| Study programme competencies |
| Code | Study programme competences |
| A1 | To acquire basic knowledge of the management of a textile/fashion firm at a strategic, operational and functional level |
| A5 | To develop the necessary skills to generate creative and innovative ideas |
| B2 | That students know how to apply their knowledge to their job or vocation in a professional form, and have the competencies that are usually demonstrated through elaboration and advocacy of arguments and problem resolution within their field of study |
| B3 | That students have the capacity to collect and interpret relevant data (normally within their field of study) in order to issue judgements that include a reflection upon relevant topics in the social, scientific or ethical realm |
| B4 | That students may convey information, ideas, problems and solution to the public, both specialized and not |
| B5 | That students develop those learning skills that are needed to undertake ulterior studies with a high degree of autonomy |
| B6 | Capacity for cooperation, team-work and collaborative learning in interdisciplinary settings |
| B8 | Capacity to plan, organize and manage resources and operations |
| B9 | Capacity to analyse, diagnose and take decisions |
| B10 | Capacity to understand the social and historical-artistic dimension of fashion design and industry, as vehicle for creativity and the quest for new and effective solutions |
| C1 | Adequate oral and written expression in the official languages. |
| C2 | Mastering oral and written expression in a foreign language. |
| C4 | Acting as a respectful citizen according to democratic cultures and human rights and with a gender perspective. |
| C5 | Understanding the importance of entrepreneurial culture and the useful means for enterprising people. |
| C7 | Developing the ability to work in interdisciplinary or transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development. |
| C8 | Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society. |
| C9 | Ability to manage times and resources: developing plans, prioritizing activities, identifying critical points, establishing goals and accomplishing them. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| To know the fundamentals of Human Resources management and management skills in fashion firms. | A1 A5 |
B2 B3 B4 B8 B9 B10 |
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| To design analysis and application tools in Human Resource management in the fashion sector. | A5 |
B5 B6 B8 B9 B10 |
C1 C2 C7 C9 |
| Being able to work in a team, lead teamworks, developing the ability to analyze and synthesize information and critical reasoning, and improve communication skills in the field of human resources and management skills in fashion firms. | B3 B4 B5 B6 B8 B9 |
C1 C2 C4 C5 C7 C8 C9 |
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| Contents |
| Topic | Sub-topic |
| Introduction to HR Management | Strategies and functions of the HR Department Main ways to manage HR today |
| Analizing job positions | How to Obtain Information: Research Methods Profile utilities for DpO and DpC How to present the information |
| Management by competences | Versus management by objectives (differences and advantages) Types of competences: core competencies and technical competences Profile of competences: building the tool and utilities |
| Planning the professional career | Concept of professional career Professional career: planning and management Training and development of human resources Training programs Current trends in training and development of human resources |
| Recruitment and selection | Concept of recruitment Phases and objectives of the recruitment process The recruitment sources The recruitment methods Impact of new technologies on recruitment Concept of selection Importance and basic considerations of selection Selection tools and instruments Final decision |
| Motivation management | The motivation management Effective leadership Emotional intelligence Coaching Mentoring |
| Reward and salary | Reward concept and goals Reward components Types of incentives Managing a reward system Concept and types of salary |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A1 B10 C4 C5 C8 | 30 | 0 | 30 |
| Long answer / essay questions | A1 B2 B3 B4 C1 C2 | 6 | 0 | 6 |
| Collaborative learning | A19 B6 B8 B9 C7 | 2 | 6 | 8 |
| Research (Research project) | B2 B3 C9 | 8 | 32 | 40 |
| Oral presentation | B4 | 4 | 4 | 8 |
| Case study | B2 B5 | 5 | 35 | 40 |
| Workbook | A3 A5 | 1 | 2 | 3 |
| Personalized attention | 15 | 0 | 15 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | Explanation of concepts and practices in class |
| Long answer / essay questions | Exam of the theoretical part with large or medium-sized questions |
| Collaborative learning | Team work Preparation of competence profiles |
| Research (Research project) | Analisys of job positions |
| Oral presentation | Public presentation in the classroom of their field work and the tools developed to manage Human Resources |
| Case study | Activities carried out in the classroom and discussion of case studies |
| Workbook | Lecturas complementarias recomendadas |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Research (Research project) | B2 B3 C9 | Design of a questionnaire or interview to collect information, field work and presentation of the result. It is part of the same deliverable practice note described in collaborative learning. |
15 |
| Collaborative learning | A19 B6 B8 B9 C7 | Practical work carried out by groups: project on job position analysis, elaboration of profiles, etc. | 5 |
| Long answer / essay questions | A1 B2 B3 B4 C1 C2 | Essay with questions of medium or long extension to develop in the exam. | 70 |
| Case study | B2 B5 | Evaluation of the activities and case studies proposed and carried out individually. In the case study, the coherence and adequacy of the answers to the questions asked, the formal presentation and written expression, the consultation of appropriate bibliographic sources, etc. will be assessed. |
10 |
| Assessment comments | |||
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1. Segunda oportunidad: Los criterios de evaluación se aplican tanto a la primera como a la segunda oportunidad, incluidos los estudiantes Erasmus y de intercambio. 2. Oportunidad avanzada: En la oportunidad avanzada de diciembre se aplicó un criterio de evaluación diferente a la primera y segunda oportunidad. La calificación promedio en esta oportunidad será la calificación del examen final (100%). 3. Nota de 'No presentado': La calificación de 'No presentado' sólo se otorgará a los alumnos que hayan participado únicamente en las actividades del curso por un valor inferior al 20% de la nota final. 4. Estudiantes con reconocimiento de dedicación a tiempo parcial y exención académica de exención de asistencia: Los estudiantes con “reconocimiento de dedicación a tiempo parcial y exención académica de exención de asistencia” tendrán las siguientes ponderaciones: el 70% procederá del examen, el 20 % provendrá de la realización del proyecto de investigación en equipos, y un 10% provendrá de la realización de casos prácticos y otras actividades requeridas en las sesiones. En este caso no será necesario la asistencia a clases, pero estos alumnos deberán presentar las actividades realizadas en el aula y su nota será la misma que la del resto de alumnos. 5. Otras observaciones de evaluación: NOTA MÍNIMA: Los alumnos deberán obtener una nota mínima de 4 sobre 10 en la prueba de ensayo/desarrollo (examen final); en caso contrario, la nota final será "Suspenso" (siendo la nota media de la asignatura la nota obtenida en el examen final), aunque la nota media dé una puntuación igual o superior a 5 puntos. Las calificaciones obtenidas por los alumnos en la evaluación continua serán válidas únicamente durante el curso académico. Está prohibido el acceso a las salas de examen con cualquier dispositivo de transmisión y/o almacenamiento de datos (teléfonos móviles, relojes inteligentes, etc.). Las conductas fraudulentas (copias en exámenes, plagio en trabajos, etc.) en cualquiera de los apartados presentados para evaluación darían lugar a la calificación de "Suspenso (0)" en la evaluación final. Se sancionará este tipo de conductas en las convocatorias siguientes con 1 punto menos en la nota global de la asignatura. |
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| Sources of information |
| Basic |
Sandford, G (2011). Cambridge English for Human Resources. Cambridge Profesional English
Hay Group (). Core Competencies Projetc: Competency Dictionary. . Hay Group
Arengo, E (2019). Future of Fashion. Worker-Led Strategies for corporate accountability in the global apparel industry. International Labor Rights Forum
Lado, A. A., & Wilson, M. C (1994). Human Resource Systems and Sustained Competitive Advantage: A Competency-based Perspective.. Academy of Management Review, 19(4),
Dunford, B. B., Snell, S. A. & Wright, P. M (2001). Human resources and the resource based view of the firm . CAHRS Working Paper 01-03
Keeley, T.D. (2001). International Human Resource Management in Japanese Firms. Palgrave Mac Millan.
Kasahara, Tamiko (). Issues of IHRM in japanese multinational corporations: from a perspective of HRM system reform. IFEAMA SPSCP vol 2
Soleas, E. (2020). Leader strategies for motivating innovation in individuals: a systematic review. Journal of innovation and entrepreneurship, 9 (1)
Sumetzberger, W (2005). Managing human resources in a multinational context. Journal of European Industrial Training, Vol. 29 No. 8
Barney, J. B. & Wright, P. M. (1997). On becoming a strategic partner: The role of human resources in gaining competitive advantage. CAHRS Working Paper 97-09
Goleman, D. Boyatzis, R and McKee, A. (2004). Primal lidership: learning to lead with emotional intelligence. Harvard Bussiness school press
Preece, D. Iles, P. and Chuai Xin (2010). Talent management as a management fashion in HRD: Towards a research agenda.. Human Resource Developmen , Vol 13, No, 2
Marcus Adam (2018). The Role of Human Resources Management (HRM) for the implementation of Sustainable Product- Service System (PSS) – An análisis of Fashion Retailers. Sustainability, 10
Vuletich, C. (2011). We are disruptive: New practices for textile/ fashion designers in the supply chain. 10th European Academy of Design Conference - Crafting the future |
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| Recommendations | ||||
| Subjects that it is recommended to have taken before | ||||
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| Subjects that are recommended to be taken simultaneously | |||
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| Subjects that continue the syllabus | ||||
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| Other comments | |
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Se recomienda la revisión del curso en el campus virtual en el caso de alumnos no asistentes para mantenerse al día. Se recomienda llevar ordenador portátil a las sesiones interactivas, no a las expositivas. |