Sistema Universitario Ana G. Méndez School for ... 625 DLP... · Desarrollar las técnicas...
Transcript of Sistema Universitario Ana G. Méndez School for ... 625 DLP... · Desarrollar las técnicas...
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
PUAG 625
HUMAN RESOURCES AND LABOR RELATIONS ADMINISTRATION IN PUBLIC SECTOR AND NONPROFIT PROGRAMS
ADMINISTRACION DE RECURSOS HUMANOS Y RELACIONES
LABORALES EN EL SECTOR PÚBLICO Y PROGRAMAS SIN FINES DE LUCRO
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Guía de Estudio ................................................................................................................. 3
Study Guide ..................................................................................................................... 16
Workshop One ................................................................................................................ 27
Taller Dos ......................................................................................................................... 30
Workshop Three ............................................................................................................. 34
Taller Cuatro ................................................................................................................... 38
Workshop Five/Taller Cinco .......................................................................................... 41
Anejo A/Appendix A ....................................................................................................... 45
Anejo B/Appendix B ....................................................................................................... 47
Anejo C/Appendix C ....................................................................................................... 49
Anejo D/ Appendix D ...................................................................................................... 51
Anejo E/ Appendix E ...................................................................................................... 52
Anejo F/Appendix F ........................................................................................................ 55
Anejo G/Appendix G ...................................................................................................... 56
Anejo H/Appendix H ...................................................................................................... 57
Anejo I/Appendix I ......................................................................................................... 59
Anejo J/Appendix J......................................................................................................... 60
Anejo K/Appendix K ...................................................................................................... 62
Anejo L/Appendix L ....................................................................................................... 63
Anejo M/Appendix M ..................................................................................................... 64
Anejo N/Appendix N ....................................................................................................... 65
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GUIA DE ESTUDIO
Título del Curso: Administración de Recursos Humanos y Relaciones Laborales en
el Sector Público y Programas Sin Fines de Lucro
Codificación: PUAG 625
Duración: 5 Semanas
Prerrequisito: Ninguno
Descripción:
Estudio de las relaciones entre el empleador, los empleados y las organizaciones
laborales dentro del gobierno y el sector de programas sin fines de lucro. El curso se enfoca en
los métodos diseñados para asistir a individuos y organizaciones a prepararse para
oportunidades inmediatas y futuras, por medio de la revisión y práctica de técnicas para
mejorar los conocimientos, destrezas, actitudes, comportamiento de grupo y estructuras
organizacionales. Se examinan los problemas actuales, asuntos desde la perspectiva
operacional y teórica, con énfasis en las fuerzas políticas, legales, económicas, sociales y
ambientales que dan forma a la función de recursos humanos en agencias públicas y sin fines
de lucro.
El estudiante puede explorar la negociación y administración de los convenios colectivos y
asuntos que acompañan el crecimiento del sector laboral desafiliado a uniones o sindicatos en
empresas privadas, públicas y sin fines de lucro.
Objetivos Generales:
1. Aplicar las teorías básicas y últimos acontecimientos en el área de recursos humanos
del sector público.
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2. Desarrollar las técnicas básicas de liderazgo y gerencia requeridas para desempeñarse
en el campo de recursos humanos en el sector público y de entidades sin fines de
lucro.
3. Identificar las fuerzas políticas que afectan las funciones y procesos del área de
recursos humanos en el sector público y de empresas sin fines de lucro.
4. Examinar principios y procedimientos para reclutar y seleccionar empleados en el
sector público.
5. Analizar las fuerzas y debilidades de las prácticas aplicadas en el área de recursos
humanos del sector público y de programas sin fines de lucro.
6. Aplicar los procedimientos para evaluar el desempeño de los empleados utilizados en
el sector público y de empresas sin fines de lucro.
7. Reconocer los cambios y tendencias actuales en el área de recursos humanos del
sector público como resultado de reformas, retos económicos y énfasis en el uso de
técnicas de la empresa.
8. Presentar un concepto general sobre las relaciones laborales dentro del sector público,
la importancia que tienen los sindicatos o uniones laborales, las tendencias y
acontecimientos en el área del convenio colectivo.
Lecturas Requeridas para Referencia y/o Discusión en Clase:
Berman, Evan M. Dr., Bowman, James S., West, Jonathan P., Van Wart, Montgomery
R. (2009). Human Resource Management in Public Service: Paradoxes, Processes and
Problems. Thousand Oaks, CA: Sage Publications.
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Libro Electrónico
Alles, M.A. (2010). Dirección estratégica de recursos humanos: gestión por
competencias, casos [e-book]. Ediciones Gránica. ISBN: 9789506414900
Lecturas Recomendadas:
Pynes, Joan E. (2009). Human Resources Management for Public and Nonprofit
Organizations: A Strategic Approach. Jossey-Bass Publisher.
Reeves, T. Zane. (2006). Cases in Public Human Resource Management. Itasca, IL:
F.E. Peacock Publishers.
Evaluación
Asistencia y Participación 15%
Asignaciones 20%
Desarrollo de un Proyecto Especial 20%
Presentaciones Orales 15%
Portafolio 15%
Examen 15%
Total 100%
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Descripción de la evaluación
� Asistencia y Participación – (15%)
La asistencia a los talleres es obligatoria y las ausencias afectarán la nota final por
participación. Se espera que el estudiante contribuya a las discusiones y temas de
cada taller. La evaluación de la asistencia y participación se hará utilizando la matriz
valorativa del Anejo A. Además de la asistencia y participación en clase, el
estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de idiomas.
A través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo
para ser entregada al facilitador en el quinto taller. El facilitador determinará la
distribución de horas entre ambos idiomas – inglés y español – de acuerdo a las
necesidades individuales de cada estudiante. El estudiante deberá completar sus
horas físicamente en el laboratorio de idiomas – en cada centro – o desde su
casa/trabajo a través del programa “Tell Me More”.
� Asignaciones - (20%)
El 20% de la nota del curso se basa en asignaciones que requieren investigación
previa. Se espera que el estudiante contribuya a las discusiones de los talleres
basándose en información obtenida por medio de las asignaciones y lecturas
asignadas. Se asignarán trabajos escritos (preguntas, búsqueda de información,
redacción de ensayos, análisis de noticias, etc.) que deberán entregar en la fecha que
se le indique. Los estudiantes conservarán copia de los trabajos entregados. La
evaluación de asignaciones se hará utilizando la matriz valorativa para trabajos
escritos del Anejo B.
� Presentaciones orales – (15%)
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La evaluación de las presentaciones se hará utilizando la matriz valorativa del Anejo
C. Los estudiantes deberán demostrar dominio de los conceptos además del lenguaje
asignado a cada taller. Las presentaciones orales deben ser organizadas y tener
efectos visuales (PowerPoint, gráficas, tablas de información, fotos, etc.).
� Portafolio – (15%)
La evaluación del Portafolio, incluyendo los trabajos y diarios reflexivos, se hará
utilizando los Anejos E-N. El Portafolio debe demostrar el crecimiento profesional y
experiencia educativa que el estudiante ha obtenido durante el curso.
� Examen – (15%)
El Facilitador del curso tomará la decisión en relación con el tipo de examen a
ofrecerse y los criterios para la evaluación del mismo. El Facilitador también utilizará
la matriz valorativa del Anejo B para evaluar los elementos escritos del examen.
� Proyecto Especial – (20%)
El Facilitador debe aprobar el tema del proyecto especial. El estudiante seleccionará
el tema para el Segundo Taller y preparará un bosquejo en consulta con el Facilitador
del curso. El formato de presentación del proyecto especial será determinado por el
Facilitador del curso. La evaluación se basará en los criterios establecidos en los
Anejos B y D.
Laboratorio de Lenguaje – Los estudiantes deberán completar un mínimo de 20
horas por semana utilizando las herramientas provistas.
Escala
Se evaluará al estudiante por la escala siguiente:
A-100-90 B-89-80 C-79-70 D-69-60 F-59-0
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Otros:
Otros requisitos aplican a discreción del Facilitador.
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Descripción de las Normas del Curso
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. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el
facilitador deberá contestar la misma en el idioma designado para ese taller. Esto
deberá ser una excepción a las reglas pues es importante que los estudiantes
utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
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
perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle
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al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo
a ser repuesto.
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 una nota por debajo basado
en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
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 de grupo, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente
o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor
de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de
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otro 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 de toda referencia
utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se
tolerará el plagio y, en caso de que se detecte 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.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
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.
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12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, 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)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
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Nota: 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 la 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
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
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros generamos nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión
entre los hechos 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 y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
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. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, 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.
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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 avalúo 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.
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STUDY GUIDE
Course Title: Human Resources and Labor Relations Administration in
Public Sector and Non-Profit Programs
Code: PUAG 625
Time Length: 5 Weeks
Prerequisite: None
Description:
Study of the relationship between employers, employees, and their labor relations
organizations in government and the nonprofit sector. The course focuses on methods designed
to assist individuals and organizational groups in preparing for present and future
opportunities; review and practice of techniques to improve knowledge, skills, attitudes, group
behavior, and organizational structures. Topical problems, issues from operational and
theoretical perspectives; emphasis on political, legal, economic, social, and environmental
forces that shape the human resource function in public and nonprofit agencies will also be
examined. The student will explore the negotiation and administration of collective bargaining
agreements and issues that accompany the growth of the nonunion sector in both private, non-
profit and public sectors.
General Objectives
1. Apply basic theories and emerging issues in public sector human resources
management.
2. Develop basic leadership and management skills required to carry out the human
resource function in public and nonprofit agencies.
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3. Identify the political forces that affect the functions and processes of human resources
in the public and nonprofit sector.
4. Examine the principles and procedures for recruiting and selecting public sector
employees.
5. Analyze the strengths and weaknesses of human resources practices applied in the
public and nonprofit sector.
6. Apply the procedures and performance appraisals used to manage employee
performance in the public sector and nonprofit entities.
7. Recognize the changing trends of public sector human resources management as a
result of public management reforms, economic challenges and emphasis on
employing private sector practices.
8. Provide an overview of public sector labor relations, the importance of trade unions,
recent trends and developments in collective bargaining.
Evaluation
Attendance and Active Class Participation 15%
Assignments 20%
Special Project/Research Paper 20%
Oral Presentations 15%
Portfolio 15%
Test 15%
Total 100%
Evaluation’s description
� Attendance and Participation 15%
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Attendance is mandatory and absences will affect the final grade for participation.
Participation, including work assigned in groups during class, will be evaluated using
Appendix A. In addition to the mandatory attendance and class participation the
student shall complete twenty (20) hours of language laboratory. Through each week
the student shall keep evidence of his/her work in order to turn in at the fifth
workshop. The facilitator will determine the distribution of hours among the two
languages – English and Spanish – according to the individual needs of each student.
The student can complete the laboratory requirements either physically at the centers
– language laboratories – or at home/work through “Tell Me More”.
� Written assignments 20%
A total 20% of the final grade will consist of written assignments that require
extensive research prior to class. Students are expected to contribute to class
discussions based on investigative research and assignments. This work will consist
of written compositions, research, essays and reflective compositions that students
should turn in by the due date. Students should keep copies of the work turned in.
Evaluation of assignments will be conducted using Appendix B.
� Oral presentations 15%
Evaluation of oral presentations will be based on the criteria contained on Appendix
C.
� Portfolio 20%
A portfolio will be required for this course and will be evaluated using the criteria
established on Appendix E to N.
� Exam 15%
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An exam will be required for this course and its content and form will be determined
by the Facilitator.
� Special Project/Research Paper 20%
A special project consisting of a research paper will be required. The topic of the
project must be approved by the Facilitator. The topic will be selected by the second
workshop and a written project outline must be submitted in consultation with the
Facilitator. The format and requirements for the project will be determined by the
Facilitator and the evaluation will be based on the criteria for written projects and
essays established in Appendixes B and D.
Language Lab – Students will have to complete at least 20 hours of practice using
our language resources.
Scale
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Other
Any other requirements will be made at the discretion of the facilitator.
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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 English and Spanish,
strictly using the 50/50 model. This means that each workshop will be conducted
entirely in the language specified. The language used in the workshops will alternate
to insure that 50% of the course will be conducted in English and 50% in Spanish. To
maintain this balance, the course module may specify that both languages will be
used during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to use their
preferred language for that particular question. However, the facilitator must answer
in the language assigned for that particular day. This should only be an exception as it
is important for students to use the assigned language. 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 format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires
an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop
must present the facilitator a reasonable excuse. The facilitator will evaluate if the
absence is justified and 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
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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 make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students 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 activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
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
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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 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. If the Facilitator makes changes to the study guide, such changes should be discussed
with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
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 in the university
community established by the institution and in this course.
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Note: If for any reason you cannot access the URL’s presented in the module, do not stop
your investigation. There are many search engines and other links you can use to search
for information. These are some examples:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• 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)
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The facilitator may make changes or add additional web resources if deemed
necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs
to administer a questionnaire or an interview, he/she will need to refer to 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: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website 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), y
Responsibility Conduct for Research Act (RCR).
If you have any question, 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
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning 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. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
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. And 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 the assessment part of the learning process, ensuring it provides students with
information on the quality of their learning.
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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.
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Workshop One
Specific Objectives
At the end of the workshop, students will:
1. Describe the importance of proper administration and management of employees in
the public sector and nonprofit programs.
2. Demonstrate familiarity with government regulations pertaining to human resources,
personnel management, recruitment and compensation.
3. Define the role of human resources management in an organization.
Language Objectives
Students will:
1. Analyze and resolve problems by developing sound strategies and communicate them
in English.
2. Interpret information and communicate with ideas, facts or concepts, in an organized
and comprehensible manner in English.
3. Articulate management solutions through written documents using professional
language in English.
Electronic Links (URLs):
Employee Rights
http://www.usdoj.gov/
http://www.ada.gov/
http://www.usdoj.gov/crt/index.php
http://www.usdoj.gov/crt/emp/work.php
http://epic.org/privacy/laws/privacy_act.html
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http://www.dol.gov/esa/whd/regs/compliance/whdfs36.htm
Human Resources Management in the Public and Nonprofit Sectors
http://www.bls.gov/oco/ocos021.htm
http://managementhelp.org/hr_mgmnt/hr_mgmnt.htm
http://www.hrmguide.com/
http://www.allbusiness.com/public-personnel-management/20050922/3030708-1.html
Assignments before Workshop One:
1. Read the recommended URL’s, textbooks and other reference materials. Pay close
attention to the rubrics in the Appendix section. These rubrics will be used to assess
your knowledge.
2. Write a short essay defining the term human resource management and discuss its
importance.
3. In the same essay, explain the primary functions of human resources management in
an organization. In your opinion, are there differences in functions between private
and public organizations?
4. Prepare an outline for class, describing the following topics:
• Identify the afforded protections under the Civil Rights Act of 1964, Title VII.
• Describe the intent of the Privacy Act of 1974 and its effect on human resources
management.
• Explain the importance of the American with Disabilities Act of 1990.
• Explain the coverage of the Family Medical Leave of 1993.
• Explain the implications of the Drug-Free Workplace Act of 1988.
• Explain the implications of the Polygraph Protection Act of 1988.
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• Explain what Affirmative Action is and state your personal point of view.
5. Students must be prepared to make short presentations on the above topics.
6. Visit the language lab and start completing your five hours of practice.
Activities:
1. The facilitator and the students will introduce themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The students select the student representative.
3. Discussion of the course objectives and student’s evaluation.
4. Students will share their essays about the term human resource management and its
importance.
5. The facilitator will initiate a discussion about the assigned definitions.
6. The class will be divided in two groups: One group will present arguments in favor
of Affirmative Action; the other group will present arguments against Affirmative
Action.
7. The facilitator will discuss the special project/research paper and suggest research
topics.
8. Students will return their essays and assignments to the facilitator and complete their
reflective journals.
Assessment:
1. The facilitator will use the class participation and written report rubric to
evaluate students’ performance.
2. The facilitator will assess students’ progress based on their assignments and reflective
journals.
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Taller Dos
Objetivos Específicos
Al final del taller, los estudiantes:
1. Analizarán asuntos y leyes que afectan la práctica de recursos humanos en el sector
público y los programas sin fines de lucro.
2. Explicarán la evolución de las relaciones laborales en los Estados Unidos.
3. Evaluarán los beneficios y críticas a uniones de trabajadores o sindicatos.
4. Analizarán la efectividad de convenios colectivos durante una crisis económica.
5. Utilizarán técnicas en la negociación de beneficios y convenios.
Objetivos del Lenguaje
Los estudiantes:
1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español
como lenguaje base.
2. A través de escritos en español de manera clara y concisa libre de errores ortográficos
desarrollarán nuevas ideas y conocimientos en las áreas de gerencia, planificación,
investigación, contabilidad y liderazgo de la administración pública.
3. Al completar debates y presentaciones orales exhibirán liderazgo al lidiar con
diferentes opiniones por medio del pensamiento crítico, utilización de datos y
evidencia demostrando respeto mutuo y la aplicación de estándares de ética.
Enlaces Electrónicos:
Uniones y sindicatos
http://www.cepr.net/index.php/data-bytes/union-membership-byte/jump-in-public-sector-
unionization-raises-overall-rate-again-in-2008/
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http://www.dol.gov/compliance/topics/unions.htm
Artículos sobre el Impacto de las uniones en el sector público
http://nchope.org/adobe/unionsimpact.pdf
http://online.wsj.com/article/SB124227027965718333.html
The State of Florida Public Employees Act
http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String
=&URL=Ch0447/PART02.HTM
Convenios Colectivos
http://www.problemaslaborales.com.ar/convenio.htm
http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String
=&URL=Ch0447/SEC309.HTM&Title=->2008->Ch0447->Section%20309#0447.309
Leyes Laborales
http://www.dol.gov/compliance/guide/index.htm
http://www.dol.gov/esa/whd/contracts/dbra.htm
Técnicas de negociación
http://www.aulafacil.com/Tecneg/CursoTecneg.htm
http://www.beyondintractability.org/essay/batna/
Asignaciones antes del Taller:
1. Escoger un tema para el proyecto especial de investigación (Ver Anejo D).
2. Haz una lista y explica por lo menos tres (3) beneficios que el gobierno le exige a un
empleador para sus empleados.
3. Dar ejemplos y explicar al menos tres (3) tipos de beneficios que se ofrecen a
discreción del empleador.
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4. Buscar información sobre una unión o sindicato. Explicar el propósito de la
organización y el tipo de beneficios que ofrece a sus miembros.
5. Traer un ejemplo de una ley o protección al empleado como resultado de un convenio
colectivo.
6. Describe las técnicas que se utilizan al negociar un convenio colectivo o acuerdo
laboral.
7. Continúe con la práctica en el laboratorio de lenguaje (5 horas mínimo).
Actividades:
1. El facilitador comenzará el taller con una conferencia sobre la evolución las
relaciones laborales en los Estados Unidos. Explicará el Acta Nacional de Relaciones
Laborales (National Labor Relations Act of 1935), el Acta de Relaciones Gerenciales
Laborales (Labor Management Relations Act, Taft- Hartley, of 1947) y como las
leyes conocidas como “the Sunshine Laws” afectan las negociaciones de convenios
en el sector público.
2. El facilitador dirigirá al grupo en una discusión sobre los beneficios establecidos por
ley y beneficios que se ofrecen a discreción del empleador.
3. Los estudiantes discutirán los tipos de beneficios que ellos consideran más atractivos
y esenciales.
4. Los estudiantes presentarán individualmente, información sobre una unión o sindicato
basado en la tarea asignada.
5. Los estudiantes se dividirán en dos grupos. Un grupo representará al empleador, el
otro a la unión de empleados. El empleador y la unión de trabajadores tratarán de
resolver un desacuerdo que tiene raíces en un convenio acordado el año anterior, el
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cual le otorga a la unión de trabajadores un aumento salarial de 4%. El empleador es
una ciudad pequeña que por primera vez cuenta con un déficit presupuestal debido a
la recesión económica y reducción en la recolección de impuestos. La ciudad
propone eliminar empleos para reducir el déficit presupuestario. La unión exige un
aumento salarial y que no se eliminen los empleos de ningún empleado de la unión.
Ambos grupos tendrán 10 minutos para preparar sus casos y argumentos.
6. Los grupos se encontrarán para presentar sus argumentos y tratar de llegar a un
acuerdo mutuo.
7. Los estudiantes discutirán las técnicas que utilizaron para negociar el
acuerdo.
8. Cada estudiante discutirá el tema que ha seleccionado para su proyecto especial. El
facilitador proveerá su opinión y sugerencias.
Avalúo
1. El facilitador evaluará la participación y presentaciones orales utilizando las rubricas
A y C.
2. El estudiante proveerá una autoevaluación de su progreso por medio del diario
reflexivo.
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Workshop Three
Specific Objectives:
At the end of this workshop, students will:
1. Describe problems in managing employees in the public and nonprofit sectors.
2. Develop an understanding of the external and internal issues transforming the
administration of human resources and labor relations in today’s environment.
3. Discuss the approaches to personnel development, productivity and performance.
4. Understand the importance of aligning employees under a common mission.
5. Understand the role of human resources in the restructuring or transformation of an
organization.
Language Objectives:
Students will:
1. Communicate in writing his/her interpretation of concepts using correct grammar,
spelling and clear language in English.
2. Analyze and resolve problems by developing sound strategies and communicate them
in English.
3. Interpret information and communicate with ideas, facts or concepts, in an organized
and comprehensible manner in English.
Electronic Links (URLs):
Job Analysis
http://www.job-analysis.net/G000.htm
http://www.hr-guide.com/
http://humanresources.about.com/od/jobdescriptions/g/job_analysis.htm
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Performance Appraisals
http://humanresources.about.com/od/performanceevals/a/perf_appraisal.htm
http://humanresources.about.com/od/performancemanagement/a/perfmgmt.htm
http://www.performance-appraisal.com/methods.htm
http://www.youngentrepreneur.com/forum/f41-management/methods-of-performance-
appraisal-43950.html
http://www.docstoc.com/docs/4768280/performance-appraisal-samples
Employee Productivity
http://www.personnelsystems.com/emp_prod.htm
http://resources.bnet.com/topic/employee+productivity.html
http://www.hrvillage.com/human-resources/employee-productivity.htm
Employee Relations
http://www.opm.gov/er/
Assignments before Workshop Three:
1. Develop an outline with an explanation or definition of the following terms:
a. Outsourcing
b. Downsizing
c. Performance Appraisals
d. Performance Objectives
e. Performance Factors
f. Employment At Will
g. Employee development
h. Job description
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i. Job analysis
j. Job evaluation
k. Compensation
l. Termination
2. Prepare an essay describing in your own words, what are the biggest challenges
facing human resources management in today’s environment. Describe how these
challenges affect personnel productivity and performance. Provide suggestions or
methods that managers can use to offset these challenges.
3. Develop a performance appraisal model based on your current position as a public
sector or nonprofit program employee. If you are not employed in the public sector or
by a nonprofit entity, select a position of your interest in developing your model. Be
ready to share your model with the group at the workshop.
4. Students will prepare and turn in an outline of their final project.
5. Visit the language lab and continue with your five hours of practice until the last
workshop.
Activities:
1. The facilitator will answer questions about the previous workshop.
2. Students will present their essays to the group and will be evaluated for their
individual oral presentations.
3. Students will view a video related to one of today’s topic.
4. The facilitator will lead a discussion on how Human Resources functions can add
value to organizations and help achieve strategic goals.
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5. Students will divide in groups to develop a job description, a job analysis and a
performance appraisal.
6. Each group will dramatize a performance appraisal based on the requirements for that
particular job. The group will select the manager who will be conducting the
appraisal, and the employee that will be subject to the evaluation. Other roles may be
assigned to other group members.
7. Students will discuss each of the definitions assigned for today’s workshop and will
turn in their assignments.
8. The facilitator will review main concepts and answer questions in preparation for the
test that will be administered in Workshop Four.
Assessment:
1. An assessment of the student’s assignments and class participation will allow the
facilitator to evaluate the student’s progress and knowledge.
2. The student will conduct a self-evaluation of their progress (reflective diary).
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Taller Cuatro
Objetivos Específicos
Al final del taller, los estudiantes:
1. Explicarán la importancia de la conducta ética de un servidor público.
2. Evaluarán los métodos para restaurar la confianza en el gobierno.
3. Discutirán las fuerzas políticas, sociales, y económicas que influyen a los líderes del
sector público y de programas sin fines de lucro.
4. Reconocerán los cambios que ocurren en la práctica de los recursos humanos en el
sector público.
5. Recomendarán mejoras a la calidad de servicios por medio del progreso y
adiestramiento de los empleados.
Objetivos del Lenguaje
Los estudiantes:
1. Al completar el proceso de lectura de manera efectiva, el estudiante demostrará
habilidades de resumen y análisis literario relacionado a las fuerzas políticas, sociales
y económicas que influyen el sector público y sin fines de lucro.
2. El estudiante podrá resumir el material asignado utilizando de forma adecuada la
gramática y la ortografía del idioma Español al leer y resumir una amplia variedad de
recursos impresos.
3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.
Enlaces Electrónicos:
Conducta ética y conflicto de interés en el sector público
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http://transparency.org/policy_research/ach/public_sector/public_sector_codes_of_condu
ct_discussion/good_practice
http://www.austlii.edu.au/au/legis/qld/consol_act/psea1994210/
http://www.usoge.gov/
http://www.usoge.gov/laws_regs/other_ethics_guidance/conflict_int_pros_surveys.aspx
http://www.usoge.gov/laws_regs/other_ethics_guidance/legal_summaries.aspx
Escándalos políticos y de gobierno
http://voices.washingtonpost.com/washingtonpostinvestigations/2008/12/top_10_scandal
s_of_2008.html
http://www.inform.com/Political+Scandals
Productividad en el sector público
http://www.allbusiness.com/finance-insurance/481582-1.html
http://www.monografias.com
http://ideas.repec.org/p/bri/cmpowp/07-164.html
Asignaciones antes del Taller:
1. Los estudiantes deberán repasar el material discutido en todos los talleres anteriores.
2. El estudiante continuará preparando su proyecto final y portafolio.
3. El estudiante buscará un artículo de periódico o revista en el cual se hable de un caso
de violación de ética. Venir preparado a discutir en clase.
4. Buscar la definición y traer ejemplos de lo que es el conflicto de interés.
Actividades:
1. El facilitador comenzará la clase con una actividad rompe hielo.
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2. Los estudiantes tomarán el examen del curso. El examen constituye 15% de la nota
final.
3. Luego de finalizar el examen, cada estudiante presentará el artículo sobre una
violación de ética y dará su opinión sobre el artículo.
4. Basado en los artículos discutidos y lecturas anteriores, el facilitador dirigirá una
discusión sobre los factores políticos, económicos y sociales que influyen a los líderes
y servidores públicos.
5. Los estudiantes se dividirán en grupos para formular una lista sobre las acciones y
situaciones que han debilitado o contribuyen a debilitar la imagen del sector
público y de programas sin fines de lucro.
6. Los estudiantes desarrollarán sugerencias para mejorar la imagen del empleador
público, las relaciones del empleador público y sus empleados, y la productividad de
los empleados.
7. Los grupos presentarán sus recomendaciones al resto de la clase.
8. El facilitador dará instrucciones para la presentación final y contestará dudas y
preguntas de los dos.
Avalúo:
1. El facilitador podrá evaluar el conocimiento obtenido por medio del examen.
2. El estudiante completará el diario reflexivo.
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes,
deberán utilizar el idioma asignado para
cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student should
use the language assigned for each
homework and activity.
Specific Objectives
At the end of the workshop, students will:
1. Demonstrate management and leadership skills through critical thinking and analysis
of issues.
2. Analyze situations that require problem solving in human resources management.
3. Apply strategic alternatives to resolve problems in human resources management.
Language Objectives
Students will:
1. Analyze and resolve problems by developing sound strategies and communicate them
in both English and Spanish.
2. Articulate management solutions through technical reports, studies, strategic plans
and other written documents using language in both English and Spanish.
3. Communicate and validate his/her ideas in an organized manner considering the
characteristics of his/her audience using both languages.
4. Interpret, translate and communicate fluently through proficient use of English and
Spanish in professional settings.
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Electronic Links (URLs):
Workforce of the 21st century
http://www.dol.gov/21cw/office.htm
http://digitalcommons.ilr.cornell.edu/key_workplace/21/
Diverse and Multigenerational Workforce
http://www.informationweek.com/news/showArticle.jhtml?articleID=178601985
http://www.womensdigest.net/departments/career/car0603a.html
http://www.hrmreport.com/article/Issue-6/Wellness,-Benefits-AND-
Compensation/Engaging-the-Multi-generational-Workforce/
http://legalcareers.about.com/b/2009/02/09/the-multigenerational-workforce.htm
http://humanresources.about.com/od/diversity/Diversity_Issues_Diversity_in_the_Workp
lace.htm
http://www.ilr.cornell.edu/library/research/subjectguides/workplacediversity.html
http://www.ethnicmajority.com/corporate_diversity.htm
Assignments before Workshop Five:
1. Finalize special project and portfolio.
2. Prepare a special presentation of 1-15 minutes about the topic of your research
project.
3. Provide a definition or explanation for the following terms and be ready to discuss in
class:
• Diverse workforce
• Baby boomers generation ( characteristics as a workforce)
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• Generation X (characteristics as a workforce)
• Generation Y or millennial generation (as a workforce)
• Work/ life balance
• E- commerce trends in the public sector
Activities:
1. Students will make their presentations (Spanish).
2. At the end of each presentation, students will have the opportunity to ask questions to
the presenter. The presenters will hand over their written presentations. (English)
3. The facilitator will begin a discussion about the transformation of human resources in
the 21st century and will cover topics about diversity, multigenerational work
environments, technology demands, outsourcing, downsizing, and other challenges
that the human resources manager faces in today’s working environment. (Spanish
and English)
4. Students will share their definitions and opinions about the topic. (English)
5. Students will complete the reflective diary and include them in their portfolios.
6. Students will complete the evaluation of the course.
7. Students will hand in their portfolios and assignments.
8. A closing activity will be determined by the facilitator (Spanish).
Assessment:
1. Evaluation of student’s oral presentations and class participation using Rubrics A and
C.
2. Students will complete their own self evaluation in a reflective diary.
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Anejos/Appendixes
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Anejo A/Appendix A
Matriz valorativa para evaluar asistencia y participación NOMBRE: __________________________ NOTA FINAL:________________ Asistencia y puntualidad: _____% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= No faltó ni llegó tarde a los talleres
Aportación a la clase: ______% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica CRITERIOS 0 1 2 3 4 5 N/A 1. Participa activamente de todas las
actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones presentadas en la clase.
4. Viene preparado/a a clase. 5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE 8. Contribuye frecuentemente a las
discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
Rubric to evaluate attendance and class participation
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NAME : __________________________ FINAL GRADE:________________
Attendance and Punctuality: _____% _____ 0= Absent at 4 or more workshops; or absent at 3 and late at 2 workshops
_____ 1= Absent at 3 workshops; or absent at 2 and late at 3 workshops
_____ 2= Absent at 2 workshops; or absent at 1 and late at 3 or more workshops
_____ 3= Absent at 1 workshop; or no absences but tardy at 3 workshops
_____ 4= No absences but tardy at 1 or 2 workshops
_____ 5= No absences or tardiness
Class Participation: _____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY CRITERIA 0 1 2 3 4 5 N/A 1. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class discussion.
4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE 8. Contributes frequently to class discussion in
the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
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Anejo B/Appendix B
Matriz valorativa para trabajos escritos
Nombre del Estudiante: ______________________ Fecha: _______________ Criterio Puntos Puntuación
Contenido Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido. 10
La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad. 10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente. 10
Maneja verbos y acentuación apropiada y correctamente. 10
Total Puntos 100 (70% contenido
y 30% lenguaje)
Puntuación Total:
_______
Firma del Estudiante: ____________________ Firma del Facilitador: ____________________
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Rubric to evaluate written work
Student Name: ______________________ Date: _______________ Criteria Value Points Student Score
Content The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality. 10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly. 10
Manages and uses verbs appropriately and correctly. 10
Total Points 100 (70% content and
30% language)
Student’s total Score: _______
Student’s Signature: _____________________ Facilitator’s Signature: _____________________
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Anejo C/Appendix C
Matriz valorativa para evaluar presentaciones orales
NOMBRE:___________________________ NOTA FINAL:____________ FECHA: ___________________________ TITULO: ____________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.
4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.
7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique
LENGUAJE 8. Se utiliza un lenguaje apropiado con corrección
sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y tono adecuado.
10. La presentación es organizada y coherente y puede seguirse con facilidad.
Comentarios: ________________________________________________________________________________________________________________________________________________________________________________________________
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Rubric to evaluate oral presentations
NAME:__________________________ FINAL GRADE: ________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A 1. Performs an effective introduction of the
theme to be discussed.
2. Identifies purpose, objectives and principal ideas included in the presentation.
3. Effective projection, adequate body posture and audience management.
4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
5. Captures audience attention and interest and/or promotes participation, depending on which applies.
6. The summary of principal points and/or the presentation of conclusions are clear and appropriate.
7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.
LANGUAGE 8. Utilized appropriate language with
syntactical and grammatical correction.
9. Clear diction, without pet phrases, barbarisms and with adequate tone.
10. Presentation is organized, coherent and can be easily followed.
Comments: ________________________________________________________________________________________________________________________________________________________________________________________________
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Anejo D/ Appendix D
Special project guidelines
A 5-8 page paper assessing a key issue in the administration of public human
resources management or labor relations is required. The paper will be an actual case
study of a government entity, public or nonprofit organization in the State of Florida.
In addition to the specifications given by the Facilitator, the written report must
include the following:
• The paper must be written in English and must follow APA style.
• The student may interview key personnel or utilize other sources (newspaper articles, etc.) to report basic facts of the organization and problems related to human resources or labor relations administration.
• The purpose of the project is to consider possible solutions that the student, as a human resource expert, proposes to resolve the problem.
• The project must provide a full description of the issue or problem.
• The project must include historical background or causes of the issue or problem.
• Include a discussion of political, social, or economic elements that contribute to
the issue or problem.
• The conclusion of the project should include what should be done to solve or
minimize the issue or problem and why.
• A minimum of five (5) sources of information must be used: one of the resources
suggested in this module; one article; one source on the Internet and any other two
sources determined by the student. Remember your work must be original and
appropriate credit should be given to the original source.
• Students will be prepared to make an oral presentation of their project.
The Facilitator will determine the timeframe for the presentations. Students may
incorporate technology and peer participation in class. Remember that this project
represents 20% of the final grade.
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Anejo E/ Appendix E
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix F).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly numbered.
The table, which should be located at the beginning, should include a brief
description, date produced, date submitted, and date evaluated (Appendix G).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and reflection process (Appendix H) required in each workshop.
• Self assessment of the portfolio (Appendix I).
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• A list of references and appendixes of all assignments included will be added to
the end of the portfolio.
• Letter of Use and Return of Use and Discard of Portfolio (Appendices L, M &
N).
• The entire portfolio will follow APA style: Courier or Times New Roman font,
size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition.”
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix K). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez University
System with rights to use their portfolios with educational or accreditation
purposes during this term (Appendix L).
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• After this term, and if their authors authorize Ana G. Mendez University System
to discard their portfolios by signing an official document, portfolio samples
will be destroyed; otherwise, they will be returned to their original authors
(Appendices M & N).
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Anejo F/Appendix F: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
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Anejo G/Appendix G: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Student can also build a Table of Contents instead.
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Anejo H/Appendix H: Reflective Diary
Directions: Please complete the following blanks:
This entry is an example of my strengths:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
This entry is an example of an area I really need to improve:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
This entry is an example of an area I have improved:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
I think this exercise has been very helpful for my learning because:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________
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Anejo H: Diario Reflexivo
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________
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Anejo I/Appendix I: Overall Portfolio Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _________________________________________________________
___________________________________________________________ _____ 2. _________________________________________________________
___________________________________________________________ _____ 3. _________________________________________________________
___________________________________________________________ _____ 4. _________________________________________________________
___________________________________________________________ _____ 5._________________________________________________________ ___________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal:____________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
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Anejo J/Appendix J: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content
of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
• Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
� Growth/Development: Do samples provide thorough understanding of growth and
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development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and professional
conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
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Anejo L/Appendix L: Letter to students
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Date Dear Student,
Greetings from Sistema Universitario Ana G. Méndez!
As part of our assessment plan we are collecting a sample of one portfolio from courses
that have portfolios as an assessment tool. We collect these portfolios randomly and your
course may be selected for assessment this PT (Part of Term). The evaluation and
submission of these portfolios is going to be performed by the facilitator. The selected
portfolio has to be evaluated overall as excellent.
Portfolios are essential evidence of coursework and we would like to take that in
consideration for our institutional assessment. We encourage our students to continue
their good work and to follow the guidelines that accompany this letter. In case that your
course is selected for portfolio assessment, your facilitator will provide more information
about what has to be included in your portfolio and details about the process.
Cordially,
Coordinator of Assessment and Placement
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Anejo M/Appendix M: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo N/Appendix N: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature