Winter School II

Recommended Prerequisites

Knowledge on WOP-P; Fluency in English.

Teaching Methods

Assuming that the student should be the center of the teaching-learning process, active pedagogical approaches are implemented. Thus, the methodology is based on hours of collective contact, group work, seminars, debates, case presentation, role-playing, workshops, in order to foster learning modalities consistent with the specific objectives of this (face-to-face) phase of this Curricular Unit.

Learning Outcomes

This Curricular Unit II is the continuation of Winter School I, complementing it because it occurs in face-to-face. As it has been specified, the Winter School is organized in phases and modules (http://www.uv.es/erasmus/wop/WS.htm). This curricular unit corresponds to the second phase of the Winter School and its objectives have been set forth in the preceding curricular unit.

In the third and last phase, students should be able to integrate the acquired knowledge and skills, through the development of a report.

Work Placement(s)

No

Syllabus

(Equal to those of the Intensive Winter School I, but developed in face-to-face focusing other competencies)

1.- Analysis of the international contextual factors, specially paying attention to those factors that have a clear impact on work, organizations an Human Resources policies and practices

2. Review of the literature available to prepare a state of the art (SOAREA) on one intervention topic relevant for Work, Organizations and Personnel areas.

3.- Learning of knowledge, skills and attitudes to design interventions in organizations paying special attention to HR issues.

4.- Learning and practicing how to implement an intervention.

5.- Becoming aware and knowledgeable about justice and fairness issues as well as ethical principles guiding professional interventions.

6.- Being able to integrate the previous knowledge and skills, developing a final integration paper.   

Head Lecturer(s)

Carla Maria Santos Carvalho

Assessment Methods

Assessment
6 modules evaluated separately: 5 at the group level; 1 individually. The weighted average is the final grade. There is face-to-face feedback in the "in residence" phase and in the Virtual Classroom in other phases: 100.0%

Bibliography

(A atualizar todos os anos. To update every year)

Briner, R.B. & Denyer, D. (2012). Systematic review and evidence synthesis as a practice and scholarship tool.  In D. Rousseau (Ed.), Oxford Handbook of Evidence-Based Management. New York: Oxford University Press.

Briner, R.B., & Rousseau, D. (2011). Evidence-based I-O psychology: Not there yet. Industrial and Organizational Psychology, 4, 3–22.

Gough, D., Oliver, S., and Thomas, J. (2012). An introduction to systematic reviews. London: Sage.

Petticrew, M. and Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Oxford: Blackwell Publishing.

            http://xa.yimg.com/kq/groups/18751725/462617161/name/manalysis.pdf

Rapid Evidence Assessment of Performance and Development Review (PDR) systems (2011). 

Patterson M, Rick J, Wood S, Carroll C, Balain S, Booth A. (2010). Systematic review of the links between human resource management practices and performance. Health Technology Assessment, 14, 51.