Teaching Training and human resource policies will provide students basic concepts associated with the new interpretative paradigm for the development of policies of Human Resources Management. The course is oriented both the international level and the evolution of the role of Personnel Management in Italy. The course also addresses the new role of organizational communication and continuing education as strategic levers for managing change cultural, professional, managerial and organizational processes in innovative companies and public administrations.
Knowledge and understanding:
- to provide both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
Applying knowledge and understanding:
- to develop skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
Making judgements:
- to promote critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.
Communication skills:
- can communicate about their understanding, skills and activities, concerning the course contents, with peers, supervisors and clients.
Learning skills:
- have the learning skills to undertake further studies related to the issues of human resource management and more particularly the personnel selection, training, Balance of Competences, assessment and incentivisation, with a high degree of autonomy.
Knowledge and understanding:
- to provide both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
Applying knowledge and understanding:
- to develop skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
Making judgements:
- to promote critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.
Communication skills:
- can communicate about their understanding, skills and activities, concerning the course contents, with peers, supervisors and clients.
Learning skills:
- have the learning skills to undertake further studies related to the issues of human resource management and more particularly the personnel selection, training, Balance of Competences, assessment and incentivisation, with a high degree of autonomy.
scheda docente
materiale didattico
The first part concerns the historical, theoretical, and methodological knowledge related to the development of Human Resources Management policies, the establishment of training policies within a lifelong‑learning perspective, and the role of stakeholders and social dialogue in Europe and in Italy.
The second part presents methods and tools for analysing the evolution of the three illustrative models of Personnel Management in Italy:
the Personnel Administration Office, the Personnel Management Department, and the Human Resources Department.
The third part aims to promote the ability to critically analyse the evolution of the main tools used by Human Resources Departments:
recruitment and selection, communication and training, management by objectives, appraisal models, and incentive systems.
The BdC Laboratory is organised in three parts.
The first aims to propose a reconstruction of the theoretical-conceptual framework of reference and will be developed around the following themes:
1) The construct of professional competence,
2) The BdC: definition and historical notes,
3) The phases:
a. acceptance,
b. in-depth analysis,
c. summary and project,
4) BdC tools: a concise and reasoned review.
5) The use of PerformanSE in the BdC.
The second part aims to illustrate the main trends in the world of work in Italy, job guidance services and the national competences certification system, within which the BdC could be profitably used, with preparatory purposes.
The third part, laboratory, aims to examine and use some BdC tools.
Proietti, E., L’Imperio, A., Serreri, P. (2025). Le trasformazioni del lavoro e le sfide del sistema dell’apprendimento permanente. Il Bilancio di competenze per lo sviluppo personale e organizzativo. Roma: Roma TrE-Press. DOI: 10.13134/979-12-5977-514-6. Disponibile da: https://romatrepress.uniroma3.it/libro/le-trasformazioni-del-lavoro-e-le-sfide-del-sistema-dellapprendimento-permanente-il-bilancio-di-competenze-per-lo-sviluppo-personale-e-organizzativo/.
Programma
The basic course (6 ECTS) is structured into three main parts.The first part concerns the historical, theoretical, and methodological knowledge related to the development of Human Resources Management policies, the establishment of training policies within a lifelong‑learning perspective, and the role of stakeholders and social dialogue in Europe and in Italy.
The second part presents methods and tools for analysing the evolution of the three illustrative models of Personnel Management in Italy:
the Personnel Administration Office, the Personnel Management Department, and the Human Resources Department.
The third part aims to promote the ability to critically analyse the evolution of the main tools used by Human Resources Departments:
recruitment and selection, communication and training, management by objectives, appraisal models, and incentive systems.
The BdC Laboratory is organised in three parts.
The first aims to propose a reconstruction of the theoretical-conceptual framework of reference and will be developed around the following themes:
1) The construct of professional competence,
2) The BdC: definition and historical notes,
3) The phases:
a. acceptance,
b. in-depth analysis,
c. summary and project,
4) BdC tools: a concise and reasoned review.
5) The use of PerformanSE in the BdC.
The second part aims to illustrate the main trends in the world of work in Italy, job guidance services and the national competences certification system, within which the BdC could be profitably used, with preparatory purposes.
The third part, laboratory, aims to examine and use some BdC tools.
Testi Adottati
Cocozza A., Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012.Proietti, E., L’Imperio, A., Serreri, P. (2025). Le trasformazioni del lavoro e le sfide del sistema dell’apprendimento permanente. Il Bilancio di competenze per lo sviluppo personale e organizzativo. Roma: Roma TrE-Press. DOI: 10.13134/979-12-5977-514-6. Disponibile da: https://romatrepress.uniroma3.it/libro/le-trasformazioni-del-lavoro-e-le-sfide-del-sistema-dellapprendimento-permanente-il-bilancio-di-competenze-per-lo-sviluppo-personale-e-organizzativo/.
Modalità Frequenza
The course is in person. Lessons take place during the second semester: - the course on Friday from 10.00 to 13.00; - the Laboratory of BdC on Friday from 14.00 to 16.00.Modalità Valutazione
Student learning is assessed through a final oral exam. The objective is to verify with the student the degree of maturity of the theoretical-conceptual wealth of knowledge acquired and of the competences related to its application in organisational contexts, in terms of analytical and critical thinking.