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The course aims to pursue the objective of providing students with a comprehensive set of skills and knowledge necessary to operate effectively and professionally in one or more areas related to human resource management. Through a structured and in-depth course, it aims to provide a comprehensive overview of the various theoretical approaches found in the relevant literature, critically analyzing the different theories and models that have marked the evolution of the discipline. Students will have the opportunity to explore in detail not only the theoretical foundations, but also to acquire practical skills through a set of technical-organizational applications that will be presented throughout the course. These applications are aimed at ensuring that students are able to translate theoretical knowledge into concrete tools that can be applied in real organizational contexts.

I. Strategy, Organizational Structure and Human Resources: theories and reference models

- Strategy, value creation and competitive advantage

- SHRM

II. Organizational forms and the HR Function:

- The main organizational forms

- The organizational structure of the HR Function: design of the DRU (Human Resources Management)

- The main configurations of the HR Management

- The Ulrich skills model

- Cases and applications

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Prof. Michela Iannotta

Organization and Management of Human Resources

III. The main processes related to Human Resources Management:

- The cycle of the value of human resources: people, relationships, performance, valorization

- The macro-processes related to personnel management in the company: planning, hiring,

training and development, evaluation, remuneration and incentives.

- Personnel planning: definition, objectives, approaches

- Estimation of personnel availability and needs

- Employer branding

- Work organization and microstructure design

- Different approaches to job design

- New forms of work organization: evolutionary trends and cases

- Personnel training: definitions, objectives, approaches

- Evaluation of training: the Kirkpatrick Model and the ROI of training

- The 3Ps of evaluation: positions, people, performance

IV. Evaluation of organizational effectiveness and efficiency

- Tools for human resources management: SIP, HR scorecard, digital dashboards, HR audit

- Turnover: physiological and pathological

- Absenteeism: physiological and pathological

- Personnel costs

- Effectiveness and efficiency in negotiation processes: the volume of conflict in industrial relations

- Indicators of effectiveness, efficiency and fairness in the main HR management processes

1) COSTA G., GIANECCHINI M., Human Resources. People, relationships and value, McGraw-Hill, 2019 Chapters 4-6-9-10-11-12-13-14-15 ISBN: 978 - 88 - 386 - 6916 - 3

2) Cortese, C. G., Del Carlo, A. (2017). Personnel selection. How to choose the best candidate in the times of the web. Raffaello Cortina Editore, Milan.

The final assessment may take the form of an oral and/or written examination and/or a classroom presentation and discussion of group projects and/or the submission of a final essay.

This will be followed by an oral examination held on the official examination dates established in the academic calendar. The oral examination will assess, in particular, students’ knowledge of concepts and theories related to innovation and digital transition, as well as their ability to use appropriate disciplinary language when discussing the topics covered. The individual and/or group project component will assess students’ ability to apply the acquired knowledge in a constructive, critical, and creative manner. Critical analysis skills will also be assessed through classroom discussions, seminar activities, and dedicated company visits.

More specifically:

Fail: The student does not demonstrate the minimum required knowledge of the main course contents. Their ability to use the specific disciplinary language is extremely limited or absent, and they are unable to apply the acquired knowledge independently.

Grade 18–20: Partial or inaccurate knowledge of the main tools. Limited command of disciplinary language. Difficulty in applying theories, concepts, and tools.

Grade 21–23: Basic and accurate knowledge of the main theoretical and methodological approaches. Elementary use of specific disciplinary language. Limited ability to connect theories, concepts, and tools.

Grade 24–26: Good knowledge of theories and tools. Correct use of specialist terminology. Fair ability to interpret and discuss problems and methodological tools.

Grade 27–29: Advanced and confident knowledge of theories and tools. Good command of disciplinary language. Ability to critically analyse phenomena and theoretical applications, evaluating the social, cultural, and political implications of the phenomenon under examination. Moderate ability to engage with different approaches and to participate in discussion with specialists in the field.

Grade 30–30 with honours: In-depth knowledge of the discipline, with full command of specialist terminology. Ability to reinterpret phenomena and methodological choices independently and originally. Excellent ability to engage with different approaches and to participate in discussion with specialists in the field at a high level of critical analysis.

Organizational culture

The value cycle

Inclusive leadership

Performance evaluation

Diversity management

The personnel selection process