Talent Management

Sustainable Development Goals (SDG)

• 3. Good health and well-being
• 4. Quality education
• 5. Gender equality
• 8. Decend work and economic growth

Objectives

This course analyses the importance that the human resources department has in a business organisation. It prepares the student to be able to develop the set of key organisational processes that allow achieving employee satisfaction, as well as the economic performance of the organisation.

Specific objectives

1. Understand the role of HR in the company and its integration with the company's strategy.
2. Know and develop the skills necessary to perform the HR function.
3. Learn how HR can be a key partner in every business decision.
4. Understand, from both a strategic and operational perspective, the processes and management of human resources, as well as the management tools and techniques applied in the areas of: recruitment and hiring; compensation and rewards; training and development; and performance management.

Learning outcomes

• Identify the main needs and demands of people, groups and organizations.
• Manage and administer a company or organization taking into account its competitive and institutional position, its strengths and weaknesses.
• Analyzes and evaluates the management of the different functional areas, especially in the field of human resources.
• Act in normal situations and those specific to the profession with commitment and responsibility.
• Diagnose organizational needs in terms of human resources.
• It proposes interventions in line with democratic and sustainability values, showing respect for people's fundamental rights.
• Designs programs to improve employee performance.
• Provides technical reports on human resource requirements.
• Understand the diversity and plurality of ideas, people and organizational situations.
• Select and implement appropriate techniques for talent development.

Competencies

General skills

• Be able to analyze and summarize.
• Be able to communicate orally and in the languages of the community.
• Be able to organize and plan.
• Be able to use information: seek, analyze, select, organize and exploit information effectively.

Specific skills

• Be able to analyze and understand the operation of the market and its influence on the activities of a company.
• Be able to apply market research theory and instruments to implement business strategies.
• Be able to apply theoretical knowledge, skills and communication tools to create an integrated communication strategy for an organization.
• Be able to devise and implement integrated marketing plans.

Basic skills

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students can communicate information, ideas, problems and solutions to both specialists and non-specialists.
• Students have demonstrated knowledge and understanding in a field of study that builds on general secondary education with the support of advanced textbooks and knowledge of the latest advances in this field of study.
• Students have developed the learning skills necessary to undertake further studies with a high degree of independent learning.
• Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgments that include reflection on relevant social, scientific and ethical issues.

Core skills

• Be a critical thinker before knowledge in all its dimensions. Show intellectual, cultural and scientific curiosity and a commitment to professional rigor and quality.
• Become the protagonist of one's own learning process in order to achieve personal and professional growth and acquire all-round training for living and learning in a context of respect for linguistic, social, cultural, gender and economic diversity.
• Display professional skills in complex multidisciplinary contexts, working in networked teams, whether face-to-face or online, through use of information and communication technology.
• Exercise active citizenship and individual responsibility with a commitment to the values of democracy, sustainability and universal design, through practice based on learning, service and social inclusion.
• Interact in international and worldwide contexts to identify needs and and new contexts for knowledge transfer to current and emerging fields of professional development, with the ability to adapt to and independently manage professional and research processes.
• Project the values of entrepreneurship and innovation in one's academic and professional career, through contact with a variety of practical contexts and motivation for professional development.
• Use oral, written and audiovisual forms of communication, in one's own language and in foreign languages, with a high standard of use, form and content.

Content

1. Introduction to the DGRRHH
2. Job Analysis
3. Performance evaluation
4. Competency-based management
5. Selection
6. Training
7. Work environment and motivation
8. Compensation policy
9. Positive thinking and happy organizations

Evaluation

The course evaluation procedure will be continuous and will consist of:

1. Theoretical-practical exam of the contents and cases presented throughout the course: 45%
2. Summary works and presentations made in class on the subject: 40%.
3. Development of actions for a portfolio on positive thinking and happiness: 15%. This task includes weekly actions to be completed and the final submission of the portfolio developed throughout the course.

In order to pass this subject, it is very important to attend class, given the methodology used to develop the content.

In order to be counted towards the final grade for the subject, sections A and B must be passed individually with a minimum score of 5 out of 10.

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Methodology

1. Flipped Class 1: During the week before class, students prepare the theoretical content of each of the topics to be worked on. They then carry out the public presentation in class in a shared manner.
   Throughout the presentation, the teacher (facilitator) asks questions to the students and provokes creativity and understanding of the content by searching for practical examples applicable to the topics studied.
2. Summary class 2: at the beginning of the next class, a participatory synthesis of the content learned in the previous class is carried out using digital tools such as Wooclap or Padlet, which allow the participation of all students through their mobile devices. The objective is to carry out collaborative work and assess the good transmission/construction of knowledge in the participants.
3. Student quiz: Within the activities of the subject we also jointly created a student quiz on campus, which is one of the tools used during the course to review content and create a question bank that promotes student participation, as well as monitoring and understanding of the subject and collaborative work.

Bibliography

Key references

• Bob Nelson (2002). Mil y una formas de recompensar a sus empleados. Gestión 2000.
• Butteriss, Margaret (2001). Reinventado Recursos Humanos. Cambiando los roles para crear una organización de alto rendimiento. Editorial Gestión 2000..
• Dolan, Simon (2007). La Gestión de los Recursos Humanos. Cómo atraer, retener y desarrollar con éxito en tiempos de transfomaciónformación.: (1 ed.). Madrid.: Mc Graw Hill.. Mc Graw Hill..

Further reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.