Human Resource Training and Development

Recommended Prerequisites

Organizational Psychology

Fundamentals of Human Resources Psychology    

Psychology and Human Resource Management 

Teaching Methods

Lectures. Debates. Individual and group activities (e.g, case studies, analysis / discussion of texts, simulations, exercises based on tools).The simulation of a training session provided by each student (also responsible for its conception and development) constitutes, in the context of the active methods to be adopted in the curricular unit, the central strategy, with a view to reinforcing "learning-by-doing".

Learning Outcomes

In the end, students should be able to:

1. Define Human Resource Development (HRD) and frame the Training and Development (TD) system

2. Define TD and explain its role, importance and objectives

3. Indicate and explain some factors that influence TD

4.Identify benefits of TD, as well as strategies to optimize it

5. Recognize and characterize the TD subsystems

6. Explain how the training needs relate to the defined objectives and indicate strategies, methods and tools for training needs analysis

7. Plan, design, implement and evaluate training programs, using different types of training, methods, techniques and instruments, depending on their advantages and disadvantages

8. Identify and discuss the role of some relevant variables in the training transfer process

9. Discuss how TD can evolve in the future, identifying current challenges and trends

Work Placement(s)

No

Syllabus

1. The Human Resource Development System (HRD)

1.1. HRD concept and its strategic nature

1.2. Levels of analysis and intervention

 

2. The Training and Development (TD) system

2.1. Concept, role and objectives of TD in organizations

2.2. Perspectives and approaches

2.3. Factors that influence TD

2.4. Benefits of TD for individuals, groups, organizations and society

 

3. TD as a cyclical process and its subsystems

3.1. Analysis, planning / development, design, implementation and evaluation: models, methods, techniques and instruments

3.2. The transfer of training

 

4. Contemporary challenges to TD

Head Lecturer(s)

Paulo Renato Martins Ribeiro Silva Lourenço

Assessment Methods

Assessment
Frequency: 40.0%
Design and delivery of a training session: 60.0%

Bibliography

Aguinis,H. & Kraiger,K.(2009).Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60,451-474

Bell, B.,Tannenbaum, S.,Ford, J.,Noe, R. & Kraiger,K. (2017).100 years of training and development research:what we know and where we should go. Journal of Applied Psychology,102(3),305-323

Noe, R. A., Clarke, A. D. M., & Klein, H. J. (2014). Learning in the Twenty-First-Century Workplace. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 245–275.

Noe, R. A. (2017). Employee training and development (7th Ed.). New York: McGraw-Hill.

Salas,E., Tannenbaum,S.,Kraiger, K. & Smith-Jentsch,K. (2012).The science of training and development in organizations: what matters in practice. Psych.Science in the Public Interest,13(2),74–101

Swanson,R. & Holton III,E.(2009).Foundations of Human Research Development.San Francisco:Berrett