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Evaluation of Business Performance
Scholar Year: 2023/2024 - 1S
| Code: |
MCF2014 |
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Acronym: |
ADE |
| Scientific Fields: |
Gestão |
Courses
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
A. FRAMEWORK
The strong environmental turbulence, the huge competitive struggle and the growing complexity of organizations imply a business attitude of permanent analysis and evaluation of their activities, aiming at making decisions leading to value creation and, consequently, to organizational success.
B. SYNTHESIS OF THE SUBJET
Presentation of the concepts, principles, techniques and models of business performance evaluation (ADE).
C. CONTRIBUTIONS TO THE DEVELOPMENT OF COMPETENCES
Contribute to:
• Organizational understanding, professional adaptability, problem solving and decision making;
• The systemic and interdisciplinary view of economic activity and organizational development;
• Knowledge and application of principles, techniques and models of business performance evaluation;
• The application of knowledge in an organizational context;
• The development of analysis and critical reflection skills, creativity and innovation;
• The receptivity to new opinions and knowledge, scientific humility and interest in research;
• The development of teamwork skills and individual and team continuous improvement.
D. OBJECTIVES
• Understand organizations in holistic terms;
• Know different concepts of performance;
• Distinguish and formulate strategic objectives and operational objectives for the critical areas of a business;
• Understand and critically analyze, in an integrated way, the organizational performance, its objectives and stakeholders;
• Know, understand and interpret the process of evaluation of organizational performance, its indicators and models;
• Make decisions in the context of incomplete information;
• Design an organizational performance model;
Syllabus
1. Concept(s) of Performance
2. Objectives of business performance evaluation
3. Parties interested in the evaluation of corporate performance
4. The generic process of performance evaluation
5. Types and characteristics of indicators (metrics) of performance
6. Business performance evaluation models
Demonstration of the syllabus coherence with the UC intended learning outcomes
The chapter (s):
• 1 of the programmatic contents aims to respond to the objective "know different concepts of performance;
• 2 of the contents respond to the objective "Distinguish and formulate strategic objectives and operational objectives for the critical areas of a business";
• 3 and 4 of the content respond to the objective of "Understand and critically analyze, in an integrated way, the organizational performance, its objectives and stakeholders";
• 4, 5 and 6 of the contents respond to the objective "know, understand and interpret the process of evaluation of organizational performance, its indicators and models";
• 1 to 6 respond to the objectives "Understanding organizations in holistic terms", "Making decisions in the context of incomplete information" and "Design an organizational performance model";
Teaching methodologies
The face-to-face classes are replaced by mixed, face-to-face and online classes - synchronous sessions (interactive videoconference sessions between the teacher and the students, through the Teams platform).
With support in the knowledge that the students already have and also in the discussions and exchanges of experiences that will be promoted when the presentation in class of each one of the themes, all the participants will leave more enriched and with their thinking about evaluation of the business performance more systematized.
Thus, rather than proceeding to the mere transmission of information, in an expositive logic, it is intended to achieve a logic of knowledge production and promote learning that allows each participant to deepen their specific knowledge base.
In this sense, the following methodologies are used:
• Expositive and participative method to present concepts, techniques and models;
• Group work method for conceptualizing and designing a business performance evaluation model;
• Method of coaching in the follow-up and development of works.
In addition to face-to-face classes and synchronous sessions, students must hold asynchronous sessions (student work sessions, with the support of materials and or bibliography provided by the teacher) and individual and autonomous student work sessions (research, study, analysis and critical reflection, creativity and innovation).
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
In the classes and in the synchronous sessions the the expository method is used to present the concepts, techniques and models, and the participative method, centered on the students, in the analysis and debate of the different experiences and organizational examples, involving them in the teaching-learning process and developing reflexive skills, critical analysis, creativity and innovation.
The combination of the two methods will lead students to acquire the knowledge that allows them to understand organizations in holistic terms, to have a systemic and interdisciplinary view of economic activity and organizational development, to know different performance concepts, to distinguish and formulate strategic and operational objectives for the critical areas of a business, to understand and critically analyze, in an integrated way, the organizational performance, its objectives and stakeholders, and to know, understand and interpret the organizational performance evaluation process, its indicators and models.
The group work method is used for the elaboration of a business performance evaluation model, since it allows to simulate the application of knowledge in an organizational context, leading to organizational understanding, professional adaptability, problem solving and decision making, namely, from the vision and mission of a company, to define strategic and operational objectives, globals and for each of the critical areas of the business, and to establish indicators, applying an organizational performance assessment model. The research and elaboration of the work leads to decision making in the context of incomplete information, generates critical analysis and reflection, creativity and innovation skills, teamwork management skills and competencies and encourages continuous individual and team improvement. Experience and practice lead to the discovery, assimilation of knowledge and autonomy in decision making and problem solving.
Assessment methodologies and evidences
The assessment system shoul be validated by the Pedagogical Council.
1. Continuous assessment
The assessment of knowledge is continuous and consists of:
• Performing an individual Test (T)
• Preparation, presentation and discussion of a Group Work (GW)
Final Score = 65% T + 35% GW
Notes:
a) The Students will be approved with a final grade of the Test and of the Group Work of 10 or more, considering the individual assessment elements.
Otherwise, students may take an appeal examination and or the restructuring of the Group Work, to be delivered up to five days before the exam, depending on the respective situation;
b) In case of non presential assessment, when the score of a test is equal to or higher than 14.5, the student will have to take an oral test to justify (maintain) the score, if the teacher so chooses. In this case, if the score of the oral test is lower than the test score or if the student does not take the test, the test will be assigned a score of 14 points;
c) The classification of the WG can be individual, if the teacher so defines;
d) All elements related to the WG are defined in the respective guide.
2. Assessment in Time of Appeal and in Special Time
The assessment of knowledge consists of:
• Performing an individual Exam (E)
• Elaboration, presentation and discussion of an Individual or Group Work, to be agreed with the teacher (IW or GW)
Final Score = 65% Exam + 0.35 IW or GW
Notes:
a) The Students will have approval with a final grade of the Exam and Individual or Group Work of 10 or more, considering the individual assessment elements. If students have been approved in the test, exam or individual or group work at a previous assessment, in the same school year, they should only take the assessment element where they did not obtain an approval, assuming Exam, IW or GW the previous approval score;
b) In case of non presential assessment, when the score of a test is equal to or higher than 14.5, the student will have to take an oral test to justify (maintain) the score, if the teacher so chooses. In this case, if the score of the oral test is lower than the test score or if the student does not take the test, the test will be assigned a score of 14 points;
c) The classification of the WG can be individual, if the teacher so defines;
d) All elements related to the WG are defined in the respective guide.
3. Situations associated with fraud in the assessment process
In the case of proven fraud, it will be applied the Despacho No. 40 / President / 2021, which prescribes, namely, the annulment of the assessment element, the disapproval on the subject, at the time the element relates and the respective disciplinary process.
In the event of suspected fraud, the same Despacho is applied, which establishes, in particular, the possibility of conducting an further oral assessment to prove the results obtained.
Attendance system
Attendance of classroom classes and synchronous sessions is highly recommended, as it provides for the continuous development of students and the assessment system is continuous.
The frequency of sessions is mandatory, since the assessment system is continuous.
Frequency is the attendance of the student, effective presence throughout the session, face-to-face or synchronous equal to or greater than 2/3 of the number of contact hours of the CU, excluding the moments of assessment.
Bibliography
Essencial:
• Rodrigues, Jorge (2010). Avaliação do Desempenho das Organizações. Lisboa: Escolar Editora.
• Caldeira, Jorge (2012). 100 indicadores da gestão: key performance indicators. Coimbra: Actual.
Complementary:
• Gama, António P. (2012). Performance Empresarial. Lisboa: Porto Editora.
• Kaplan, Robert S. and Norton, David P. (2004). Mapas Estratégicos, 6ª Edição. S. Paulo: Editora Campus.
• Neely, Andy (2002). Avaliação do Desempenho das Empresas: Porquê, o quê e como. Lisboa: Ed. Caminho.
• Neely, Andy (2003). Business Performance Measurement. Cambridge: Cambridge University Press.
• Olve, Nils-Göran, Roy, Jan and Wetter Magnus (1999). Performance Drivers. John Wiley & Sons Ltd.
Observations
STUDENT ATTENDANCE
Office hours:
Professor: João Piteira; Email: joao.piteira@esce.ips.pt; Office: B2.03
Hours: Monday: 5:30 p.m. to 6:30 p.m.;
Notes:
1. Students must confirm with the teacher, via email, the type of support – online or face-to-face;
2. If the office hours are not favourable, Students may contact the teacher, by mail, requesting the scheduling of another moment.
3. Any contacts with teachers should be made in advance so that a timely response is possible.
Final Note
Due to the lack of knowledge about the evolution of the pandemic situation and the learning process about online education, which is still ongoing, the elements presented in this program will be revised and changed, whenever the School bodies or the teacher considers it necessary, depending on the reality and experience, in order to achieve the objectives of the Subject, Course, ESCE and IPS.
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