Human Resources Planning

Scholar Year: 2018/2019 - 2S

Courses

Head Teacher Responsability José Manuel Gameiro Rebelo dos Santos Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes 2 2 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 José Santos   3,00 Practices Totals 1 2,00 Patrícia Pires   3,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Understanding the planning process
•
• the different methods of HR planning and forecasting
•
• Diagnostic Techniques•

Syllabus

1. Planning and Human Resources Planning
1.1. Concept planning, human resources and HR planning;
1.2. Objectives of human resource planning
2. Planning as a management tool
2.1. Dimensions and planning levels
2.2. Stages of planning and HR planning
2.3. Planning and Management Control: tableau de bord and balanced scorecard
3. Methods of forecasting and foresight
3.1. Application of methodologies levels
3.2. Quantitative and qualitative planning
3.3. government policies and organizational policies
3.4.Métodos forecast
3.4.1. Parnes methods
3.5. prospective methods
3.5.1. Delphi method
3.5.2 Method of scenarios.

Demonstration of the syllabus coherence with the UC intended learning outcomes

We consider that the proposed program is the most relevant to fulfill the objectives concerning the specific characteristics of the curricular unit

Teaching methodologies

The teaching / learning methodologies are applied according to the type of classes (theoretical or practical).
• Theoretical classes - Expositive / Interrogative Methodology, using the participative methodology whenever is possible;
• Practical classes - Participative Methodology through study, analysis and resolution of Case Studies about all topics of the course.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The selection of teaching methodologies is based on the learning objectives to be achieved. The theoretical lessons are given to a large number of students simultaneously and the educational objectives aim predominantly an cognitive knowledge (know – know).
The practical lessons are focused on the level of know-how. These classes allow the trainees to put in practice what they have learned in the theoretical lessons, by solving problems and operationalizing the conceps.
In the theoretical classes the students are encouraged to participate, by answering to the teacher’s questions and discussing ideas related to the issues approached, what helps to clarify concepts.

Bibliography

BANCALEIRO, José (2007) Scorecard de capital humano: (como medir o activo mais importante da sua empresa), 2ª edição, Lisboa, RH.
• BILHIM, João Abreu de Faria (2004) Teoria Organizacional: Estruturas e Pessoas, 3ª edição, Lisboa, ISCSP.
• GODET, Michel (1993) Manual de Prospectiva Estratégica, Lisboa, D. Quixote.
• KEYES, Jessica (2005) Implementing the IT balanced scorecard: aligning IT with corporate strategy, Boca Raton, Auerbach Publications.
• LOPES, Margarida Chagas (1995) Estratégias de Qualificação e Metodologias de Avaliação, Oeiras, Celta.
• MINTZBERG, Henry (1994) Grandeur et Décadence de la Planification Stratégique, Paris, Dunod.
• MINTZBERG, Henry (1995) Estrutura e Dinâmica das Organizações, Lisboa, D. Quixote.