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
MSc in
Human Resources Management
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.
MSc in
Human Resources Management
Course
Applied Quantitative Methods
Class instructor
Graça Trindade
Semester
1st
Hours
30
ECTS Credit Units
6
Syllabus Content
1.1 Review of Descriptive statistics: univariate
1.2 Review of Descriptive statistics: bivariate
1.3 Inferential statistics:
1.3.1 Confidence intervals
1.3.2 Parametric and non parametric tests: a review
1.4. Multivariate statistics
1.4.1 MANOVA
1.4.2 Factor Analysis
1.4.3 Cluster analyses
1.4.4 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.
MSc in
Human Resources Management
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.
MSc in
Human Resources Management
- 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.
MSc in
Human Resources Management
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
communication
2. Leadership and communication
- A communication approach to classic leadership models
- Communication and transformational leadership
- The role of communication in creating charismatic leadership
- Strategic leadership and communication
- Management competence communication development plans
- The role of communication in organizational change
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.
MSc in
Human Resources Management
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 Editions
Yukl, G. (2006). Leadership in organizations (6th ed.). Englewood Cliff,
NJ: Prentice-Hall.
MSc in
Human Resources Management
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 organizational
Development
II-Process Consultation
II.1-The relationship in the process of consultation
II.2-The interaction with the client
III-Process Consultation in Action
III.1-Communication and feed-back
III.2-Active Inquiry and Listening
III.3-Interventions:task process in groups and
Interpersonal processes
III.4-Ten Principles as the essence of process
Consultation
IV-Case Studies
Grading
- Written Test or Individual assignment: The
weight in the final grade is 50%.
- Group Assignment: the weight of this assignment
to the final grade is 50%.
Students that choose not to do any of the
assignments or any of the presentations, and
students excluded from continuous evaluation can
take a final exam that corresponds to 100% of the
final grade.
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
MSc in
Human Resources Management
Course
Personal Management and Development
Class instructor
Aristides Ferreira
Semester
1st
Hours
30
ECTS Credit Units
6
Syllabus Content
1. Management of organizational knowledge
i. Cycle of knowledge conversion
ii. Causal model of organizational action learning (Bartlett & Ghoshal,
1993)
iii. The role of technology in personal and organizational development
2. Training and development
i. Regulations on professional training
ii. Training management and development
iii. Training assessment
3. E-Learning and its implementation
4. Formal learning and life-long learning
5. Coaching e Mentoring
i. Conceptualization
ii. Models, Programs e Inovations
iii. Organizational Integration
iv. Program assessment
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
MSc in
Human Resources Management
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.
MSc in
Human Resources Management
MSc in
Human Resources Management
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 materials
Bilhim, João Abreu de Faria, Questões Actuais de Gestão de Recursos
Humanos, Lisboa, ISCSP, 2002
Bilhim, João Abreu de Faria, Gestão Estratégica de Recursos
Humanos, Lisboa, ISCSP, 2004
Buchanan, D. e Huczynski, A. Organizational Behaviour: An
Introductory Text, Londres, Prentice Hall, 3ªEd. 1997
Caetano, António e Vala, Jorge, (orgs.) Gestão de RH contextos,
processos e técnicas, Lisboa, Editora RH, 2000
Ferreira, J., Neves, J. e Caetano, A. Manual de Psicossociologia das
Organizações, Lisboa, McGraw-Hill, 2001
Vários, Manual de Gestão de Pessoas e do Capital Humano, Lisboa,
Ed. Sílabo, 2008
MSc in
Human Resources Management
Course
Stress, Health and Well-Being at Work
Class instructor
Semester
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 approaches
2. Determinants and moderators
3. Outcomes of stress
4. Copping and management of stress
III Conception of healthy workplaces
1. Ergonomical approach
2. Culture of safety/security
IV New challenges in context of work
1. Aging at work
2. Balance between work and family life
3. Mobbing, bullying and violence at work
4. Harassment and discrimination
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
MSc in
Human Resources Management
stress at work. Chichester: John Wiley & Sons.
- Textos de Apoio teórico/práticos a facultar/indicar pela equipa
docente nas aulas;
MSc in
Human Resources Management
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 individual
1. Introduction - the nature of entrepreneurship
2. The entrepreneur as an individual
II. The entrepreneur in the macroeconomic
environment
3. The economic function of the entrepreneur
4. Social and not-for-profit entrepreneurship
III. The entrepreneurial process and new
venture creation
5. The entrepreneurial process
6. Business opportunity, resources and
organisation
7. Intrapreneurship and the changing role of the
entrepreneur in the consolidated organisation
IV. Choosing a direction
8. Entrepreneurial vision, mission and strategy
9. The entrepreneur’s business plan and financial
support
10. Selecting new venture projects
V. Initiating and developing the new venture
11. Window metaphor
12. Growth and consolidation of the
entrepreneurial venture
Grading
• INDIVIDUAL
Class attendance and participation – 10%
• Attendance – 2,5%
• Participation – 7,5%
Final Exam (Minimum of 8 out of 20) – 40%
• GROUP (MINIMUM OF 10 OUT OF 20)
I – Concept presentation and approval – 5%
• Demonstrate confidence and that the communication was wellprepared – 1%
• Develop and make presentations with impact –
4%
II – Business plan presentation – 10%
• Demonstrate confidence and that the
communication was well-prepared – 2,5%
• Develop and make presentations with impact –
7,5%
MSc in
Human Resources Management
III – Business Plan – 35%
• Produce a well structured document – 7,5%
• Select and interpret relevant data and
references from academic and non-academic
sources – 7,5%
• Apply appropriate methodologies or formulas –
12,5%
• Formulate well-supported conclusions or
solutions – 7,5%
• NOTES
o Class attendance and participation in class
discussion is expected and absences will
affect the final grade.
o The due dates for assignments and
workgroups are non-negotiable and late
submission of assignments is penalized
Main Text Books

Wickham, Philip A. (2007), “Strategic Entrepreneurship”,
Financial Times Press, 4th Edition, p. 648.