Sales Force Management

Category: Discipline
  • Não
  • 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.
  • Semestral

  • 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.
  • 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.
  • 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.
  • Mandatory
  • 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.
  • Português
  • 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. 
  • 4
  • 0
  • 6
  • 2
  • IPLUSO6375-15489
  • Sales Force Management
  • 15489
  • 6375
  • Marketing Management

Traineeship

Category: Discipline
  • Sim
  • The Internship course unit takes place in the second semester of the last year of the CTeSP, for a total of 650  hours of training in the workplace. The internships provide students with the opportunity to complement, develop and consolidate the learning, skills and attitudes acquired throughout the course, through an effective connection between theory and practice, in the context of the real needs of the labor market
  • Semestral

  • A nota final de estágio é o resultado ponderado da avaliação efetuada pela entidade, através de uma Ficha de Avaliação específica, e por um Júri.
    Elaboração e defesa pública do relatório de estágio de acordo com as normas constantes no regulamento de estágios.

    Os parâmetros de avaliação estabelecidos na Ficha de Avaliação da Entidade são os seguintes:
    1- Pontualidade, responsabilidade e zelo no trabalho
    2 - Relacionamento e integração na equipa de trabalho
    3 - Empenho na execução do trabalho proposto
    4- Autonomia na realização de atividades/tarefas
    5 - Organização e gestão do tempo
    6 - Aprendizagem e evolução
    7- Capacidade de transpor os conhecimentos para o contexto de trabalho
    8 - Competência técnica no desempenho
  • Work-related training preparation and defense of training report in the workplace
  • Apply in the work context the knowledge and practices acquired throughout the various training units that make up the course. It is intended to integrate the acquired knowledge to the reality of organizations. Adaptation to the reality of the world of work will be promoted through the development and implementation of a useful project for the host entity.
  • Mandatory
  • Not applicable. Dependent on companies.
  • Português
  • A designar, mediante a natureza dos trabalhos a desenvolver.
  • 4
  • 0
  • 30
  • 2
  • IPLUSO6375-814
  • Traineeship
  • 814
  • 6375
  • Marketing Management

Artistic Workshop for Application to Children and Young People

Category: Discipline
  • Não
  • The UC Art Workshop for Application to Children and Young People aims to transmit the essential knowledge for the development and follow-up of artistic activities within the framework of plastic arts through the exploration of techniques such as painting, drawing, photography, collage and hand modelling. The mastery of these artistic techniques and the basic concepts associated with them in integrated in an understanding of the particulars of each stage of child development in order to prepare the students to suit children's cognitive, emotional and motor abilities, assuring an enriching learning experience appropriate for each phase.
  • Semestral

  •  

    Descrição

    Data limite

    Ponderação

    Exercícios de Aula

    24/01/2024

    70%

    Assiduidade, trabalho autónomo, atividades de integração e de enriquecimento curricular.

     

    10%

    20%

     

    Ficha de planeamento de atividade artística

     

     
  • Module 1 – Artistic activities in kindergarten and preschool: 1.1 Artistic process vs. artistic product (promoting free exploration); 1.2 Artistic stations (materials and setups); 1.3 How to plan an activity; Exercises in class: modelling with clay and natural elements, free exploration of materials; cutting and glueing. Module 2 – Artistic activities in elementary school (first cycle): 2.1 Expressiveness, creativity and emotional regulation; 2.2 Symbols and visual narratives; Exercises in class: tangle-untangle (background vs. form), zentangles (meditative drawing), tell me a story (rock painting); Iberic wolf: between myths and reality (creation of a booklet with illustrations). Module 3 – Artistic activities in elementary school (second and third cycles): 3.1 “I don’t know how to draw”: overcoming obstacles and resistances; 3.2 Artistic activities and the search for identity; Exercises in class: blind drawing; self-representation (self-portrait and mind map).
  • Understand the importance of artistic activities in the cognitive, emotional and motor development of children and young people. Organize and plan artistic activities with clear, stimulating, inclusive methodologies and pedagogical objectives, adapted to each age group's specific characteristics. Master and apply diverse artistic techniques, including the correct manipulation of materials, media and artistic tools. Develop the ability to appreciate art in its various forms, cultivating an aesthetic sense and critical analysis skills of works of art, including one's own creations.  
  • Mandatory
  • This UC articulates a practical approach, through the development of various artistic activities, with expository moments supported by slide projections that integrate multiple reference images, exemplifying the proposed exercises. The development of the activities is also supported by the visualization and handling of concrete examples brought to the classroom (books, paintings, drawings, notebooks, etc.). Additional resources will be made available on the Moodle platform. Assessment is continuous and periodic. Continuous assessment: 70% - Practical exercises developed in class, in which the student applies and demonstrates acquired skills and contents. 10% - Attendance, punctuality and class participation. Periodic assessment: 20% - Artistic activity planning forms, to be submitted on the Moodle platform within the stipulated deadlines.
  • Português
  • ANDUEZA, María; Barbero, María; Caeiro, Martín; Silva, Alfonso; García, Judit; González, Ana; Torres, Antonia – Didáctica de las artes plásticas y visuales en educación infantil. Logroño: Unir Editorial, 2016. BAHÍA, Sara – “Da Educação à Arte e à Criatividade”. In Sobredotação, nº3 (2), pp. 121-126, 2002. Disponível em http://repositorio.ul.pt/handle/10451/2730 EDWARDS, Betty – The New Drawing on the Right Side of the Brain. New York: Tarcher, 1999. LOPONTE, Luciana – “Arte e metáforas contemporâneas para pensar infância e educação”. In Revista Brasileira de Educação, v.13, n.37, Jan/Abr, 2008. Disponível em http://www.scielo.br/pdf/rbedu/v13n37/10.pdf HOCKNEY, David – História da imagem para crianças. Lisboa: Edicare Editora, 2019. READ, Herbert – Educação Pela Arte. Lisboa: Edições 70, 2007. RODRIGUES, Dalila – A Infância da Arte, a Arte da Infância. Porto: Edições Asa, 2016. VYGOTSKY, Lev – Imaginação e Criatividade na Infância. Lisboa: Dinalivro, 2012.  
  • 4
  • 0
  • 7
  • 1
  • IPLUSO6149-22299
  • Artistic Workshop for Application to Children and Young People
  • 22299
  • 6149
  • Monitoring Children and Young People

Health Education and First Aid

Category: Discipline
  • Não
  • To work with children, adolescents, and young people, students must prepare by building knowledge and developing skills that enable them to be active agents in health education, capable, as professionals and citizens, of promoting health and preventing disease, as well as being capable of responding to specific emergency situations. In this course, students develop health promotion skills and the ability to act with the necessary confidence in risk and emergency situations for those under their care.
  • Semestral

  • 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

    Teste de avaliação teórico

    no decurso do semestre

    50%

    Trabalhos práticos individuais

    no decurso do semestre

    25%

    Trabalhos práticos em grupo

    no decurso do semestre

    25%

     

     
  • 1- Health prevention and promotion Health and disease Health determinants Policy and Health System Health Education - Fundamentals and Development Role of professionals in health promotion Health promoting schools and health prevention and promotion initiatives at school and other contexts National Vaccination Plan Individual and collective hygiene 2- Risk behaviors and healthy behaviors Psychoactive substances (licit and illicit drugs) Problems linked to alcohol and other additions Physical activity and healthy habits 3- Sex education in school environment Sexuality, reproduction and affections Sexually Transmitted Infections - IST 4- Mental Health Grow safely Violence and abuse in school and at home 5- Nutrition Food and Nutrients Food Wheel Healthy and balanced eating Eating disorders 6- FIRST AID Basic notions Basic Life Support Victim examination Most common emergency situations
  • Define Basic Concepts related to Health and Health Education. Understand the role of the professional in the development of healthy lifestyles, and culture of prevention and health promotion in institutional, school, family and community context. Critically explore knowledge linked to programmatic health content. Identify the main areas of intervention in health education, relating them to health needs and indicators. Analyze interventions to implement in the scope of health education, and resources that can be used with this purpose. Identify factors and behaviors promoting health and quality of life, and mobilize knowledge of health determinants, to adopt healthy lifestyles, for students to develop skills to apply to their future professional life. Recognize emergency situations and act according to the need for protection and help of children/adolescents/young people in charge.
  • Mandatory
  • Active methodologies centered on the construction of knowledge by the students are promoted.
  • Português
  • Cruz Vermelha Portuguesa. (2023). Manual básico de primeiros socorros - Escola de Socorrismo Cruz Vermelha Portuguesa. 15ª ed.  Cruz Vermelha Portuguesa. Dahlgren, G., & Whitehead, M. (1991). Policies and strategies to promote social equity in health. Institute for Future Studies. Direção Geral da Educação. (2017). Referencial de Educação para a Saúde. https://www.dge.mec.pt/sites/default/files/Esaude/referencial_educacao_saude_vf_junho2017.pdf Direção Geral da Saúde – DGS. (2024). O Programa Nacional para a Promoção da Alimentação Saudável (PNPAS). https://alimentacaosaudavel.dgs.pt/bem-vindo-ao-pnpas/ Direção Geral da Saúde, DGS, (2005). Princípios para uma alimentação saudável. https://www.aleitamentomaterno.pt/images/principios_aliment_saudavel.pdf Direção Geral da Saúde, DGS, (2015). Programa Nacional de Saúde Escolar – PNSE. https://www.arsnorte.min-saude.pt/wp-content/uploads/sites/3/2018/01/Programa_NSE_2015.pdf  
  • 4
  • 0
  • 6
  • 1
  • IPLUSO6149-22298
  • Health Education and First Aid
  • 22298
  • 6149
  • Monitoring Children and Young People

Multimedia Workshop for Application to Young Children

Category: Discipline
  • Não
  • The course introduces students to two distinct but complementary areas: the area of content marketing and communication strategy and digital image treatment. Throughout the course, communication concepts using social networks and how they can be used successfully in the field of communication and monitoring of children and young people will be worked on.
  • Semestral

  • 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

     

    Trabalho de projeto

    Durante o semestre

    60%

    Apresentação do trabalho

    Durante o semestre

    40%

     

     

     

     

    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...

     
  • Project methodology - steps and processes; Creative processes - brainstorming; Notions of typography - families, structure, design, application; Composition notions - support grids, information hierarchy. Image types and formats. Treatment and manipulation of digital images - document, menus, canvas, layers, selection tools, crop and color; masks, elements of vector shapes, layer styles, use of text and color, color correction, filters, effects. Communication processes for children and youth - strategies and channels Content marketing - what it is and how it can be used as a framework for awareness-raising actions and social campaigns Social networks:  Use of social networks to communicate with children and young people - Instagram and TikTok Social network formats - what formats are available for each network.Examples
  • During the academic period the student must assimilate the basic principles of a Communication Design project. You will develop aesthetic criteria that will allow you to build a composition with the necessary requirements for its presentation. You will also need to acquire the main knowledge to use the digital image composition software. Throughout the semester you will have to carry out a practical project where you will work on notions and concepts for the creation of a communication campaign through the social networks Instagram and TikTok. To this end, students will acquire skills in the use of the different formats available in order to develop content appropriate to the objectives of the campaign.
  • Mandatory
  • Active methodologies centered on the construction of knowledge by the students are promoted.
  • Português
  • Ambrose, G. & Harris, P. (2011). Layout (2nd ed.). AVA Publishing SA. Gordon, B., Gordon, M. (2003). O Guia completo do design gráfico digital.  Livros e Livros. Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House. Landa, R. (2011). Graphic Design Solutions. Wadsworth Cengage Learning.
  • 4
  • 0
  • 7
  • 1
  • IPLUSO6149-22300
  • Multimedia Workshop for Application to Young Children
  • 22300
  • 6149
  • Monitoring Children and Young People
  1. Preventing Risky Behavior in Children and Young People
  2. Traineeship
  3. Social Entrepreneurship
  4. Analysis and Treatment of Statistical Data

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