Leadership and Negotiation Skills

Category: Discipline
  • Cunha, M. P., Rego, A. (2020). "Liderar no Novo Normal". Edições Sílabo. ISBN: 978-989-561-137-9 Rees, G.; French, R. (2016). "Leading, Managing and Developing People". 5ed, CIPD. Simões, E. (2023). "Negociação ? Fundamentos, Competências e Prática". Edições Sílabo. ISBN: 978-989-561-326-7 Korobkin, R. (2014). "Negotiation Theory and Strategy". 3ed, Wolters Kluwer.  
  • Administrative Management of Human Resources
  • 3562
  • 18852
  • Leadership and Negotiation Skills
  • IPLUSO3562-18852
  • 2
  • 2
  • 0
  • 4
  • Não
  • Português
  • The students will be working on projects related to real-life leadership and negotiation situations, providing them with a more profound and contextualised learning experience. Group work involves a simulation/role-playing: allowing the students to experience real-life negotiation scenarios, and assisting them in understanding the dynamics and strategies involved. Peer-to-peer learning: encouraging discussions and assignments where students can learn from one another, sharing experiences and diverse perspectives. Reflection sessions: Following simulations and role-playing activities, there are moments of reflection where students can discuss what worked, what didn?t, and how they can improve. Problem-based learning: presenting students with genuine negotiation and leadership challenges so they can propose solutions, applying theories and techniques learnt in the curriculum unit.
  • Mandatory
  • To understand how leadership has an impact in organizations. To acquire knowledge on the different styles of leadership. To be able to understand how to adapt the styles of leadership to the different stages of organizations. To understand the role of negotiation in human resources management. To know the main elements and stages of negotiation. To know and to be able to apply different negotiation strategies.
  • Theories of leadership. Styles of negotiation. Fundamental elements of negotiation. Stages of negotiation. modes of negotiation. Negotiation strategies.

  •  

    30% - Participação e trabalhos contínuos

    30% Trabalho individual ou de grupo

    40% Teste final na última aula
  • Semestral
  • The curricular unit of leadership and negotiation techniques is part of the course of Administrative Management of Human Resources. It aims to provide the students with knowledge on how leadership becomes relevant to the management of companies and the role of the area of human resources in the management of this factor of leadership and its impact on the success and sustainability of organizations. This unit also covers concepts and techniques of negotiation that are crucial for the area of human resources. Along with these principles of leadership and negotiation, it also intends to stimulate the thinking capacity in this area.

Wargaming

Category: Discipline
  • Stallings, W. (2017). Cryptography and Network Security: Principles and Practice (7th ed.). Pearson. Kurose, J. F., & Ross, K. W. (2020). Computer Networking: A Top-Down Approach (8th ed.). Pearson. Andress, J., & Winterfeld, S. (2021). Cyber Warfare: Techniques, Tactics and Tools for Security Practitioners (3rd ed.). Syngress.  
  • Cybersecurity
  • 6130
  • 22252
  • Wargaming
  • IPLUSO6130-22252
  • 1
  • 4
  • 0
  • 4
  • Não
  • Português
  • Project-Based Learning (PBL): Encourage learners to apply theoretical concepts in practical projects, thus promoting knowledge acquisition through direct experience and collaboration.
  • Mandatory
  • Students will gain crucial knowledge and develop specific technical skills, such as: Identifying relevant information security procedures for different types of threats and incidents. Characterizing operations in computer networks within the context of cybersecurity and cyberdefense. Using and configuring specialized tools to ensure cybersecurity and cyberdefense in virtual simulation environments.
  • The course will cover fundamental topics for understanding cybersecurity and cyberdefense, including: Differentiating aspects of cybersecurity and cyberdefense. Strategic and operational impact of cyber threats. Operations in computer networks: Attack, Defense, and Exploration. Identification of critical data for organizations and the attack chain (Killchain). Coordination between defense and attack: Prevent, Detect, and Respond. In-depth defense and metric definition. Development of cybersecurity and cyberdefense scenarios. Framework for using simulation exercises like "Capture the Flag" and "Red and Blue".

  • Descrição

    Data limite

    Ponderação

    Teste de avaliação

    05/06/2026

    40%

    Entrega de Projeto

    Apresentação

    12/06/2026

    19/06/2026

    50%

    Avaliação continua

    -

    10%

     

    Nota minima em cada componente 8,0 Valores
    Alunos que são trabalhadores estudantes devem informar que pretendem usufruir desse estatuto com justificação até à segunda aula do semestre.

     
  • Semestral
  • This "Wargaming" curricular unit is designed to provide students with a comprehensive and detailed perspective on critical aspects of cybersecurity and cyberdefense, applicable across a variety of sectors, including banking, insurance, entertainment, and health. Acknowledging the critical role of IT departments, this course aims to equip students with essential skills to identify, characterize, and mitigate digital threats, complementing this knowledge with practice in monitoring and prevention.

Sales Force Management

Category: Discipline
  • Rich, G. A., & Epler, R. (2023). Sales Force Management (1ª ed.). SAGE Publications. Larreche, J.-C. (2023). Value Capture Selling: How to Win the 3rd Sales Transformation. Wiley.  Miller, A. B. (2024). HubSpot vs Salesforce: A Comprehensive Guide to Navigating CRM Systems. Independently published. 
  • Marketing Management
  • 6375
  • 15489
  • Sales Force Management
  • IPLUSO6375-15489
  • 2
  • 6
  • 0
  • 4
  • Não
  • Português
  • The course adopts active, student-centred methodologies, combining theory and practice in contexts close to business reality. Project-based learning is used through the development of sales force management plans applied to real or simulated cases; role-play and simulations are applied to practise negotiation, leadership, and decision-making; and national and international case studies are analysed critically. Practical exercises integrate digital tools and CRM systems, enhancing technical and analytical competences. Gamified activities, guided debates, and collaborative work foster critical thinking, communication, and teamwork. Continuous feedback, including self-assessment and reflection, ensures performance improvement and consolidation of learning outcomes.
  • Mandatory
  • By the end of the course, students should understand the fundamental concepts of sales force management, recognising its strategic role within organisations and its integration with marketing. They should be familiar with commercial organisation models, sales planning methods and goal setting, motivation and leadership techniques, and the use of digital tools (CRM and SFA). In terms of skills, students will be able to design sales plans, apply performance indicators, use sales support technologies, and adapt strategies to different customer profiles and market contexts. At the competence level, they should demonstrate the ability to lead and coordinate teams, make informed decisions, integrate ethical and customer-oriented practices, and communicate effectively in commercial settings, preparing for leadership and coordination roles in competitive environments.
  • Introduction to sales force management: concepts, objectives, and strategic importance. Sales team structure and organisation: models, roles, territories, and customer portfolios. Sales planning and strategy: goal setting, forecasting, resources, and integration with marketing. Motivation and leadership: applied theories, management styles, coaching, and talent retention. Performance control and evaluation: KPIs, incentives, rewards, and continuous improvement. Sales support technologies: CRM, sales force automation, reporting, and the impact of digital transformation. Ethics, sustainability, and customer focus: social responsibility, loyalty, win-win negotiation, and value creation. Case studies and practice: analysis of national and international examples, development of sales plans, simulations, and role-play.

  • A avaliação privilegia a participação ativa, a aplicação prática dos conhecimentos e a capacidade crítica dos estudantes. Está organizada em componentes contínuas e uma prova individual:

    Participação e desempenho em aula – 15%

    • Assiduidade, envolvimento em debates, simulações e role-play.

    • Contributo individual para trabalhos de grupo e atividades práticas.

    Trabalho de Grupo Intermédio – 20%

    • Elaboração de um mini-plano de vendas (Aula 5).

    • Foco na definição de objetivos, estratégias e recursos.

    • Apresentação curta em aula e entrega em Moodle.

    Trabalho Final de Grupo – 35%

    • Desenvolvimento de um Plano de Gestão da Força de Vendas para um caso real ou simulado.

    • Inclui análise de estrutura da equipa, planeamento, motivação, controlo de desempenho e tecnologias de apoio.

    • Apresentação oral (Aula 14) com discussão crítica.

    Teste Individual Final – 30%

    • Realizado na Aula 15.

    • Avaliação dos conhecimentos teóricos e práticos adquiridos ao longo do semestre.

    • Questões de escolha múltipla, de desenvolvimento e aplicação prática.

    Notas Complementares

    • A avaliação contínua requer presença mínima em 75% das aulas.

    • A não entrega de trabalhos implica a perda da respetiva componente.

    • Os estudantes podem ser chamados individualmente a defender oralmente o seu contributo nos trabalhos de grupo.

    • Nota mínima de 9,5 valores nas várias componentes da avaliação contínua.

    • Em época de recurso ou especial, será realizado um Teste Individual que abrange todos os conteúdos lecionados ao longo do semestre.
  • Semestral
  • The Sales Force Management course is part of the commercial and marketing field, focusing on the organisation, leadership, and motivation of sales teams. Aimed at students of the Higher Professional Technical Courses (CTeSP) in Marketing Management and Commercial and Sales Management, it covers methods and strategies to plan, monitor, and optimise commercial activity, aligning it with the company’s objectives. With its practical and applied nature, this course prepares professionals for leadership and coordination roles in sales teams, meeting the competitive demands of today’s market.

Introduction to Entrepreneurship

Category: Discipline
  • (1)    Duarte, C., Esperança, J.P., (2014), "Empreendedorismo e Planeamento Financeiro", Edições Silabo, 2ª Ed. (2)    Shriberg, A. & Shriberg (2018), "The Harvard Business Review Entrepreneur’s Handbook: Everything You Need to Launch and Grow Your New Business”, Harvard Business Review Press, 1st Ed., USA. (3)    Spinelli, S. & Rob Adams (2012). “New Venture Creation: Entrepreneurship for the 21st Century”. McGraw-Hill Higher Education; 9 Ed. (4)    IAPMEI (2018) “Como elaborar um plano de negócios – Guia Explicativo”, 1ª Ed., IAPMEI – StartUP Portugal (disponível online) (5)    Folhas de apoio disponibilizadas pelo docente (6)    Serão ainda disponibilizados aos estudantes material de apoio complementar (e.g. links, blogs, vídeos) no âmbito das matérias lecionadas.  
  • Automation and Computer Systems
  • 6865
  • 22092
  • Introduction to Entrepreneurship
  • IPLUSO6865-22092
  • 2
  • 3
  • 0
  • 4
  • Não
  • Português
  • (1) theoretical - practical sessions lasting four hours, in which teaching has a practical orientation, with the resource whenever pertinent to problem solving / Case Studies and in whose discussion the participation of students will be requested ; (2) theoretical exposition, complemented with problem solving and application of theory to practical situations in the field of entrepreneurship; (3) and teaching fundamentally uses: (3.i) the expository and demonstrative pedagogical method; (3.ii) problem solving; (3.iii) and group discussion.  The evaluation is carried out through the discussion and oral presentation of a business opportunity related to the creation of a start-up/spinoff and materialized through a business plan, totaling 75% of the final evaluation. Assessment is also carried out through the analysis of an academic article (chosen by the student, although subject to prior approval by the teacher), related to entrepreneurship (25% of the final grade).
  • Mandatory
  • OA1: Develop in students the interest in entrepreneurship and company management. OA2: Improve students' process of detecting and analyzing business opportunities. OA3: Know the main concepts of innovation management and new product development. OA4: Know the advantages associated with industrial property protection. OA5: Know the criteria used by investors to evaluate investment proposals. OA6: Practice financial analysis. OA7: Improve understanding of the role of human and operational resources. OA8: Develop a Business Plan.  
  • CP1.Introduction to Entrepreneurship 1.1.Impact of entrepreneurship on the economy 1.2. Assessment of Business Opportunities 1.3. From idea to Market 1.4.Introduction to the Business Plan CP2. Strategy and competitiveness 2.1. Importance of Strategic Planning 2.2. Analysis of the strategic environment 2.3. Phases of the Strategic Planning Process CP3. Organization and management of innovation 3.1. Typology in business organizations: companies, spinoffs and start-ups 3.2. Organizational Structures 3.3. Innovation and development of new products 3.4. Industrial Property CP4. Human Resources Management (HRM) 4.1. HRM in companies 4.2. Team leadership and motivation 4.3. Business communication CP5.Marketing in start-ups 5.1. Market Studies 5.2. Marketing Mix 5.3. Digital Marketing CP6.Financial planning and funding attraction 6.1.Attracting new investors: the pitch, investment rounds 6.2. Main documents in financial analysis 6.3. Economic viability of the business and implementation in the Business Plan   

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Apresentação, analise e discussão de um artigo académico no âmbito do empreendedorismo

    14ª Aula

    25%

    Plano de negócios (trabalho de grupo)

    14ª  Aula

    60%

    Pitch

    15ª Aula

    15%

     

    Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...

     
  • Semestral
  • This Curricular Unit is taught in order to encourage students to entrepreneurship, innovation and technology transfer. General perspective, how they should think and act if they want, create their own company, whether micro, small or medium enterprise. It is intended that the student develops an entrepreneurial attitude and orientation for action.  

Traineeship

Category: Discipline
  • Commercial Management
  • 6814
  • 814
  • Traineeship
  • IPLUSO6814-814
  • 3
  • 16
  • 1156
  • 4
  • Não
  • Português
  • Optional
  • Semestral
  1. Composition and Lighting
  2. Cell Biology
  3. Clinical Analyses
  4. Final Project Work

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