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Presentation
Presentation
Organizational development by developing employee skills. Privileged tool for promoting organizational change for successful interaction between organizations and their environment. Integrates aspects of Management and Psychology.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 6
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT1705-14088
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Learning and development storytelling 2. Learning as a Change Management tool - Strategic Training and Organizational Development Cycle 3. Teaching methods and techniques 4. Designing Learner Materials With the Learner in Mind and using AI power 5. Core theories in digital learning design 6. Coaching - competencies, goals and techniques 7. State-of-the-art training and coaching - Gamification, AI-Backed L&D System, Strenghts oriented coaching, psyhological coaching
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Objectives
Objectives
Provide foundations related to theoretical knowledge and practical requirements that professionals currently face to effectively develop the activity in the areas in question. Develop the following skills: - Framing coaching and training as practices of individual development of employees and organizational talent - Identify the characteristics of adult learning - Identify the main teaching methods and techniques - Diagnose training needs, planning training programs, implementing programs and evaluating them - Characterize the contexts of coaching application - Characterize the constituent stages of coaching - Describe the main coaching intervention models and techniques - Acquire critical analysis skills about coaching practice and a conscious deontological attitude - Identify new trends or state of the art in training and coaching
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Teaching methodologies and assessment
Teaching methodologies and assessment
Exposition of theoretical contents, presentation and discussion in the practical exercises class. 60% of contact hours will be dedicated to the exhibition of theoretical content and the remaining 40%, to activities aimed at training skills.
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References
References
Garrett, B. (2000). The Learning Organisation: Developing Democracy at Work. London: Harper Collins.
Gibb, S. J. (2011). Human Resource Development; Process, Practices and Perspectives at Work, 2nd edition. Basingstoke: Palgrave.
Harrison, R. (2009). Learning and Development. London: McGraw Hill.
Kirkpatrick, Donald L., & Kirkpatrick, James D. (2006). Evaluating training programs: the four levels (3rd ed). S. Francisco: Berrett-Koehler.
Klein, Stephen B. (2012). Learning: principles and applications (6th ed ). London: Sage.
Marcus-Quinn, A., & Hourigan, T. (Eds.). (2021). Handbook for online learning contexts: digital, mobile and open
Smith, W.-A., Boniwell (2021). Positive psychology coaching in the workplace
Pereira, Alexandra Barosa (2007). Coaching em Portugal: teoria e prática. Lisboa: Edições Sílabo.
Wilson, J.P. (2012). Human Resource Development. London: Kogan Page.
Zeus, P., & Skiffington, S. (2003). The complete guide to coaching at work. New York: McGraw-Hill Education.
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Office Hours
Office Hours
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Mobility
Mobility
No