Class Training and Development

This curricular unit aims to frame the role and importance of professional training and development within the scope of Human Resources Management; characterize the different training paradigms, and address the contexts of formal and informal training from the perspective of Strategic Management of Human Resources.

Not applicable

Syllabus (S): S1: The role of Training and Development in promoting employability Overview of vocational training in Portugal Public policies and national qualification strategies Challenges and trends in training and development   S2: Training and Development in Strategic People Management Introduction to training and development; Importance and objectives of vocational training Role of training in organisational strategy Alignment of training with organisational objectives Culture of learning and continuous development   S3: The Training Cycle Diagnosis of training needs Training planning and scheduling Implementation and knowledge transfer Training budgeting Training evaluation (Kirkpatrick and Philips models)   S4: Leadership Development in Organizations Concepts of Leadership Development and Leaders Leadership Development Practices Mentoring, coaching and succession programmes Trainee programmes

1. Project-Based Learning Students develop a practical project, applying the knowledge acquired throughout the course unit to real or simulated contexts. 2. Case Studies and Recent Scientific Articles Analysis of real situations of training and development in organisations, with the cases where they will develop the project, combining with the most up-to-date research. 3. Virtual Learning Environments - Moodle as the central support platform: materials, forums, weekly activities. - Tools such as Mind Maps, Mentimeter, Kahoot for real-time collaboration and feedback. 4. Ethical and Critical Integration of Generative AI Students are encouraged to use IAGen tools to support research, brainstorming and structuring ideas, with an emphasis on transparency, source verification and proper referencing. 5. Peer Assessment Group discussions, feedback and co-assessment of work to foster critical thinking and collaboration.

Caetano, A., Silva, S. Tavares, S., & Santos, S. (2014). Formação e desenvolvimento organizacional: Abordagens e casos práticos em Portugal . Lisboa: Editora Mundos Sociais. European Centre for the Development of Vocational Training [Cedefop] (2017). On the way to 2020: data for vocational education and training policies. Country statistical overviews ¿ 2016 update. Luxembourg: Publications Office. Cedefop research paper . 61. http://dx.doi.org/10.2801/414017. Guile, D., & Unwin, L. (2019). The wiley hndbook of vocational education and training . New Jersey: Jonh Wiley & Sons. Noe, R. (2020). Employee training & development (8 th ed.) NY: McGraw-Hill. Pilz, M. (2012). The future of vocational education and training in changing world . Cologne: Springer. Tran, L.T., & Dempsey, K. (2017). Internationalization Rego, A., Cunha, M., Gomes, J., Cunha, R., Cabral-Cardoso, C., Marques, C. (2018). Manual de gestão de pessoas e do capital humano (3ª ed.). Lisboa: Sílabo.