Teorías de la reproducción y teorías de la resistencia: una revisión ...
Sistema Universitario Ana G. Méndez School for ... 355 DLP... · Análisis de los fundamentos,...
83
Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, and Universidad del Turabo PSYC 355 Industrial Organizational Psychology Psicología Industrial Organizacional © Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados © Ana G. Méndez University System, 2010 All rights reserved January 7, 2011.
Transcript of Sistema Universitario Ana G. Méndez School for ... 355 DLP... · Análisis de los fundamentos,...
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
PSYC 355
Industrial Organizational Psychology
Psicología Industrial Organizacional
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados
© Ana G. Méndez University System, 2010
All rights reserved
January 7, 2011.
PSYC 355 Industrial Organizational Psychology 2
Updated 04/30/2011
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO..................................................................................................................... 3
STUDY GUIDE ........................................................................................................................... 18
TALLER UNO ............................................................................................................................ 32
WORKSHOPS TWO.................................................................................................................. 39
TALLER TRES ........................................................................................................................... 45
WORKSHOP FOUR .................................................................................................................. 53
TALLER CINCO/WORKSHOP FIVE .................................................................................... 59
APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION .......................................................................................................................... 66
APPENDIX B: THE WRITING PROCESS ............................................................................ 71
APPENDIX C: LANGUAGE LAB AND E-LAB INFORMATION ...................................... 79
APÉNDICE D/APPENDIX D: DEFINICIÓN DE CONCEPTOS / CONCEPT
DEFINITIONS ............................................................................................................................ 82
APÉNDICE E/APPENDIX E: AUTOEVALUACIÓN/SELF-ASSESSMENT .................... 83
PSYC 355 Industrial Organizational Psychology 3
Updated 04/30/2011
GUÍA DE ESTUDIO
Título del Curso: Psicología 355
Codificación: PSYC 355
Duración: 5 semanas
Prerrequisito: Psicología 121-122
Descripción:
Análisis de los fundamentos, teorías, enfoques, técnicas y procedimientos de la conducta
del ser humano dentro del mundo laboral. Estudio de los principios, prácticas,
metodologías, instrumentos y estrategias inherentes al comportamiento en el entorno de
las organizaciones. Evaluación de las condiciones, incidentes propios del entorno laboral
para lograr el éxito de las empresas del nuevo siglo. El curso se llevará a cabo utilizando
el estudio de casos, el análisis crítico de investigaciones recientes, paneles de discusión
temática sobre temas de actualidad relacionados con la psicología industrial en Puerto
Rico y en el resto del mundo.
Objetivos de Contenido Generales:
Al final del curso el estudiante será capaz de:
1. Definir los conceptos de la psicología, psicología industrial y psicología
industrial/organizacional.
2. Reconocer las influencias históricas en el desarrollo de la psicología industrial.
3. Analizar los métodos de la investigación que utiliza la psicología
industrial/organizacional y las normas éticas que la rigen.
PSYC 355 Industrial Organizational Psychology 4
Updated 04/30/2011
4. Enumerar los estándares de evaluación para la toma de decisiones en la selección
de personal.
5. Revisar las características de los predictores utilizados para la selección de
personal.
6. Revisar las diferentes estrategias utilizadas en el aprendizaje organizacional.
7. Discutir los usos de la evaluación del desempeño en la organización.
8. Discutir las teorías de las organizaciones, la estructura organizacional y los
procesos del cambio organizacional.
9. Conocer los orígenes de los equipos de trabajo, los tipos de equipo, y su
estructura.
10. Reconocer la importancia de la salud ocupacional en el bienestar del individuo y
su familia.
11. Explicar los conceptos básicos de la motivación y la aplicación de las estrategias
motivacionales en el trabajo.
12. Discutir los principales enfoques teóricos en el estudio del liderazgo y los
sustitutos para el liderazgo.
13. Analizar los aspectos de la diversidad en el estudio de la psicología
industrial/organizacional.
14. Comparar la violencia en el trabajo en el ambiente laboral antiguo y actual.
Objetivos Generales de Lenguaje
a. Escuchar: Reconocer el desarrollo histórico de este campo de estudio y los
métodos de investigación usados en la Psicología Industrial Organizacional.
PSYC 355 Industrial Organizational Psychology 5
Updated 04/30/2011
b. Hablar: Presentar y discutir las definiciones y la diferencia entre motivación y
satisfacción laboral.
c. Leer: Analizar el liderazgo y los equipos de trabajo desde una perspectiva
laboral.
d. Escribir: Establecer los patrones de violencia y salud mental en el trabajo.
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,
Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con 20 horas de uso en el laboratorio de
lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de
lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador
podría requerir más horas de práctica basada en las necesidades para las destrezas
auditivas, orales, de lectura y escritura en cualquiera de los lenguajes
mencionados. El total de horas de práctica el el laboratorio de lenguaje o e-
lab deben de estar integradas en la sección de actividades del módulo.
Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de
lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas
del lenguaje para escuchar, hablar, leer, y escribir se integran en el Evaluación de los
estudiantes. Ver Apéndice A para las rúbricas a usarse. . Para evaluar trabajos escritos
en los dos idiomas, el facilitador deberá usar el “ Writing Process: Six Writing Traits
Rubrics” que aparecen en el Apéndice D.. “Portfolio Performance Assessment” tiene
PSYC 355 Industrial Organizational Psychology 6
Updated 04/30/2011
que ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los
estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene
que documentar que el estudiante está progresando hacia la meta de dominar dos idiomas
académicamente. El portfolio tiene que cumplir con los estándares establecidos.
1. Participación y asistencia: La asistencia es obligatoria. El estudiante debe notificar
al facilitador antes de clase de una posible ausencia o tardanza. Las asignaciones
son responsabilidad del estudiante y deben ser entregadas de acuerdo al arreglo
llevado a cabo con el facilitador. Se espera que el estudiante tenga una
participación activa en clase. Ausencias y tardanzas pudiera afectar negativamente
la nota final del estudiante.
2. Definición de conceptos: El estudiante tendrá una lista de conceptos para cada
taller, con un total de 5 listas para el curso. El estudiante desarrollará las
definiciones en sus propias palabras después de haber hecho una revisión de
literatura. Estas 5 listas de conceptos serán parte del portafolio a entregar en el
taller 5.
3. Análisis de casos: El estudiante hará un análisis de caso al final de los talleres 1, 2,
3 y 4. El estudiante analizará cada escenario y discutirá una posible solución al
problema desde su perspectiva profesional en el área de psicología industrial
organizacional. Estos 4 análisis de caso serán parte del portafolio a entregar en el
taller 5.
4. Auto evaluaciones: El estudiante tendrá la oportunidad de evaluar su trabajo y su
participación al final de cada clase. Estas 5 evaluaciones serán incluidas en el
PSYC 355 Industrial Organizational Psychology 7
Updated 04/30/2011
portafolio.
5. Ensayos: El estudiante escribirá 5 ensayos.
a. Taller 1: Eventos históricos
b. Taller 2: La medición psicológica
c. Taller 3: Cambios en la organización
d. Taller 4: La motivación en el trabajo
e. Taller 5: Drogas y alcohol en el trabajo
6. Trabajo escrito grupal: El facilitador dividirá la clase en grupos de no más de 4
estudiantes. El facilitador asignará un tema a cada grupo. El proyecto será
entregado en el Taller 5; sólo un trabajo escrito por grupo deberá ser entregado.
Los temas a ser asignados serán: Motivación en el trabajo, Satisfacción en el
trabajo, Liderazgo y Ergonomía. Este trabajo se escribirá en inglés.
7. Trabajo oral grupal: Cada grupo asignado a un trabajo escrito desarrollará una
presentación oral que será presentada en el Taller 5. Esta presentación se hará en
español.
8. Portafolio: El portafolio será entregado al facilitador denle el taller 5 e incluirá lo
siguiente:
A. 5 listas de definición de conceptos
B. 4 análisis de caso
C. 5 auto evaluaciones
D. 5 ensayos
E. Trabajo escrito grupal
F. Copia del trabajo oral grupal
PSYC 355 Industrial Organizational Psychology 8
Updated 04/30/2011
G. Escala Evaluativa:
Criterio de Evaluación Porcentage (%) Puntos
Participación y Asistencia, Laboratorio de
Lenguas/E-Lab
10% 100
Definición de Conceptos 10% 125
Análisis de Casos 10% 100
Auto evaluaciones 10% 100
Ensayos 10% 100
Portafolio 10% 100
Proyecto Escrito Grupal 20% 50
Proyecto Oral Grupal 20% 50
Escala:
A = 100 – 90% B= 89 – 80% C= 79 – 70% D= 69 – 60% F = 59% o menos
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA (6ª. Ed.). Incluya al
menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la
Comisión de Educación Independiente de la Florida.
PSYC 355 Industrial Organizational Psychology 9
Updated 04/30/2011
Libro(s)
Muchinsky, P.M. (2009). Psychology Applied to Work: An Introduction to Industrial and
Organizational Psychology. (9th
ed.). USA: Hypergraphic Press. ISBN 13:
9780980147803
Riggio, R.E. (2008). Introduction to Industrial/Organizational Psychology. (5th
ed.). Prentice Hall. ISBN 13: 9780136009900
Krumm, D. (2009). Psychology at Work: An Introduction to Industrial/Organizational
Psychology. (3rd
ed.). Worth Pub. ISBN 13: 9781572596597
Zedeck, S. (2010). APA Handbook of Industrial and Organizational Psychology (Apa
Handbooks in Psychology) 3 Volume Set. American Psychological Association. ISBN
13: 9781433807275
Robertson, I.& Cooper, C.L. (2003). Organizational Psychology & Development: Key
Topics for Students and Practitioners (Key Issues in Industrial & Organizational
Psychology) John Wiley & Sons. ISBN: 0471495565
Cooper, C.L. & Locke, E.A. (2000). Industrial and Organizational Psychology: Linking
Theory with Practice (Blackwell Business) ISBN 13: 9780631209928
Lowenberg, G.& Conrad, K.A. (1997). Current Perspectives inIndustrial/Organizational
Psychology Allyn & Bacon. ISBN 13: 9780205142521
Landy, F.L. & Conte J.M. (2009). Work in the 21st Century: An Introduction to
Industrial and Organizational Psychology : (2nd ed.) McGraw-Hill ISBN 13:
PSYC 355 Industrial Organizational Psychology 10
Updated 04/30/2011
9780072830224
Schultz, D. & Schultz, S.E. (2009) Psychology and Work Today (10th ed.) Pearson
College Division. ISBN 0205683584
Lowman, R.L.,Lefkowitz, J., Mcintyre, R. & Tippins, N. (2006). The Ethical Practice of
Psychology in Organizations (Society for Industrial & Organizational Psychology
(SIOP)). (2nd
Ed.). American Psychological Association. ISBN: 978-1-59147-353-4
Prien, K.O. & Schippmann, J.S. (2003). Individual Assessment: As Practiced in Industry
and Consulting (Applied Psychology Series) Taylor & Francis Group. ISBN:
9780805839753
Eisenberger, R. & Stinglhamber, F. (2011). Perceived Organizational Support: Fostering
Enthusiastic and Productive Employees American Psychological Association. ISBN:
9781433809330
Pinder, C. C. (2008). Work Motivation in Organizational Behavior. (2nd
ed.) Psychology
Press. ISBN 0805856048
Hedge, J.W. & Borman, W.C. (2008). The I/O Consultant: Advice and Insights for
Building a Successful Career. American Psychological Association. ISBN
1433803399
Descripción de las Normas del Curso
PSYC 355 Industrial Organizational Psychology 11
Updated 04/30/2011
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que el
curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el
módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las
primeras dos horas son estrictamente en español y las últimas dos en inglés.
Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en
inglés o en español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los
estudiantes sean sumamente organizados, enfocados y que se preparen antes de
cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para
desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje
disponibles en y fuera de la institución. Convertirse en un profesional bilingüe es
un proceso complejo y retador. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más para poder tener éxito
lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará
si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo
PSYC 355 Industrial Organizational Psychology 12
Updated 04/30/2011
perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:
(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional
además del trabajo que el estudiante tiene que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en un
grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota existente en dos grados.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia. Los estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al
PSYC 355 Industrial Organizational Psychology 13
Updated 04/30/2011
autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que
sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será
calificado con cero. El servicio de SafeAssign TM
de Blackboard será utilizado
por los facilitadores para verificar la autoría de los trabajos escritos de los
estudiantes. Es responsabilidad del estudiante el leer la política de plagio de su
universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual
del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que para toda
referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA (6ª. ed.). No se tolerará el plagio y, en caso
de que se detecten casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes
deben observar aquellas prácticas dirigidas a evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de
estudio, éstos deberán ser aprobados por el Director de Facultad y Currículo antes
de la primera clase. Es requisito que el facilitador discuta y entregue una copia
de los cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico de SUAGM, teléfonos, día y horario disponibles.
PSYC 355 Industrial Organizational Psychology 14
Updated 04/30/2011
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.
Entre ellas están:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
PSYC 355 Industrial Organizational Psychology 15
Updated 04/30/2011
Éstos son sólo algunos enlaces de las muchas compañías donde se pueden comprar o
alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tema del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Del facilitador o el estudiante requerir o desear una investigación o la
administración de cuestionarios o entrevistas, deben referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para
acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite. Además de los formularios el estudiante/facilitador puede encontrar
las instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB
Institutional Review Board, Health Information Portability Accounting Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
PSYC 355 Industrial Organizational Psychology 16
Updated 04/30/2011
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas
experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los
hechos con las experiencias y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar, predecir información
y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
PSYC 355 Industrial Organizational Psychology 17
Updated 04/30/2011
1. El aprendizaje es una búsqueda de significados, por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto
del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios
en contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del Evaluación parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
PSYC 355 Industrial Organizational Psychology 18
Updated 04/30/2011
STUDY GUIDE
Course Title: Industrial/Organizational Psychology
Code: Psyc 355
Time Length: 5 weeks
Pre-requisite: Psyc 121-122
Description:
Analysis of the foundations, theories, approaches, techniques and procedures of the
human behavior within the context of the labor world. Study of the principles, practices,
methodologies, instruments and strategies inherent in the organization scenario.
Evaluation of the conditions and peculiar incidents of the organizations to help
corporations of the new millennium achieve success. This course will be completed
utilizing case studies, critic analysis from recent research and discussion panels over
current topics related to the field of industrial psychology in Puerto Rico and the rest of
the world.
General Content Objectives:
1. Define the concepts of psychology, industrial psychology and
industrial/organizational psychology.
2. Recognize the historic influences in the development of industrial psychology as a
field.
3. Analyze the research methods used in the industrial/organizational psychology
field and the ethics that govern it.
4. List the evaluation standards used to make hiring decisions.
PSYC 355 Industrial Organizational Psychology 19
Updated 04/30/2011
5. Revise the predictor characteristics used in the hiring process.
6. Revise the different strategies used in the organizational learning process.
7. Discuss the uses of the performance appraisal in organizations.
8. Discuss the theories of organizations, the organizational structure and the
processes in organizational changes.
9. Recognize the basis of the team works, types of teams and its structure.
10. Recognize the importance of the occupational health in the individual’s well
being and his family.
11. Explain the concept of motivation and the motivational strategies used in the
workplace.
12. Discuss the different approaches in the study of leadership and the substitutes
for it.
13. Analyze diversity in the study of industrial/organizational psychology.
14. Compare the violence in the workplace in the past and the present.
General Language Objectives
a. Listening: Recognize the historic development and the research methods
used in Industrial Organizational Psychology.
b. Speaking: Present and discuss the definitions and the difference between
motivation and satisfaction at work.
c. Reading: Analyze leadership and teamwork from a work related
perspective.
PSYC 355 Industrial Organizational Psychology 20
Updated 04/30/2011
d. Writing: Establish the patters in violence and mental health in the
workplace.
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they
have complied with 20 hours of language lab or e-lab usage for each language (10
hours in English and 10 hours in Spanish) per course. This equates to the use of
the language lab or e-lab for two hours weekly for each language per course.
The facilitator may require a higher number of hours for language lab practice
based on the language needs for listening, speaking, reading, and writing skills in
either or both languages. The total amount of language lab or e-lab hours is
integrated in the activities for each workshop in the module.
Description of the Evaluation Process: Integrate the use of the language lab and e-lab to
all evaluation rubrics used in the instructional module. The language rubrics for listening,
speaking, reading, and writing provided in Appendix A are integrated to assess student
performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in
Appendix D must be used to evaluate all writing activities in both languages in all
courses. Portfolio Performance Assessment must be one of the evaluation instruments
PSYC 355 Industrial Organizational Psychology 21
Updated 04/30/2011
used in the module and throughout the content of all workshops and appendices. This
instrument must follow established guidelines. Due to the nature of our dual language
instructional model, documentation must be provided on the growth of students towards
mastery of linguistic and academic skills in both languages (English and Spanish.)
Scale:
Evaluation Criteria Percentage (%) Points
Attendance and Participation 10% 100
Concepts definition 10% 125
Case analisis 10% 100
Self evaluation 10% 100
Essays 10% 100
Portfolio 10% 100
Group Written Project 20% 50
Group Oral Presentation 20% 50
1. Attendance and participation: Attendance is mandatory. The student should notify
the facilitator before class of any absence and/or late arrival. The assignments are
the student’s responsibility and is expected that all assignments will be turned in a
timely manner as agreed upon with the facilitator. It is expected that the student
PSYC 355 Industrial Organizational Psychology 22
Updated 04/30/2011
will actively participate in class. Absences and lateness may have a negative
impact in the final grade. (Appendix B)
2. Concepts definition: Students will have a list of concepts for each workshop for a
grand total of five lists. Students will develop the definitions after conducting the
revision of literature and will complete Appendix for each workshop. These five
lists of concepts will be included in the portfolio. (Appendix A)
3. Case analysis: A case analysis will be provided at the end of workshops 1, 2, 3 and
4. The students will analyze each scenario and will provide a solution as
professionals in the field of industrial organizational psychology. These four
analyses will be included in the portfolio. (Appendix C)
4. Self evaluation: The students will have the opportunity to review their own work
and participation after each class. These five evaluations will be included in the
portfolio. (Appendix D)
5. Essays: the students will do a total of essays. (Appendix E)
a. Workshop 1: Historic events
b. Workshop 2: Psychological assessments
c. Workshop 3: Changes in the organization
d. Workshop 4: Motivation
e. Workshop 5: Drugs and alcohol in the workplace
6. Group written project: the facilitator will divide the class in groups of no more than
four students and will assign the topic for the written project which will be turned
in workshop 5. The topics to be assigned are: work motivation, job satisfaction,
leadership, and ergonomics. This project will be completed in English. (Appendix
PSYC 355 Industrial Organizational Psychology 23
Updated 04/30/2011
G)
7. Group oral presentation: groups assigned to work on the written project will
conduct an oral presentation to expose the findings of their written project. This
presentation will be conducted in Spanish. (Appendix F)
8. Portfolio: the portfolio will be turned in to the facilitator no later than workshop 5
and will include the following:
a. 5 Concepts definitions
b. 4 case analysis
c. 5 self evaluation
d. 5 essays
e. Group written project
f. Copy of the oral presentation
Other:
Requirements for the Use of APA (version 6) for Citations of Textbooks
For Recommended Texts and Resources, Use APA style version 6. Include at least ONE
e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/
Textbooks must have a publication date of 5 years as required by the Florida
Commission of Independent Learning.
Book(s)
Muchinsky, P.M. (2009). Psychology Applied to Work: An Introduction to Industrial and
Organizational Psychology. (9th
ed.). USA: Hypergraphic Press. ISBN 13:
9780980147803
PSYC 355 Industrial Organizational Psychology 24
Updated 04/30/2011
Riggio, R.E. (2008). Introduction to Industrial/Organizational Psychology. (5th
ed.). Prentice Hall. ISBN 13: 9780136009900
Krumm, D. (2009). Psychology at Work: An Introduction to Industrial/Organizational
Psychology. (3rd
ed.). Worth Pub. ISBN 13: 9781572596597
Zedeck, S. (2010). APA Handbook of Industrial and Organizational Psychology (Apa
Handbooks in Psychology) 3 Volume Set. American Psychological Association. ISBN
13: 9781433807275
Robertson, I.& Cooper, C.L. (2003). Organizational Psychology & Development: Key
Topics for Students and Practitioners (Key Issues in Industrial & Organizational
Psychology) John Wiley & Sons. ISBN: 0471495565
Cooper, C.L. & Locke, E.A. (2000). Industrial and Organizational Psychology: Linking
Theory with Practice (Blackwell Business) ISBN 13: 9780631209928
Lowenberg, G.& Conrad, K.A. (1997). Current Perspectives inIndustrial/Organizational
Psychology Allyn & Bacon. ISBN 13: 9780205142521
Landy, F.L. & Conte J.M. (2009). Work in the 21st Century: An Introduction to
Industrial and Organizational Psychology: (2nd ed.) McGraw-Hill ISBN 13:
9780072830224
Schultz, D. & Schultz, S.E. (2009) Psychology and Work Today (10th ed.) Pearson
College Division. ISBN 0205683584
PSYC 355 Industrial Organizational Psychology 25
Updated 04/30/2011
Lowman, R.L.,Lefkowitz, J., Mcintyre, R. & Tippins, N. (2006). The Ethical Practice of
Psychology in Organizations (Society for Industrial & Organizational Psychology
(SIOP)). (2nd
Ed.). American Psychological Association. ISBN: 978-1-59147-353-4
Prien, K.O. & Schippmann, J.S. (2003). Individual Assessment: As Practiced in Industry
and Consulting (Applied Psychology Series) Taylor & Francis Group. ISBN:
9780805839753
Eisenberger, R. & Stinglhamber, F. (2011). Perceived Organizational Support: Fostering
Enthusiastic and Productive Employees American Psychological Association. ISBN:
9781433809330
Pinder, C. C. (2008). Work Motivation in Organizational Behavior. (2nd
ed.) Psychology
Press. ISBN 0805856048
Hedge, J.W. & Borman, W.C. (2008). The I/O Consultant: Advice and Insights for
Building a Successful Career. American Psychological Association. ISBN 1433803399
.
E-Book (s)
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop. The
language used in each workshop needs to be alternated to insure that 50% of the
course is conducted in English and 50% in Spanish. To maintain this balance, the
PSYC 355 Industrial Organizational Psychology 26
Updated 04/30/2011
course module will indicate that both languages must be used during the fifth
workshop, dividing the workshop activities between the two languages. The first two
hours will be in Spanish and the last two hours in English. The 50/50 model does
not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated and dual language format. This requires
that students prepare in advance for each workshop according to the course module.
Students must be structured, organized, committed, and focused to ensure linguistic
and academic success. In order to achieve proficiency expectations in English and in
Spanish, the student must strive to take advantage of all language resources in the
university and in their community since becoming a dual language professional is a
complex and challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason
for the absence. If it is justified, the facilitator will decide how the student will make
up the missing work, if applicable. The facilitator will decide on the following: allow
the student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and/or make-up work.
PSYC 355 Industrial Organizational Psychology 27
Updated 04/30/2011
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
g. If a student misses two workshops, the facilitator may lower one grade
level based on the student’s existing grade.
h. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class activities
are extremely important as it is not possible to assure that they can be made up. If the
student provides a valid and verifiable excuse, the facilitator may determine a
substitute evaluation activity if he/she understands that an equivalent activity is
possible. This activity must include the same content and language components as the
oral presentation or special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM
, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the
student’s responsibility to read the university’s plagiarism policy. If you are a UT
PSYC 355 Industrial Organizational Psychology 28
Updated 04/30/2011
student, read Section 11.1 of the Student Manual, and if you belong to UMET or
UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day of
class. The Facilitator must discuss the approved changes with students in the first
class workshop. A written copy of the changes must also be provided to students at
the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines
and other links you can use to search for information. These are some examples:
PSYC 355 Industrial Organizational Psychology 29
Updated 04/30/2011
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in
the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs
to administer a questionnaire or an interview individuals, he/she must comply with
the norms and procedures of the Institutional Review Board Office (IRB) and ask
for authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
PSYC 355 Industrial Organizational Psychology 30
Updated 04/30/2011
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for
several online certifications related to IRB processes. These certifications include:
IRB Institutional Review Board, Health Information Portability Accounting Act
(HIPAA), and the Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences.
PSYC 355 Industrial Organizational Psychology 31
Updated 04/30/2011
One of the main goals facilitators have is assisting students in making connections
between their prior knowledge of facts, and fostering new understanding that is relevant
to real live experiences. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make assessment part of the learning process, thus ensuring that it provides
students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
PSYC 355 Industrial Organizational Psychology 32
Updated 04/30/2011
TALLER UNO
Objetivos específicos de contenido:
Al final del Taller Uno el estudiante será capaz de:
1. Definir Psicología Industrial Organizacional
2. Explicar donde y cómo es usada la psicología industrial organizacional.
3. Explicar cómo la psicología industrial organizacional está relacionada al campo de la
psicología.
4. Identificar y explicar cada una de las diferentes áreas de estudio dentro del campo de la
psicología industrial organizacional.
5. Describir y discutir la historia de la psicología industrial organizacional.
6. Identificar y discutir los métodos de investigación utilizados en la psicología industrial
organizacional.
Objetivos específicos de lenguaje:
Al final del Taller Uno el estudiante será capaz de:
1. Escuchar: Entender por medio de la presentación oral conducida por el facilitador la
definición de psicología industrial organizacional y explicar en qué consiste.
2. Hablar: Diferenciar por medio de la presentación hecha en clase, los distintos
métodos de investigación utilizados en la psicología industrial organizacional.
3. Leer: Comprender la importancia de conducir una investigación válida y confiable
mediante la revisión de literatura.
4. Escribir: Demostrar por medio del desarrollo de un ensayo la importancia de los
eventos acontecidos que generaron el desarrollo de la psicología industrial
organizacional.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Definición e historia de la psicología industrial
http://www.siop.org/History/historynew.aspx
PSYC 355 Industrial Organizational Psychology 33
Updated 04/30/2011
http://www.conductitlan.net/seminarios/psicologia_industrial.pdf
http://www.slideshare.net/Lilyastacio/roles-y-funciones-del-psicologo-industrial1
http://www.referenceforbusiness.com/encyclopedia/Inc-Int/Industrial-Organizational-
Psychology.html
http://frank.mtsu.edu/~pmccarth/io_hist.htm
Análisis de Psicología Industrial/organizacional
http://psicologias.uprrp.edu/rol1-1/rol1-1-PDF-files/rol1-1-monografias-1.pdf
Historia de la psicología industrial/organizacional
http://historiadelapsicologiaorganizacional.blogspot.com/
Métodos de investigación
http://www.rrppnet.com.ar/tecnicasdeinvestigacion.htm
http://www.uprm.edu/socialsciences/psic3001/investigacion.pdf
http://psy1.clarion.edu/mm/General/Methods/Methods.html
Recursos en el área de psicología industrial organizacional
http://psych.athabascau.ca/html/aupr/industrial.shtml
Asignaciones antes del taller:
El estudiante deberá hacer lo siguiente:
1. Leer los enlaces electrónicos recomendados, libros de texto y materiales de referencia.
Prestar atención a las rúbricas a ser utilizadas para evaluar su desempeño en este taller.
2. Definir y explicar los siguientes conceptos:
a. Psicología
b. Psicología Industrial Organizacional
c. SIOP (Society for Industrial/Organizational Psychology)
d. Army General Classification Test
e. Estudios Hawthorne
PSYC 355 Industrial Organizational Psychology 34
Updated 04/30/2011
f. diversidad
3. Conducir una revisión de literatura y venir a clase preparado a discutir la contribución
de los siguientes teóricos al campo de la Sicología Industrial organizacional: Hugo
Munsterberg, Frederick Taylor, Walter Dill Scott y Robert Yerkes.
4. Escribir un ensayo detallando e identificando los eventos históricos ocurridos que
impactaron el desarrollo de la psicología industrial organizacional como un campo de
estudio.
5. Buscar información sobre los siguientes métodos de investigación y venir a clase
preparado para discutir y participar en un debate sobre sus consideraciones legales y
éticas:
a. Observación
b. Cuestionarios
c. Encuestas
d. Investigación Experimental
e. Estudios de Casos
Vocabulario clave de la lección:
1. Psicología Industrial Organizacional
2. Métodos de investigación
3. Ética
Lista de materiales suplementarios para el taller:
1. Revistas de investigación de la SIOP
PSYC 355 Industrial Organizational Psychology 35
Updated 04/30/2011
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador y los estudiantes se presentarán frente a la clase a través de una actividad
de rompe hielo. Esta actividad será elegida por el facilitador.
B. Andamiaje
___ Modelaje
_x__ Práctica Dirigida
___ Práctica Independiente
___ Instrucción Comprensible
C. Opciones para Agrupamiento
___ Grupo Completo
_x__ Grupos Pequeños
___ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_ x__ Escuchar
__x_ Hablar
__x_ Leer
__x_ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
___ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x__ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
___ Meta-cognoscitivo
___ Socio/Afectivo
PSYC 355 Industrial Organizational Psychology 36
Updated 04/30/2011
2. El facilitador discutirá el contenido del modulo enfatizando los objetivos, evaluación y
expectativas de tanto el facilitador como de los estudiantes.
3. El facilitador hará una presentación oral y visual para introducir y explicar lo que es
psicología industrial organizacional, su historia, teorías, y sus paradigmas actuales.
4. El facilitador pedirá a cada estudiante que mencione y explique al menos 2 conceptos
de su lista de conceptos desarrollada como parte de sus asignaciones previas al Taller
Uno.
5. Basado en la actividad anterior, el facilitador recogerá los listados y procederá a
proveer la definición, explicación literal, y la aplicación de cada uno de los conceptos.
6. El facilitador moderará un debate. Cada grupo será asignado un tema y tendrá tiempo
asignado para presentar y discutir su concepto. La presentación debe incluir definición,
ventajas, desventajas, procedimientos, legalidad y aspectos éticos.
a. estudio de casos
b. encuesta y cuestionario
c. observación
d. investigación experimental
7. El facilitador generará una discusión para resumir la actividad anterior. Se discutirá la
importancia de cada una de estas técnicas en el campo de la psicología industrial
organizacional.
8. El facilitador presentará el siguiente video: ¿Cuáles son las herramientas usadas en
Psicología Organizacional?
http://www.youtube.com/watch?v=jhEGdIeA9fs&feature=player_embedded#
9. El facilitador discutirá el video anterior y explicará el rol del psicólogo en el área
laboral.
10. El facilitador asignará el tema y los grupos para realizar el proyecto escrito y oral que
será presentado durante el Taller 5.
PSYC 355 Industrial Organizational Psychology 37
Updated 04/30/2011
Evaluación:
1. Individual: Ejercicio de Análisis Crítico #1 (tema: el uso del psicólogo industrial
organizacional en las organizaciones): Un enfermero supervisor en un casa de
cuidados a pacientes explica que la mayoría de los pacientes que se atienden en el
centro son de raza blanca, y que la mayoría de su fuerza laboral es africo-americana.
El personal es sujeto a constante trato y comentarios racistas por parte de los
pacientes. La situación ha creado un ambiente de trabajo bastante difícil. La
administración nunca ha trabajado el asunto de forma suficiente. El administrador de
los enfermeros quiere lidiar con la situación y ha decidido mantener una discusión
abierta con el personal para proveer apoyo, tratar de buscar soluciones y mejorar el
ambiente de trabajo en general. Si Ud. fuera un profesional en el campo de la
psicología industrial organizacional, ¿qué le sugeriríaUd al administrador que hiciera?
¿por qué?
2. Grupal: Los estudiantes se reunirán en grupo para discutir su posición de acuerdo al
escenario anterior.
3. Escrito:
a. Los estudiantes completarán la auto evaluación.
b. Cada estudiante desarrollará, describirá y explicará una situación similar en la
cual el sicólogo industrial organizacional se puede desarrollar dentro del área
laboral.
4. Oral/Auditivo: Un miembro de cada grupo presentará a la clase el consenso grupal
acordado como la mejor solución a la situación descrita anteriormente.
PSYC 355 Industrial Organizational Psychology 38
Updated 04/30/2011
Cierre del taller:
1. Individual: Cada estudiante presentará sus conclusiones respecto a lo presentado en
el taller.
2. Grupal: Los estudiantes se reunirán en grupo para generar, contestar dudas y
preguntas si es que hubiera alguna.
PSYC 355 Industrial Organizational Psychology 39
Updated 04/30/2011
WORKSHOPS TWO
Specific Content Objectives:
1. Analyze the different methods and techniques used in organizational development.
2. Describe the organizational structure.
3. Mention the components of the social systems.
4. Examine how and why change is present in organizations.
5. Discuss the principles and types of teamwork.
Specific Language Objectives:
1. Listening: Recognize the three major theories of organizational development after
being presented and discussed in class by the facilitator
2. Speaking: Present to the class the different factors that generate changes in the
organization.
3. Reading: Evaluate the efficacy of an organizational development program as
presented in the literature.
4. Writing: Discuss in an essay the changes faced in organizations.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Social Cognitive Theory
http://www.slideshare.net/infoedu2006/aprendizaje-cognoscitivo-social
Learning vs. performance
PSYC 355 Industrial Organizational Psychology 40
Updated 04/30/2011
http://formacion-corporativa.blogspot.com/2007/12/aprendizaje-vs-desempeo.html
Organizational development
http://www.elprisma.com/apuntes/administracion_de_empresas/capacitacionrecursoshum
anos/
http://estudiantespsicologiaorganizacional.blogspot.com/2007/07/adiestramiento-de-
personal.html
Classical Theory
http://rie.cl/?a=11294
Organizational Structure
http://www.contactopyme.gob.mx/guiasempresariales/guias.asp?s=10&g=1&sg=1
Resistance to change
http://www.articuloz.com/administracion-articulos/resistencia-al-cambio-organizacional-
1175471.html
Teamwork
http://www.degerencia.com/tema/trabajo_en_equipo
http://www.aiteco.com/quequip.htm
Quality enhancement strategy
http://www.navactiva.com/es/descargas/pdf/amngm/circulos_calidad.pdf
Assignments before the Workshop:
1. Define and explain the following concepts:
a. Learning
b. Performance
c. Organizational Analysis
PSYC 355 Industrial Organizational Psychology 41
Updated 04/30/2011
d. Task analysis
e. Person analysis
f. Organizational structure
g. Social systems
h. Organizational changes
2. Write an essay detailing and explaining the changes in the organization. The essay
should also include the factors contributing to the changes in organizations, the
impact change has on the staff, and how the administration deals with change, how to
deal with resistance to change and what are the consequences of changes in the
organization.
3. Research and come prepare to class to discuss the different types of groups in
organizations.
4. Follow the link to watch the video Teamwork. Come to class prepare to discuss your
ideas about teamwork in organizations.
http://www.youtube.com/watch?v=s1RaZzXuZis&feature=related
Key Core Vocabulary:
1. Organizational development
2. Changes in organizations
3. Organizational structure
List of Supplementary Materials for the Workshop:
1. SIOP journals
PSYC 355 Industrial Organizational Psychology 42
Updated 04/30/2011
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities:
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will review and answer question from workshop #2.
2. The facilitator will conduct a presentation to discuss organizational development.
3. The facilitator will conduct a discussion to differentiate learning and performance.
4. The students will discuss their definitions from assignment #1 and will share with
their classmates their experiences if any in conducting task analysis.
B. Scaffolding
___ Modeling
__ Guided Practice
__ Independent Practice
___ Comprehensible Input
C. Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes
___ Listening
___ Speaking
___ Reading
___ Writing
E. Application
___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation
___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
PSYC 355 Industrial Organizational Psychology 43
Updated 04/30/2011
5. The students will divide in groups to discuss changes in the organization. Each group
will choose one change that could affect the organization (example: change in
computer systems, new government law, layoffs, etc). They will present to their
classmates the selected change and the possible effects in the organization, and how
administration should deal with the change.
6. The facilitator will conduct a presentation to discuss the social systems and their
components.
7. The facilitator will conduct a presentation to discuss the different types of teams in
organizations.
8. The class will be divided in 5 groups. Each group will discuss one of the principles of
teamwork and the importance to the efficacy of the team. Each group will have no
more than 10 minutes to present their findings.
i. Group 1 - Feedback
ii. Group 2 - support
iii. Group 3 - interaction
iv. Group 4 - interdependence
v. Group 5 - leadership
9. The facilitator will open a discussion of the video Teamwork.
Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS)
1. Individual: Critical analysis exercise #2 (Topic: Training): An employee in
Company x appears to be struggling with her responsibilities. The company’s
software system was upgraded several years ago, and the employee still does not
PSYC 355 Industrial Organizational Psychology 44
Updated 04/30/2011
understand how the software works. Many phone calls and e-mails from customers
and coworkers have been received regarding concerns with the employee. The
supervisor does not know how to proceed as far as to determine if this is a training
issue; and if so, how to deal with the situation? What would you as industrial
organizational professional suggest the supervisor should do?
2. Group: Students will meet in groups to discuss the above situation.
3. Written:
a. Self Evaluation will be completed.
b. Students will develop and discuss a similar situation showing the different
aspects of organizational development.
4. Oral: groups will present to class the consensus agreed upon as the best solution for
the situation presented and discussed above.
Lesson Wrap-Up:
1. Individual: Each student will discuss his/her conclusions about the topics discussed
in class.
2. Group: Students will meet in groups to identify and answer questions and concerns
raised in class about the topics discussed.
PSYC 355 Industrial Organizational Psychology 45
Updated 04/30/2011
TALLER TRES
Objetivos específicos de contenido:
Al final del Taller Tres el estudiante será capaz de:
1. Entender la definición y uso del análisis de puesto.
2. Comprender el proceso legal que involucra la administración de personal.
3. Conocer sobre el desarrollo de predictores.
4. Discutir la historia de la medición psicológica.
5. Conocer cómo aplicar un sistema de evaluación de desempeño.
6. Conocer sobre la evaluación y sus implicaciones éticas y legales.
7. Identificar las fuentes de información para la evaluación de desempeño.
Objetivos específicos de lenguaje:
Al final del Taller Tres el estudiante será capaz de:
1. Escuchar: Entender por medio de una presentación oral lo que es un análisis de
puesto y lo que conlleva.
2. Hablar: Ensayar de forma oral como ofrecer la retroalimentación de la evaluación de
desempeño a los empleados.
3. Leer: Examinar cada uno de los componentes de una descripción de puesto.
4. Escribir: Completar en forma escrita un análisis de puesto.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Análisis de puesto
PSYC 355 Industrial Organizational Psychology 46
Updated 04/30/2011
http://www.rrhh-web.com/analisisdepuesto.html
http://www.conductitlan.net/psicologia_organizacional/analisis_de_puesto.pdf
Medición psicológica
http://www.psicothema.com/pdf/138.pdf
http://www.unisimonbolivar.edu.co/rdigital/psicogente/index.php/psicogente/article/view
File/78/90
Historia de la medición psicológica
http://www.slideshare.net/pcanazco/primeros-instrumentos-de-medicin-psicolgica-
2918098
Tipos de entrevista
http://www.entrevistadetrabajo.com/Seccion2.asp?Id_Sec=142&Id=0
Ventajas y desventajas entrevista estructurada y no estructurada (tabla)
http://www.scribd.com/doc/15674372/Entrevista-Estructurada-y-No-Estructurada
Entrevista estructurada
http://www.asvconsulting.net/doc/es-la-entrevista-conductual-estructurada.pdf
Reclutamiento y selección de personal
http://www.infomipyme.com/Docs/GT/empresarios/rrhh/page3.html
Evaluación de desempeño
http://opcion.com.uy/recursos/pdf/publicaciones/opcion_evaluacion_de_desempeno.pdf
Evaluación de 360 grados
http://www.psicologiacientifica.com/bv/psicologia-125-4-evaluacion-de-desempeno-en-
360-todos-opinamos-todos-nos-beneficiamos.html
Prevención demandas laborales
PSYC 355 Industrial Organizational Psychology 47
Updated 04/30/2011
http://www.empresaldia.com/boletin/Prev_demandas_lab.htm
Asignaciones antes del taller:
El estudiante deberá completar las siguientes asignaciones previo al inicio del Taller
Tres:
1. Definir y explicar ensus propias palabras los siguientes conceptos
a. Análisis de puesto
b. Descripción de puesto
c. Evaluación de puesto
d. Equidad de puesto
e. Grupos protegidos
f. Impacto adverso
g. Acción afirmativa
2. Trabajo escrito: Reflexione ybusque información acerca de la historia de la medición
psicológica y cómo ésta se ha desarrollado. Escriba un ensayo sobre el tema:
Desarrollo de la medición psicológica. Detalles a incluir: ¿Qué es la medición
psicológica, ¿Cómo se ha desarrollado la medición psicológica?, ¿cuál ha sido el
desarrollo de la medición psicológica hasta el día de hoy?, ¿cuál es el futuro de la
medición psicológica, aspectos legales y éticos de la medición psicológica?
Desarrolle y presente cual es su opinión sobre el uso de la medición psicológica en el
área laboral.
3. Busque información sobre los siguientes temas y venga a la clase preparado/a a
participar en una presentación oral sobre:
a. Tipos de pruebas
PSYC 355 Industrial Organizational Psychology 48
Updated 04/30/2011
b. Estándares éticos en las pruebas
c. Pruebas de aptitud mecánica
d. El valor de las pruebas
4. Realice una revisión de literatura y venga a clase preparado para discutir con la clase
acerca de los métodos de selección de personal y sus consideraciones éticas y legales.
5. Lea sobre la evaluación de desempeño, en especial sobre la evaluación de desempeño
360 grado, sus usos e implicaciones éticas y legales.
Vocabulario clave de la lección:
1. Análisis de puesto
2. Evaluación de desempeño
3. Entrevista
Lista de materiales suplementarios para el taller:
1. Revistas de investigación de la SIOP
PSYC 355 Industrial Organizational Psychology 49
Updated 04/30/2011
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. .
B. Andamiaje
___ Modelaje
_x__ Práctica Dirigida
___ Práctica Independiente
___ Instrucción Comprensible
C. Opciones para Agrupamiento
___ Grupo Completo
_x__ Grupos Pequeños
___ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_ x__ Escuchar
__x_ Hablar
__x_ Leer
__x_ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
__x_ Significativas y Relevantes
___ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x__ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
___ Meta-cognoscitivo
___ Socio/Afectivo
PSYC 355 Industrial Organizational Psychology 50
Updated 04/30/2011
2. El facilitador presentará el tema del análisis y descripción de puesto utilizando la
estrategia visual preferida.
3. La clase se dividirá en grupos de cuatro estudiantes y desarrollarán un análisis de
puesto, y luego redactarán la descripción del puesto para ser presentada en clase.
4. El facilitador presentará el tema de la medición psicológica mediante un recurso
audiovisual y explicará su desarrollo y aplicación.
5. Presentación oral: la clase se dividirá en grupos de cuatro estudiantes y cada grupo
discutirá el tema asignado. (cada grupo tendrá 10 minutos para presentar su tema):
i. Grupo 1: Tipos de pruebas
ii. Grupo 2: Estándares éticos en las pruebas
iii. Grupo 3: Pruebas de aptitud mecánica
iv. Grupo 4: el valor de la pruebas
6. El facilitador conducirá una discusión basada en la presentación del tema de las
evaluaciones de desempeño utilizando como ejemplo evaluaciones reales utilizadas
en corporaciones.
7. Los estudiantes se reunirán en grupos para evaluar y criticar basados en su previa
revisión de literatura las evaluaciones presentadas en la actividad anterior.
8. Mediante el uso de discusión abierta se describirá en detalle el proceso de evaluación
de desempeño, la evaluación de desempeño 360 grados, y las medidas disciplinarias,
incluyendo el despido por baja productividad.
9. Role Play: en grupos de dos los estudiantes prepararán un ejemplo de una evaluación
de desempeño y luego dramatizarán el cómo presentar los resultados a un empleado.
PSYC 355 Industrial Organizational Psychology 51
Updated 04/30/2011
Evaluación:
1. Individual: Ejercicio de análisis crítico #3 (Tema: evaluaciones de desempeño): La
compañía X tiene una política de evaluaciones de desempeño llamada regla 70/20/10.
Consiste en que la administración le exige a sus supervisores el evaluar el 70% de
todos los asociados como “cumple la expectativas”, el 20% como “excede las
expectativas” y un 10 % como “necesita mejorar”. La mayoría de los supervisores no
se sienten a gusto con esta regla y la consideran injusta y desmoralizante. Los
supervisores se sienten atemorizados de expresar su preocupación con esta regla a la
alta gerencia y no saben qué hacer.
Siendo Ud. un profesional de la psicología industrial organizacional, ¿cómo
enfrentaría y resolvería esta situación?
2. Grupal: Los estudiantes se reunirán en grupo para exponer y discutir su concenso de
acuerdo al escenario anterior.
3. Escrito:
c. El estudiante completará su auto evaluación.
d. Cada estudiante desarrollará, describirá y explicará una situación similar en la
cual el desempeño laboral sea aplicado.
4. Oral/Auditivo: Un miembro representando su grupo presentara a la clase el consenso
acordado y discutido en el grupo como mejor solución a la situación descrita
anteriormente.
Cierre del taller:
1. Individual: Cada estudiante presentará sus conclusiones respecto a lo presentado en
el taller.
PSYC 355 Industrial Organizational Psychology 52
Updated 04/30/2011
2. Grupal: Los estudiantes se reunirán en grupo para generar y contestar dudas y
preguntas si es que hubiera alguna.
PSYC 355 Industrial Organizational Psychology 53
Updated 04/30/2011
WORKSHOP FOUR
Specific Content Objectives:
3. Explain the theories attempting to explain motivation n the workplace..
4. Apply the different motivational strategies.
5. Define and explain the concept work satisfaction.
6. Discuss the theories of leadership.
7. Understand the aspects of diversity when related to leadership.
Specific Language Objectives:
1. Listening: Understand the concept of employee satisfaction after the oral discussion in
the classroom.
2. Speaking: Present to the class the different characteristics of an effective an efficient
leader.
3. Reading: Differentiate while conducting revision of literature how motivation could
vary depending on gender and age.
4. Writing: Discuss in an essay the characteristics needed to be a leader in the
organization.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Motivation and work satisfaction
http://www.apsique.com/wiki/LaboMotysatis
PSYC 355 Industrial Organizational Psychology 54
Updated 04/30/2011
http://www.nodo50.org/cubasigloXXI/economia/cruz1_280203.pdf
Citizenship behavior
http://web.usal.es/~ggdacal/WebPersonalCLCivica.htm
http://www.uv.es/seoane/boletin/previos/N90-5.pdf
Work Motivation
http://www.microsoft.com/business/smb/es-es/rrhh/motivacion_laboral.mspx
Leadership
http://www.elergonomista.com/lid.html
Leadership styles
http://www.slideshare.net/cpuche/correlacin-entre-uso-del-elearning-tipos-de-cultura-
organizacional-y-estilos-de-liderazgo-de-cambio
http://www.leonismoargentino.com.ar/INST180.htm
E-leadership
http://www.g-casa.com/download/Budvytyte_E_leadership2.pdf
http://www.slideshare.net/lizmargarita/eleadership-4400562
Feminine leadership
http://www.turwl.com/now-cmujer/online/amparoramos.pdf
Assignments before the Workshop:
1. Define and explain the following concepts:
a. Motivation
b. Incentives
c. Work Satisfaction
d. Work commitment
PSYC 355 Industrial Organizational Psychology 55
Updated 04/30/2011
e. Leadership
f. Organizational justice
g. Citizenship behavior
2. Write an essay detailing and explaining work satisfaction. The essay should also
include the factors contributing to satisfaction in organizations.
3. Research and come prepare to class to discuss the different theories attempting to
explain motivation.
4. The student will use their creativity to design a visual project (no words just images)
exemplifying what a leader should be. This project will be presented in class and the
student will discuss why the images explain or describe what leadership is.
Key Core Vocabulary:
1. leadership
2. motivation
3. satisfaction
List of Supplementary Materials for the Workshop:
1. SIOP journals
PSYC 355 Industrial Organizational Psychology 56
Updated 04/30/2011
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities: These activities must be aligned to the language and content
objectives of the workshop. ACTIVITIES FOR ALL EDUCATION COURSES MUST
BE ALIGNED TO THE NEXT GENERATION SUNSHINE STATE STANDARDS,
FLORIDA EDUCATOR ACCOMPLISHED PRACTICES, READING STANDARDS,
AND APPLICABLE ESOL STANDARDS. In addition, activities must reflect the use
of the different resources available from the language lab or e-lab.
B. Scaffolding
___ Modeling
__ Guided Practice
__ Independent Practice
___ Comprehensible Input
C. Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes
___ Listening
___ Speaking
___ Reading
___ Writing
E. Application
___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation
___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
PSYC 355 Industrial Organizational Psychology 57
Updated 04/30/2011
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will review and answer questions from workshop #3.
2. The facilitator will conduct a presentation to discuss satisfaction and work
commitment.
3. The facilitator will open and guide a discussion to generate situations in which
organizational citizenship behavior is displayed.
4. The students will discuss their definitions from assignment #1 and will share with
their classmates their experiences if any in developing the poster.
5. The students will divide in groups to discuss one of the theories of motivation in the
organization.
6. The students will present to their classmates the selected theory.
7. The students will present and discuss their poster.
Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS)
1. Individual: Critical analysis exercise #2 (Topic: leadership): An employee in
Company x has been assigned a new project to implement work rotations. The
problem is that the group of people assigned to work with him understands that this is
a non-sense practice. All of them are focused on their job and are not willing to rotate
and cross train. How should the employee assigned as leader do to deal with the
situation? What would you as industrial organizational professional suggest the
employee should do to convince the group that the rotations and cross training is a
good idea?
2. Group: Students will meet in groups to discuss the above situation.
PSYC 355 Industrial Organizational Psychology 58
Updated 04/30/2011
3. Written:
a. Self-Evaluation will be completed.
b. Students will develop and discuss a similar situation showing the different
aspects of leadership.
4. Oral: groups will present to class the consensus agreed upon as the best solution for
the situation presented and discussed above.
Lesson Wrap-Up:
1. Individual: Each student will discuss his/her conclusions about the topics discussed
in class.
2. Group: Students will meet in groups to identify and answer questions and concerns
raised in class about the topics discussed.
PSYC 355 Industrial Organizational Psychology 59
Updated 04/30/2011
Taller Cinco/Workshop Five
(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea y
actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN LENGUAJE
A LA VEZ! Las primeras dos horas serán en
español. Las últimas dos horas serán en
inglés.
NOTE: This is a bilingual workshop. Both
the facilitator and the student must use the
language assigned for each homework and
activity. Do not mix both languages! USE
ONE LANGUAGE AT A TIME- KEEP
BOTH LANGUAGES SEPARATE! The
first two hours must be in Spanish. The last
two hours must be in English.
Objetivos específicos de contenido:
Al final del taller el estudiante será capaz de:
1. Discutir los orígenes y el desarrollo del concepto de salud ocupacional.
2. Explicar las influencias ambientales en la salud mental.
3. Saber e identificar el estrés laboral.
4. Determinar las diferentes causas de la violencia en el trabajo.
5. Reconocer los diferentes signos que pudieran identificar un posible agresor en el
trabajo.
6. Analizar el desempleo y sus consecuencias mentales.
Objetivos específicos de lenguaje:
Al final del taller el estudiante será capaz de:
1. Escuchar: entender como el alcohol y las drogas afectan negativamente al empleado
y a su entorno laboral.
PSYC 355 Industrial Organizational Psychology 60
Updated 04/30/2011
2. Hablar: presentar las diferentes estrategias que se pueden usar para disminuir la
violencia en el trabajo.
3. Leer: reconocer los efectos psicológicos que conlleva el desempleo.
4. Escribir: demostrar la naturaleza de cómo las enfermedades mentales afectan el
desempeño laboral.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Salud ocupacional
http://www.nlm.nih.gov/medlineplus/spanish/occupationalhealth.html
http://polaris.unisabana.edu.co/prevencion/salud_ocupacional/salud_ocupacional.html
Salud Mental
http://www.nlm.nih.gov/medlineplus/spanish/mentalhealth.html
Conflicto entre familia y trabajo
http://www.infocoponline.es/view_article.asp?id=2089
http://www.cinterfor.org.uy/public/spanish/region/ampro/cinterfor/temas/gender/doc/cint
er/pacto/cue_gen/tra_fam.htm
http://www.iae.edu.ar/antiguos/Documents/iae_9_Pag76TrabFam.pdf
Familias con carrera dual
http://books.google.com.pr/books?id=RJpRKNGuBaUC&pg=PA213&lpg=PA213&dq=f
amilias+de+carrera+dual&source=bl&ots=-
GvfzAqfO_&sig=0u8mtNCcEiGgxGm5xXU1UMfY92c&hl=es&ei=-
3OsTM_RFsLYnAf-
PSYC 355 Industrial Organizational Psychology 61
Updated 04/30/2011
o6C1Bw&sa=X&oi=book_result&ct=result&resnum=4&ved=0CCQQ6AEwAw#v=onep
age&q&f=false
http://www.cinterfor.org.uy/public/spanish/region/ampro/cinterfor/publ/bathhya/pdf/cap4
Trabajo por turnos
http://www.cdc.gov/spanish/niosh/docs/97-145sp.html
Drogas y alcohol
http://www.documentacion.edex.es/docs/1113GAYwee.pdf
Desempleo
http://www.aset.org.ar/congresos/7/14008.pdf
Trabajo y explotación infantil
http://www.youtube.com/watch?v=bsdKKfRp8BY
http://www.unicef.org/spanish/protection/index_childlabour.html
Violencia laboral
http://www.laboramosjuntos.com.ar/shop/detallenot.asp?notid=11
http://mobbingopinion.bpweb.net/artman/publish/article_1679.shtml
http://www.fiso-web.org/imagenes/publicaciones/archivos/2532.pdf
Asignaciones antes del taller:
Asignaciones a discutirse las primeras dos horas de instrucción (2).
1. Define y explica los siguientes conceptos: (Apéndice D)
a. Salud ocupacional
b. Salud mental
c. Estrés laboral
PSYC 355 Industrial Organizational Psychology 62
Updated 04/30/2011
d. Carrera dual
e. Consumo de drogas y alcohol
f. Explotación infantil
g. Violencia laboral
2. Reflexione y busque información sobre cómo el alcoholismo y el consumo de drogas
afectan el área de trabajo. Escriba un ensayo sobre el tema: Efectos del alcohol y las
drogas en el ámbito laboral.
Assignments to be discussed the last two hours of instruction (2).
3. Complete the written project as assigned in workshop #2.
4. Prepare to present findings detailed in the written project.
Vocabulario académico clave (Debe
reflejar los objetivos y conceptos claves
del taller.) Verifique que el estudiante
domine el vocabulario clave en los dos
idiomas.
1. Salud mental
2. Violencia
Academic Core Vocabulary (Must
reflect objectives and important concepts
of the workshop.) Verify that the student
masters the core vocabulary in both
languages.
1.
List of Supplementary Materials for the Workshop:
1. Audiovisuals to present final project
PSYC 355 Industrial Organizational Psychology 63
Updated 04/30/2011
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes
___ Listening
___ Speaking
___ Reading
___ Writing
E. Application
___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation
___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
PSYC 355 Industrial Organizational Psychology 64
Updated 04/30/2011
Integrated Activities:
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
Actividades en español para las primeras dos horas del taller:
1. Los estudiantes se reunirán en grupos y discutirán ejemplos de cómo se manifiesta la
violencia en el trabajo. Los estudiantes también desarrollaran posibles
recomendaciones para prevenir la misma..
2. Los estudiantes presentarán y discutirán sus ensayos sobre el alcohol y las drogas.
3. El facilitador presentará y discutirá con el tema de salud ocupacional y generara una
discusión donde los estudiantes deben presentar ejemplos especificos del tema.
4. El facilitador desarrollará una discusión grupal para hacer que los estudiantes
identifiquen cuáles son los posibles factores del desarrollo de la salud mental y que
ayudas están disponibles en la comunidad.
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. The students will be divided in by gender. One group are females and the other group
are males. Each group will analize and discuss families with dual careers from their
gender perspective.
2. Students will present their findings from the previous activity.
3. The facilitator will lead an open discussion on violence in the workplace.
4. Students will present their final projects.
Assessment: LAS TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY
SECOND LANGUAGE PROFICIENCY LEVELS)
PSYC 355 Industrial Organizational Psychology 65
Updated 04/30/2011
1. Individual: the students will complete the self-evaluation focusing not just on this
workshop but in the course.
2. Group: the students will be divided in groups to discuss child exploitation and will
generate possible solutions to the problem.
3. Written: Students will complete the self-evaluation.
4. Oral: the students will present to the class their findings and solutions to the assigned
topic.
Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP (These are activities
to determine if all students achieved the content and language objectives for the
workshop.)
1. Individual: Each student will discuss his/her conclusions about the topics discussed
in class.
2. Group: Students will meet in groups to identify and answer questions and concerns
raised in class about the topics discussed.
PSYC 355 Industrial Organizational Psychology 66
Updated 04/30/2011
APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
PSYC 355 Industrial Organizational Psychology 67
Updated 04/30/2011
“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
PSYC 355 Industrial Organizational Psychology 68
Updated 04/30/2011
“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
PSYC 355 Industrial Organizational Psychology 69
Updated 04/30/2011
“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
PSYC 355 Industrial Organizational Psychology 70
Updated 04/30/2011
“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
PSYC 355 Industrial Organizational Psychology 71
Updated 04/30/2011
APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
PSYC 355 Industrial Organizational Psychology 72
Updated 04/30/2011
Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________
Date:___________________
Facilitator:______________________Course:
____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the
student in both English and Spanish. Please refer to the trait that you are evaluating
(i.e., Ideas and Content) and write the score in the appropriate box. Select the
criteria per level (6= highest, 1=lowest) that best reflects the student’s writing
ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
PSYC 355 Industrial Organizational Psychology 73
Updated 04/30/2011
Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
PSYC 355 Industrial Organizational Psychology 74
Updated 04/30/2011
Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
PSYC 355 Industrial Organizational Psychology 75
Updated 04/30/2011
Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
PSYC 355 Industrial Organizational Psychology 76
Updated 04/30/2011
Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
PSYC 355 Industrial Organizational Psychology 77
Updated 04/30/2011
Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
PSYC 355 Industrial Organizational Psychology 78
Updated 04/30/2011
Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
PSYC 355 Industrial Organizational Psychology 79
Updated 04/30/2011
Appendix C
Language Lab and E-Lab Information
PSYC 355 Industrial Organizational Psychology 80
Updated 04/30/2011
Language Lab and E-Lab Information
The Language Lab is designed to help students strengthen their linguistic skills in
English and Spanish. The lab counts with a wide variety of visual and auditory on-line
exercises that allow students to improve their skills in listening comprehension,
pronunciation, vocabulary building, grammar, reading comprehension, and writing.
The language lab also includes a package of 140 carefully selected “English for Speakers
of Other Languages” (ESOL) Web sites to meet students’ needs. Additionally, the
language lab has other language software to boost language learning such as “Tell Me
More,” “Rosetta Stone” (English and Spanish versions), “Ellis Business,” “Ellis Master
Pronunciation,” “Math Media Algebra,” “Math Media Basic Series,” “Spanish Web
sites,” “Internet-Based Research,” and “Guided Writing Activities.”
Tell Me More is an effective system to learn English and Spanish that allows you to
strengthen your skills and fulfill the required language lab hours for your classes. To
maximize your progress, the system will initially assess your knowledge and create a
learning path specifically tailored to your needs. Improve your pronunciation, grammar
and listening skills from beginner to advanced levels with two different profiles,
everyday language and business oriented language. You just need to have access to
Blackboard, the Internet and an Internet Explorer browser.
Net Tutor is an online tutoring service. Live tutoring is available for numerical and computer
classes (scheduled hours apply). For those classes that do not have live tutoring, students can
post questions and they will be answered within 72 hours.
For your convenience the system has a section with “Frequently Asked Questions” available
24/7. Students can access these services anywhere internet access is available.
This service offers tutoring for the following subjects:
- English (available for all courses)
- Spanish (available for all courses)
- Statistics (student must be enrolled in this course)
- Mathematics (student must be enrolled in this course)
- Accounting (student must be enrolled in this course)
- Computer Information Systems (student must be enrolled in this course)
- Wimba Voice is an electronic tool that promotes the use of voice in the development of
academic subjects. Students will use Wimba Voice for assignments, create voice posts
for discussion boards, prepare voice presentations, and send voice e-mails.
PSYC 355 Industrial Organizational Psychology 81
Updated 04/30/2011
The Wimba Voice program has 5 functions:
- Voice Authoring: allows recording and listening to voice content on a webpage.
- Voice Discussion Board: allows posting and listening to voice messages within
discussion boards.
- Voice Presentation: allows presenting web content alongside voice messages.
- Voice E-mail: allows sending voice messages via e-mail.
- Voice Podcaster: allows creating and distributing voice messages to participants.
PSYC 355 Industrial Organizational Psychology 82
Updated 04/30/2011
Apéndice D/Appendix D
DEFINICIÓN DE CONCEPTOS / CONCEPT DEFINITIONS
Nombre del estudiante / Student’s Name ____________________________
Puntaje total / Total score __________________________
Concepto / Concept Definición / Definition Referencia / Reference
PSYC 355 Industrial Organizational Psychology 83
Updated 04/30/2011
Apéndice E/Appendix E
AUTOEVALUACION
Nombre del estudiante / Sudent’s name: ____________________________
Workshop # / Taller #__________
Reflexione y conteste las siguientes preguntas / Think and answer the following
questions:
1. ¿Qué aprendí en este taller? What did I learn in this workshop?
___________________________________________________________________
___________________________________________________________________
2. ¿Cómo fue mi participación en este taller? How was my participation in this
workshop?
___________________________________________________________________
___________________________________________________________________
3. ¿Me preparé adecuadamente para este taller? Aporté ideas, opiniones y/o
reflexiones? Did I adequately prepare for this workshop? Did I collaborate with
ideas, opinions, thoughts, etc.?
___________________________________________________________________
___________________________________________________________________
4. ¿Cómo voy a aplicar este nuevo conocimiento a mi vida profesional? How will I
apply this new knowledge to my professional life?
___________________________________________________________________
___________________________________________________________________
5. ¿Qué pude haber hecho mejor en este taller? What could have I done better in this
workshop?
___________________________________________________________________
___________________________________________________________________
