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 analyzes the importance of the human resources (HR) department in a business organization. It prepares students to develop the set of key organizational processes that enable employee satisfaction and the organization's economic performance.

The specific objectives are:

1. Understand the HR function 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, human resources processes and management, as well as the management tools and techniques applied to the following areas: recruitment and hiring; compensation and rewards; training and development; and performance management.

Learning outcomes

• Identify the main needs and demands of individuals, groups and organizations.
• Manage and administer a company or organization taking into account its competitive and institutional position, strengths, and weaknesses.
• Analyzes and evaluates the management of different functional areas, especially in the field of human resources.
• Act with commitment and responsibility in everyday situations and in those specific to the profession.
• Diagnose organizational needs in terms of human resources.
• It proposes interventions consistent with democratic and sustainable values, showing respect for people's fundamental rights.
• Designs programs to improve employee performance.
• Presents technical reports on human resources requirements.
• Understands 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 General Directorate of Human Resources (DGRRHH)
2. Job analysis
3. Performance evaluation
4. Competency management
5. Selection
6. Training
7. Work climate and motivation
8. Remuneration policy
9. Positive thinking and happy organizations

Evaluation

The subject evaluation procedure is continuous and consists of:

1. Theoretical-practical exam of the contents and cases presented throughout the course: 45%
2. Synthesis works and presentations made in class on the subject: 40%
3. Developing the actions of 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.

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

To be included in the final grade for the subject, sections A and B must be passed individually with a minimum grade of 5 out of 10.

Methodology

• Flipped Class 1: During the week before class, students prepare the theoretical content for each of the topics they will cover. They then conduct a shared public presentation in class.
  Throughout the presentation, the teacher (facilitator) asks questions to the students and provokes their creativity and understanding of the content through the search for practical examples applicable to the topics studied.
• Synthesis class 2: At the beginning of the next class, a participatory summary of the content learned in the previous class is held using digital tools such as Wooclap or Padlet, which allow all students to participate through their mobile devices. The goal is to achieve collaborative work and assess the participants' effective transmission/construction of knowledge.
• Student quiz: Within the activities of the subject we also jointly created a student quiz on campus, which is one of the tools used throughout the course to review content and create a question bank that promotes student participation, as well as monitoring and understanding of the material 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.