry out a synthetic literature review (4 to 5 pages) on one of the blocks of the syllabus and collect practical applications, whose individual contribution will be shared by the other members of the working group and integrated into the group work, constituting a collaborative work strategy.
- Individual test, representing the remaining 50% of the final grade. This test aims to assess understanding of the fundamental concepts and application of performance management. The test will last 1 hour and 15 minutes and will cover the different components of the syllabus.
Assessment throughout the semester requires a minimum attendance of 2/3 of the classes and a minimum mark of 9.0/20 in each component for assessment. An oral exam is planned as a complementary assessment tool to the exams, whenever it is necessary to confirm a grade.
2. Assessment by exam:
- Final exam - represents 100% of the final grade for students who choose this option or who do not meet the minimum assessment criteria throughout the semester. The final exam will last 1 hour and 45 minutes and will cover all the syllabus content of the course.

Depending on the assessment instruments under consideration and the time of the semester, feedback can be formal or informal, formative or summative, in accordance with Iscte's pedagogical model.

Henrique Manuel Duarte

Alzira Duarte

Andrea Fontes

1. Know how to make a individual-diagnosis of competences applied to a context of career counselling;;
2. Know to diagnose career perspectives inside an organization;
3. Know to conduct a job qualification process;
4. Know to identify different reward components;
5. Make a bridge between some reward components and motivation theories;
6. Know to design a paying for performance scheme;
7. Discuss critically the relationship between career schemes and compensations schemes ;

1. Introduction
Careers, compensation schemes and organizational settings

2. Individual perspectives on career management
- Career counseling
- Career coaching and mentoring
- Personal diagnosis of interests and potential
- New ways of work
- Career conflicts between work and family contexts

3. Organizational perspectives on career management
- Theories about career development
- HR Planning and succession mangement
- Retention and redundancy policies
- Relationship between careers and legal settings
- Job evaluation and impacts on career management and rewards


4. Reward components
- Reward definitions
- Benefits
- Paying for performance schemes
- Financial costs reward structures
- Relationship between reward and legal settings
- Internal and external equity
- Relationship between reward theories and motivation theories

To develop the competences of career counselling and analysis of career management and reward policies the following methodologies will be used:
- Oral exposition
- Simulated experiences
- Solving exercises
- Collective assignments

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- Written Test (50%).
- Following a process of career counseling (40%)
- Participating in a recruitment process (10%)
- Students who fail the delivery of any assignment , take under 9 values in any evaluation or that have more than 33% of absenteeism will be excluded from periodic evaluation.
Students excluded from periodic evaluation can take a final exam (100%).

Maria Luísa Teixeira Alves

Identify, interpret and apply labour law focused in collective labour relations.
2. Support a collective bargaining process, comparing and building its content in an ethic way and clearly communicate his/hers choices to social partners.
3. Elect the appropriate way of solving conflicts related to collective labour agreements.

1. Labor Relations and Collective Labour Law.
2. Fundamental collective principles and rights: freedom of association, collective autonomy, self-protection legal.
3. Labour organizations. Constitution and acquisition of legal personality labor organizations. The legal status of workers' representatives. Trade unions and works councils. The legal status of employers' representatives.
4. The collective bargaining: actors, content, scope, procedures. Normative content and content dividend. The principle of membership and its consequences. The scheme of the expiry of agreement.5. The collective labor pacific disputes and lawsuits resolution.6. The legal status of the strike and lockout. The central problem of the definition of "minimum service". The fundamental law of the College of Arbitration for CES.

Regular Season, students who opt for periodic assessment, must have a minimum of 80% attendance and do:
One mini-test - 30% in the final grade.
One final written assessment test - the score must be at least 8 points and corresponds 70% in the final gradde.
Score must be at least 10 points in order to get approval.
Second season exam:
If they had not made de exam in the first season or if they do not achieve a minimum grade;
In order to improve the final grade.

Ana Patrícia Pereira Duarte Baltasar

LG1 - Recognize the complexity of the determinant factors of organizational behavior, giving examples located at the various levels of analysis.
LG2 - Identify individual characteristics relevant to the job and their consequences for performance
LG3-Explain the role of emotions in the work context and how to regulate them
LG4-Give examples of factors that affect well-being and stress at work
LG5-Explain the motivational processes that occur in an organizational context
LG6-Describe group work processes and their consequences for performance
LG7-Explain how leadership processes affect the behavior of individuals and groups at work
LG8-Differentiate individual and group decision-making, giving examples of advantages and disadvantages associated with them
LG9-Explain how the processes of social influence and power in organizations shape behavior
LG10-Describe how organizational culture and climate affect behavior in organizations.

Module A. The study of human factors in management: levels of analysis and dynamics of organizational behavior

Module B. Individual level
Diversity and individual differences
Emotions at work
Well-being and stress at work
Motivation at work

Module C. Group Level
Teamwork and performance
Team leadership
Individual and group decision-making processes

Module D. Organizational Level
Social influence and power in organizations
Organizational culture and climate.

Evaluation in the curricular unit follows the evaluation modalities provided for in the RGACC, specifically evaluation throughout the semester and evaluation by exam.

Evaluation throughout the semester implies attendance in, at least, 2/3 of classes. It comprises the following assessment instruments: group work with a written report (30%) and presentation in class (10%); individual written test without consultation (60%). In each instrument, the classification must be equal to or higher than 8 points. Approval is obtained with a final grade equal to or greater than 9.5 points.

The evaluation by exam includes the completion of an individual written test without consultation (100%). This runs exclusively during the evaluation period and focuses on all the subjects taught at the curricular unit. Approval is obtained with a classification equal to or higher than 9.5 points. Students who have opted for it and students who have not passed the evaluation modality throughout the semester are admitted to this evaluation modality.

In addition to the RGACC, other reference documents for the evaluation process are the Regulation for Students with Special Status and the Code of Academic Conduct, whose reading is recommended.

Isabel Cristina de Seixas Patrício Duarte de Almeida

By the end of this course students should be able to:
LO1. Clarify the relevance of the work systems to the strategy of the organization;
LO2. Frame the work systems in the I4.0 paradigm and in Circular Economy framework
LO3. Frame the work systems in the context of the supply chain and the processes they are part of;
LO4. Identify, discuss and apply the implementations of the several work systems dimensions, specially the relationship between tasks and product and the measurement of its efficiency.

S1 Introduction
S2 Human Resources in Operations
Strategy of the human resources
Green human resource management and firms? sustainability performance
S3 Work system strategic alignment
Circular Economy business models for organizations
Aligning Circular Economy and Work Systems Design with Human Resources Management
The supply chain perspective
Outsourcing in the supply chain
Smart industry and the pathways to HRM 4.0
S4 Factors influencing the performance of processes, activities and tasks
Processes: mapping, analysis and improvement
Layout
(re)designing Industry 4.0-enabled work system
S5 Developing the task
Definition, viability
Relevant decisions: specification, formalization, training, work in group, technology, work station
S6 Measuring work
Conceptual base
Study of time: #Observations, time observed, rhythm, tolerance, regular time, production rate
Instantaneous observation: data, #observation, fraction
Methods-time measurement

A. Evaluation throughout the semester:
1. Class participation (5%) and individual form (5%)
2. Group work (20%)
3. Mid-term test (20%)
4. Final individual written test (50%)
Approval obtained with a grade higher or equal to 9.5 points and a minimum grade of 7.5 points in the final individual written test.
Compulsory attendance at 80% of classes.

B. Final individual written exam (100%)
For students who have not passed with the previous assessment option or who have decided not to take continuous assessment.
Approval obtained with a grade higher or equal to 9.5 points.

Alzira Duarte

1. To integrate the training in the context of the remaining ones practices of human resources management;
2. To explain the importance of the business strategy in the training and development;
3. To describe the articulation among the training needs, conception, implementation and evaluation of the training courses;
4. To evaluate the efficiency and effectiveness of the training;
5. To frame the training process in the acquisition, dissemination and mobilization of competences;
6. To elaborate and to present a diagnosis and improvement proposals to the training process.

I. Training and the Change of Paradigm in Human Resources Management (HRM)
1.1. Evolution of the Professional Domain
1.2 Model of approach of the Human Resources Management
1.3 New Paradigm for the Continuous Training

II Strategic Management of the Informal Training
2.1 Learning Organization
2.2 Management of the and for the Competences
2.3 Evaluation of the Effectiveness and of the Efficiency

III Management of the Tactics in the Formal Training
3.1 Identifying training Needs
3.2 Management of the Training
3.2 Audit of the Formal Training

Periodic evaluation: Individual Work (20%); Group work / case solving (30%); Frequency (50%). Students who fail to comply with any of assignments tasks or get grades below 9 or with absenteeism over 20% will be excluded from periodic evaluation.
The final exam: may encompass two moments (1st and 2nd time exams) in strict compliance with ISCTE-Business School predetermined norms.

Paulo Jorge dos Santos Reis

1. To know to define a problem and research objectives;
2. Know to evaluate principal penalties regarding personnel management;
3. Built on a employee handbook;
4. Discuss critically jurisprudence;
5. Write internal memos and regulations;
6. To supervision a disciplinary action;
7. To conduct a payroll procedure ;
8. To analyze the main HR indicators

1. HRM and the main legal and administrative obligations
2. Administrative responsibilities
Organizational responsibilities and legal penalties
Legal maps
Duty of information and individual data protection

3. Regulatory compliance
Parents rights
Discrimination in the workplace
Harassment/Conduct procedures
Contracting foreigner workers
Work with children and young people
Work with disability persons
Drug and alcohol in the workplace
Transports and service trips
Internet and phone policies
Main indicators

4. Formal communication and discipline
Formal communication in organizations
Teleworking
Work time and holidays
Communicating training sessions
Disciplinary actions

5. Payroll and main indicators
Wage Warranty Fund
Tax laws.
Unions and stamp tax
Payroll
Main indicators of HR

Aiming to develop the competencies of interpretation of law frameworks and their practical application to administrative procedures, the following methodologies will be used: expositional, participative discussion, resolution of practical exercises, writing of normative procedures

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-Written test should be taken by students doing the course in continuous evaluation (60%)
-Group assignment (40%)
Students who fail the delivery of any assignment, that take under 9 values in each of the assignments or written test or have more than 33% of absenteeism will be excluded from continuous evaluation.
Students excluded from continuous evaluation can take a final exam that corresponds to 100% of the final grade.

Sara Ramos

Inês Carneiro e Sousa

At the end of the course, students should be able to:
A. Identify the importance of occupational health and safety.
B. Analyze the role of Human Resources Management in promoting a safety culture.
C. Describe management obligations in terms of objectives and implementation.
D. Design and present specific Occupational Health and Safety (OHS) plans integrated into the company's policy/strategy and in accordance with current legislation.

1. Fundamentals of Occupational Health and Safety (OHS):
- Legal, historical, and social framework of OHS
- Role of WHO and ILO
- Evolution of OHS
- OHS services in companies
2. Workplace Safety and Health:
- Concepts
- Occupational health and risks
- Organization and management of OHS in companies
- Noise, thermic environment, lighting, and ventilation
3. Work Safety:
- Workplace Accidents (WA), Occupational Diseases, and their Prevention
- Risk analysis
- Safety protection devices and signage
- Safety culture
4. Ergonomics:
- Ergonomics and work
- Ergonomic analysis
- From prevention to intervention

(1) Evaluation Throughout the Semester:
- Individual participation in Discussion Forum (10%)
- Group assignment (40%)
- Individual written test (50%)
For approval under evaluation throughout the semester, a minimum score of 7.5 is required in all assessment elements, with the total final score adding up to 10 points.
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%

Ana Luísa Canelas Rasquilho Raposo

Successful completion of this UC will enable the student to:

LG1 – To understand communication as a constitutive element of organizations as well as recognize its role in organizational success;
LG2 – To contrast the main theoretical trends in communication in the organizations;
LG3 – To evaluate the role of communication departments in the organizational structure, as well as evaluate the major issues involved in the interaction with Human Resources management;
LG4 – To develop strategic communication plans based on good practices, techniques and tools for communicating with employees.

1. "Communication" as constitutive of the organisations.
1.1. Concept of "Communication"
1.2. Communication inside organizations

2. "Organisational communication" as a fuzzy concept
2.1. From Organizational Communication to employee communication
2.2. Employee Communication Function

3. How to communicate in an efficient way with the employees
3.1. "Communication" position in the organisational structure.
3.2. Interaction with Human Resources Management during the employee life cycle
3.3. Communication Audit

4. Trends and best practices in Employee communications: case studies analysis
4.1. Best Practices in employee communications
4.2. Leadership role in internal communication
4.3. The role of communication during change management processes
4.4. C how to communicate benefits to employees
4.5. Employer Branding, Employee Engagement and Employee Experience
4.6. The employee communication future

Assessment throughout the semester entails a minimum attendance of 80% of all classes and a mark of 7,5 in all the specified evaluation moments stated next:
-Individual written examination in class - 60%
-Team written and oral exercise - 20%
- Team exercise in the classroom – 20%

Students who do not meet the requirements set out above can be assessed via final exam (individual written exercise in the classroom, without consultation, with a valuation of 100%)

Henrique Manuel Duarte

Alzira Duarte

1.Know the ethical values and principles that guide HR professionals
2.Critically evaluate the competences of HR professionals
3.Apply in a practical and systematic way the competences developed on the first cycle of studies on HR;

1. Deontology
1.1 Ethical principles
1.2 Codes of ethics
1.3 Ethical dilemmas in HR settings

2.Professional competences on HR
2.1 Professional competences of HR professionals
2.2 Applying professional competences to transversal problems of HR

The assessment is achieved only during the continuous evaluation period having not any re-siting possibility: Practical assessment (100%);

Sandra Costa

LG1. Identify the different organizational diagnosis models.
LG2. Characterization of the different approaches to organizational change.
LG3. Make a diagnosis of a specific organization using the theoretical models.
LG4. Design and report a project of organizational change.

PC1 - Diagnosis and organizational change - Introduction
- Types of consultancy and organizational diagnosis' models
- Organizational Changes: different approaches
- Methods of Diagnosis and ethical procedures

PC2-Models of Organizational Diagnosis
- The Weisbord's six box model, 7S McKinsey, Burke and Litwin, Congruency Model (Nadler and Tushman)
- Organizational Climate and Culture models: the perspectives of de Schein, Quinn and McGrath
- The performance and processes management perspective: Stream Analysis from J. Porras, and FMECA.
- The diagnosis focused on health problems and performance: Presenteeism and absenteeism models.

PC3 - Organizational Change
- Planned Change and emergent Change
- The Change phases
- The Change project
- Diagnosis report and proposals

1 – Assessment throughout the semester:
a) Group work + Presentation: The final weighting is 40%.
b) Individual test: the final weighting of this work is 60%. To pass, students must have a minimum grade of 8 in attendance.

2 – Assessment by exam
Final exam (100% of the final assessment). The student can opt for this modality. Students who do not achieve at least 8 points in assessments throughout the semester and who as a whole do not obtain the minimum grade of 10 points will have to take the assessment by exam. The group work grade will not be considered for the purposes of assessment in an exam or improvement regime.

Vitor Hugo Ferreira da Silva

LG1. Explain the inevitability of conflict in organizational settings;
LG2. Characterize negotiation as a mean of conflict management and allocation of scarce resources;
LG3. Diagnose the sources and nature of conflict in organizational settings;
LG4. Planning a negotiation;
LG5. Design and implement negotiation strategies depending on the preferred outcomes;
LG6. Deal with the specifics features of group negotiation.
LG7: Organize mediation and arbitration interventions.

Note. LG = learning goals

PC1. Negotiation: a response to the consequences of diversity in organizations; Types of organizational conflicts; The negotiation process as an effective manner for resolving organizational conflicts; The human resources manager as negotiator;
PC2. Integrative bargaining and distributive bargaining: strategies and tactics; Heuristics and biases in decision making: the impact on negotiation processes; Interpersonal relationships and emotions in negotiation; Power in negotiation;
PC3. Preparing negotiation;
PC4. Conflict management styles and negotiation strategies;
PC5. Negotiation between teams and groups: specific process of multilateral negotiations; Steps in the preparation and approach to a negotiation between teams;
PC6. Arbitration and Mediation;

Note. PC = program contents

1 – Assessment throughout the semester
Access to this assessment method requires the student to ensure attendance equal to or greater than 70% and includes:

a) Written test (50% of the final grade)
b) Group work according to a structured script (35% of the final grade)
c) Oral presentation of group work (10% of the final grade)
d) Learning control – group oral presentation of the UC syllabus after taught by the teacher (5% of the final grade)

Access to the written test requires an average of 9.5 or more in the set of assessment instruments carried out in groups and approval in the UC requires a classification equal to or greater than 7.5 in the written test.

2 - Assessment by exam
Students who opt for this assessment modality, as well as those who have not obtained approval in the Assessment modality throughout the semester, will take an exam that includes a written test that will cover all content taught at the UC (100 % of final classification).

Henrique Manuel Duarte

Alzira Duarte

Andrea Fontes

LG1. Manage the legal and ethical questions of the recruitment and selection of people;
LG2. To know the different methods and techniques used, its applicability and effectiveness;
LG3. Conceive and lead a process since the phase of the identification of the necessity until the a evaluation and follow-up;
LG4. Define and evaluate the quality and value of a recruitment and selection process;
LG5. Write the final reports and communicate the decision in context of management of people.

S1 - Introduction
S1.1. The context for recruitment and selection
S1.3. Ethical and legal issues
S2 - Analysis of necessities of Human Resources
S2.1. R.S. and strategical planning.
S2.2. Competencies: identification, description and elaboration of profile of the candidate
S3 - Attracting and Recruitment
S3.1. Sources and types of recruitment
S3.3. New technologies and RS
S4 - Competencies-Based Selection
S4.1. Phases of a selection process.
S4.2. Methods and predictors of performance (Biographical data, interview, tests and exercises)
S4.3. Assessment centres.
S5 - Decision and Orientation
S5.1. Decision making - Criteria.
S5.2. Report and communication of information (customer and candidates).
S6 - Follow-up, evaluation and control of the process

1. The assessment is achieved only during the continuous evaluation period having not any re-siting possibility:
a) Test (25%)+ Participation and individual PF activities (25%);
b) Assessment centre (Design and implementation (35%)) +report development and discussion (15%);
Attendance (and punctuality) equal or below 66%.
2. Students who take under 9.0 values in any assignment or that have more than 33% of absenteeism will not be approved .

Fátima Suleman

LO1. Describe the Portuguese and European labour market outcomes.
LO2. Explain labour market outcomes according to theoretical frameworks.
LO3. Explain the discussions around unemployment and other Portuguese and European labour market outcomes.
LO4. Explain the impact of organisational choices on labour market outcomes.

P1. Main Portuguese and European labour market outcomes
P2. Theoretical foundations of the labour market
a) Neoclassical model
b) Keynesian theory
c) Institutional theory
P3. Applications
a) The debate over labour market policies
b) The controversy on labour market segmentation
c) The controversy on the minimum wage and its impact on firms
d) The debate on employment protection legislation

Assessment takes place through continuous assessment throughout the semester or assessment by exam. Continuous assessment throughout the semester consists of:
- mid-term test (35%)
- final test (35%)
- presentation in the classroom (30%)

Assessment by exam consists of carrying out an exam with a weighting of 100%:
- Sit for a final exam (1st or 2nd season)

Marjan Sara Jalali

At the end of the course, each student should have acquired the necessary competences to:
1. Carry out the fundamental analyses required to make strategic choices
2. Assess the strategic options available to companies at the business and corporate levels and the benefits and risks associated with each
3. Understand the importance strategy implementation and control
4. Justify the importance of considering the ethical, social and environmental impact of company decisions
5. Discuss current issues and considerations in strategic management

1. Basic Concepts
2. Strategy Formulation - vision, mission and values
3. Ethics, CSR and Sustainability
4. The Resource Based View and Dynamic Capabilities
5. The External Environment (macro, industry and competitor analyses)
6. Choice of competitive strategies
7. Choice of corporate strategies
8. Implementation
9. Strategic Control & Balanced Scorecard
10. Corporate Governance
11. Current issues in strategic management

Option 1 (Assessment throughout the semester)
-50%: Individual Final Test
-25%: Group work (application of course content to a company)
-25%: Individual assignment (reflection on the simulation game)

To Pass: weighted average of 10 marks or higher; the assessment in any of the components cannot be lower than 8 marks.

Minimum attendance: 75% of classes

Option 2 (Final exam)

To Pass: 10 marks in the final exam.

Cassilda Mariza Alpoim Queiroz

LG1: Analyse the quality management system with a view to its integration and its development
LG2: To apply the techniques of quality management as a management tool
LG3: To identify and apply techniques and tools for the measurement, analysis and improvement of organisations
LG4: To define, implement and audit the quality management system according to the specific requirements of each organisation.

1.Framework (objective, notions of importance and interconnection with other areas, evolution through history, quality management gurus, 7 Principles of Quality Management, glossary)
2.Portuguese Quality System/European Quality System Certification of Quality Management Systems, Products, Processes and Personnel Qualification Standardisation
3.Architecture of Quality Management Systems (NP EN ISO 9001:2015)
4.Mapping Processes and identifying KPI's
5.Quality Tools and Techniques
6.Total Quality Programs.
7.Quality Evaluation
           
8.Process mapping Vs. The Value Chain
9.Challenges of Quality Management in the XXI Century

Methods be used during the semester:
-Traditional / lectures for presenting theoretical models and concepts.
-Participative in the analysis and solution of exercises.
-Participative in the analysis and discussion of case studies.
-Active in the execution of individual assignments.
-Active and cooperative in the execution of group assignments.

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A) SIT (Periodic assessment):
1.1 Attendance (min80%)
1.2 Teamwork final(40%);
1.3 Individual written Test (60%)
Minimum mark: 8 out of 20 (1.2, 1,3)
Or
2. Individual written Exam (100%)
Minimum mark: 10 out of 20
B) RESIT (if unsuccessful SIT)
Individual written Exam (100%)
Minimum mark: 10 out of 20

Vítor Santos

At the end of this course, students should have the skills to:
LG1. Describe the evolution of the Marketing concept;
LG2. Analyse the main market performance indicators;
LG3. Identify methods for gathering information about the consumer;
LG4. Develop a portfolio analysis with an external and internal vision of the organization;
LG5. Develop a SWOT analysis;
LG6. Identify target markets and define a positioning strategy;
LG7. Identify marketing-mix politics.
LG8. Identify future trends in marketing.

P1. Evolution of the Marketing concept
P2. Marketing Plan
P2.1. Plan components and control
P2.2.Organizational structure
P3. Situational Analysis (offline and online)
P3.1. Market
P3.2. Consumer behaviour
P3.3. Market intelligence
P3.4. Competition analysis
P3.5. Company analysis
P3.6. Portfolio analysis
P3.7. SWOT analysis
P4. Segmentation and Targeting
P5. Positioning
P6. Marketing-mix (offline and online)
P6.1.Product
P6.2. Price
P6.3. Placement
P6.4. Promotion
P7. Future Trends in Marketing
P7.1 Digital Transformation
P7.2 The Role of Generative Artificial Intelligence in Marketing
P7.3 The Role of Marketing for a Sustainable Future

Assessment throughout the semester: Individual participation in class (15%); Individual discussion of the workgroup project: (20%); Workgroup report (10%); individual case studies (15%); Final individual exam (40%). Minimum grade in any of the components: 8 points. Minimum final grade: 10 points for final approval. Attendance to classes of at least 2/3 (less will exclude students from this evaluation scheme). Failure in the assessment throughout the semester will lead to two additional moments to pass, each worth 100% of the final grade.
A final above 16 may imply an additional oral examination.