This version of the course guide is provisional until the period for editing the new course guides ends.

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Processes 3. Training, Development and Performance

Code: 43168 ECTS Credits: 6
2025/2026
Degree Type Year
Gestión de los Recursos Humanos en las Organizaciones OB 1

Contact

Name:
Rafael Díaz Cortinas
Email:
rafael.diaz@uab.cat

Teachers

Miriam Diez Piñol
David Menoyo Vilalta

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no prerequisites.


Objectives and Contextualisation

The module aims for students to be able to analyze and execute processes aimed at empowering and taking advantage of people's resources (training, development and performance evaluation), from an approach similar to talent management.
Some useful ICT tools in the management of these processes will be studied so that the student body can discuss their implications.
Key skills such as oral and written communication will be worked on.


Learning Outcomes

  1. CA07 (Competence) Generate reports detailing training plans to facilitate their implementation, follow-up and evaluation.
  2. CA08 (Competence) Generate the protocol to identify staff development needs that fit the characteristics of a given organisation.
  3. KA12 (Knowledge) Identify the special features that characterise a given organisation in terms of training, development, and performance.
  4. SA12 (Skill) Analyse different models of performance appraisal according to the resources, conditions and possible contributions that they would entail.
  5. SA13 (Skill) Schedule the training processes suited to the needs of an organisation.
  6. SA14 (Skill) Design performance appraisal systems based on criteria in accordance with the situation of the organisation with which the work is being carried out.

Content

  1. Introduction: Development of Human Resources
    1. Key concepts: career, potential, talent and performance
    2. Planning a career or development planning
    3. Identifying needs in the organisation, groups and individuals
    4. Protocols for identifying development needs
  2. Evaluating potential
    1. Developing potential in organisations
    2. Objectives and indicators
    3. Methods and techniques for developing potential
    4. Talent management
  3. Performance evaluation
    1. Concepts and objectives
    2. Criteria and performance management systems
    3. Evaluating the results
    4. Design and implementation of an evaluation system. Current trends. 
  4. Diagnosis of training needs
    1. Importance and need for training in organisations 
    2. Studies to identify training needs. Objectives and process
    3. Models and methods for identifying needs 
    4. Evaluation, diagnosis and prioritisation of the training needs
  5. Training management and evaluation
    1. Planning and design of training plans
    2. Implementation of plans and training activities
    3. Evaluating the results. Criteria, types and methods of evaluation.
    4. Current trends. Key factors for training to be effective

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Cases analysis and resolution 14 0.56
Group practices 8 0.32
Works presentation 8 0.32
Type: Supervised      
Mentoring 10 0.4
Virtual supervision of projects and activities 40 1.6
Type: Autonomous      
Bibliographic information search 10 0.4
Study and assimilation of contents and concepts 30 1.2
Text reading and analysis 30 1.2

Practical activities will be carried out in the classroom along with a review of technical documentation.

Solving problems / cases / exercises in small groups and pooling of conclusions with the whole group. 

Solving problems / cases / exercises through activities in the virtual classroom.

Preparation of written work, presentations or reflections.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Assignment 1: Trainning, development and performance 50% 0 0 CA07, CA08, KA12, SA13
Assignment 2: Trainning, development and performance 50% 0 0 CA07, CA08, KA12, SA12, SA13, SA14

La evaluación del módulo se da en la base de asignaciones: 

Asignment 1: Trainning, development and performance (50%)

Asignment 2: Trainning, development and performance (50%)

 

Unique asessment

 Artículo 265. Evaluación única

2. La solicitud de evaluación única supone la renuncia a la evaluación continuada, e implica la entrega en una única fecha del número necesario de evidencias evaluadoras para acreditar y garantizar la consecución de los objetivos y los resultados de aprendizaje establecidos en la asignatura .

El single evaluation no es imply non-attendance en el face-to-face sesiones. Durante las sesiones de face-to-face, actividades que necesitan satisfactoriamente completar las evaluaciones de evidencias para cargarse.

Studentes que chozan la single evaluation option están presentes, once modulo se finishen, las evidencias foreseen para la continuidad evaluacion modality.

El sistema de sistema de reacción es el continuo asessment que se aplica.

Retakes

Studentes que equivalen a establecen criteria para pasar el módulo y todos los que han sido evaluados en siete actividades con eliminación de dos-tres de los resultados totales para el módulo que se retaca. 

El mínimo marcado para retacar el módulo es 3.5. 

 

Evaluation Guidelines of theFaculty of Psychology: https://www.uab.cat/doc/DOC_PautesAvaluacio_FP_23-24


Bibliography

Alles, Marta Alicia. (2002) Desempeño por Competencias. Evaluación de 360ª. Buenos Aires: Ediciones Granica.

Beebe, S. A. (2004). Training and development: enhancing communication and leadershsip skills. Boston, MA: Allyn and Bacon. 

Carrizosa, S. (2010, junio 13). Revolución en la gestión del talento. El País. Recuperado a partir de http://elpais.com/diario/2010/06/13/negocio/1276436848_850215.html

Crawford, Curtis (2007, junio 16). Planning for CEO Succession. Human Resource Executive Online,  Recuperado a partir de http://www.hreonline.com/HRE/view/story.jhtml?id=15297678 

Cummings, L. y Schwab, D. (1985). Recursos Humanos. Desempeño y evaluación. México: Trillas.

Davis, T.(2007). Talent assessment: a new strategy for talent management. Farnham: Ashgate Pub.

Drake J. (1997). Performance appraisal. Menlo Park, CA: Thomson Crisp Learning.

Fisher, S. (2004). La gestión de la formación y el rendimiento en el puesto de trabajo. Madrid: Ed. Universitaria R. Areces.

Gan, F. y Trigine, J. (2006). Manual de instrumentos de gestión y desarrollo de las personas en organizaciones. Madrid: Díaz de Santos.

Goula, Jordi (2010, febreo 7). “¡Juegue siempre con sus piezas bien posicionadas!”. La Vanguardia, Recuperado a partir de http://hemeroteca-paginas.lavanguardia.com/LVE05/PUB/2010/02/07/LVG201002070166EB.pdf

Grote, D. (2002). The performance appraisal question and answer book: a survival guide for managers. New York: American Management Association.

Grupo Harper & Lynch España (1992). Planes de carrera y sucesión enla empresa. Madrid: Grupo Negocios de Ediciones y Publicaciones SL.

Kirkpatric, D.L (2007): Evaluación de acciones formativas: los cuatro niveles. Colección Formación y Desarrollo. Barcelona: Epise. Ed. Gestión 2000.

López Camps, Jordi (2005). Planificar la Formación con calidad. Madrid: Ed. Wolters Kluwer Educación.

Luecke, R. (2007). Gestión del Desempeño. Barcelona: Harvard Bussines School .

Maddux, R. (2000). Effective performance appraisals (4ª ed.). Menlo Park, CA: Thomson Crisp Learning.

Mager, R. F. (2005). Evaluar el resultado de la formación: cómo saber si ha conseguido los objetivos. Barcelona. Ed. Gestión 2000.

Martindale, N. (2008, febrero 4). La gestión del Talento en Coca-Cola: efervescéncia interna. Recuperado a partir de https://factorhuma.org/es/?option=com_content&view=article&id=1954&catid=4&Itemid=11&lan%2520g=ca

McNulty, Eric J. (2006, marzo 26).  ¿Qué sabemos de los directivos?. El País, Recuperado a partir de https://elpais.com/diario/2006/03/26/negocio/1143384455_850215.html

Pereda, S. y Berrocal, F. (2012). Gestión de la Formación en las Organizaciones. Madrid: Síntesis.

Pineda, P. (2002).Gestión de la Formación en las Organizaciones. Barcelona: Ariel Educación.

Planes de sucesión. (2008, abril 1).. [Fundació Factor Humà], Recuperado a partir de www.factorhuma.org/index.php?option=com_content&view=article&id=8284

Pozo, P. (2010). Formación de formadores. Madrid: Pirámide.

Quijano, S. de. (1997). Sistemas efectivos de evaluación del rendimiento. Barcelona: EUB.

Reina, A. (2005). Gestión de la formación en la empresa. Madrid: Pirámide.

Rodríguez Moreno, ML. (2006). Evaluación, Balance y Formación de Competencias laborales. Barcelona: Laertes.

Rodríguez Román, M. (2006). Gestión de la Formación: La importancia de la Formación en el ámbito Empresarial actual. Vigo: Ed. Ideas propias.

VV.AA.(2005). El Plan de formación en la empresa: guía práctica para su elaboración y desarrollo. Madrid: Ed. Fundación Confemetal.

 

 


Software

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Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEm) Theory (master) 1 Catalan second semester afternoon