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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

PUAG 625 Human resources and labor relations administration in public sector…

Prep. 08-02-2009. Prof. Nancy Sharifi, MPA.

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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.google.com

• www.ask.com






• 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



25

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.



26

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.



27

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



28

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.



29

• 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.



30

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/



31

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.



32

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



33

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.



34

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.


in English.

3. Interpret information and communicate with ideas, facts or concepts, in an organized

and comprehensible manner in English.


Job Analysis

http://www.job-analysis.net/G000.htm

http://www.hr-guide.com/

http://humanresources.about.com/od/jobdescriptions/g/job_analysis.htm



35

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



36

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.



37

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).



38

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



39

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.



40

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.



41

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:


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.



42


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)



43

• 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.



44

Anejos/Appendixes



45

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



46

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.



47

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: ____________________



48

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: _____________________



49

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).



54

• 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



56

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.



57

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:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________



58

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



61

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



62

Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments

PUAG 625 Human resources and labor relations administration in public sector… 63

Prep. 2009. Prof. Nancy Sharifi, MPA.

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



Anejo M/Appendix M: Use and Return of Portfolio


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



Anejo N/Appendix N: Use and Discard of Portfolio


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

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