Sistema Universitario Ana G. Méndez School for … 710 MANA...Certo, S. (2005). Supervision: Concepts and Skill Building . 5th Edition. McGraw Hill Companies. HURE 710 MANA 710 Human

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

HURE 710/MANA 710

HUMAN RESOURCES MANAGEMENT ADMINISTRACION DE RECURSOS HUMANOS

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

HURE 710 MANA 710 Human Resources Management 2

Prep. 2008 Gisela I. Ramírez Rev. 2008 Silquia I. Vélez, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

PRONTUARIO ................................................................................................................ 3

STUDY GUIDE ................................................................................................................ 9

WORKSHOP ONE ........................................................................................................ 14

TALLER DOS ................................................................................................................ 17

WORKSHOP THREE .................................................................................................... 20

TALLER CUATRO......................................................................................................... 22

WORKSHOP FIVE/TALLER CINCO ............................................................................. 25

ANEJO A/APPENDIX A ................................................................................................ 29

ANEJO B/APPENDIX B ................................................................................................ 30

ANEJO C/APPENDIX C ................................................................................................ 31

ANEJO D/APPENDIX D ................................................................................................ 32

ANEJO E/APPENDIX E ................................................................................................ 33

ANEJO F/APPENDIX F ................................................................................................. 34

ANEJO G/APPENDIX G ................................................................................................ 35

ANEJO H/ APPENDIX H ............................................................................................... 36

ANEJO I/APPENDIX I ................................................................................................... 38

ANEJO J/APPENDIX J .................................................................................................. 39

ANEJO K/APPENDIX K ................................................................................................ 40

ANEJO L/APPENDIX L ................................................................................................. 41

ANEJO M/APPENDIX M ............................................................................................... 43

ANEJO N/APPENDIX N ................................................................................................ 44

ANEJO O/APPENDIX O ................................................................................................ 45



PRONTUARIO

Título del Curso Administración de Recursos Humanos

Codificación HURE 710 / HURM 710/ MANA 710

Duración 5 semanas

Pre-requisito Ninguno

Descripción

Los tópicos a discutirse en este curso incluyen la planificación, reclutamiento,

selección, evaluación de desempeño, adiestramiento, desarrollo del empleado,

igualdad de oportunidad en el empleo y acción afirmativa, compensación y relaciones

laborales, entre otras.

Objetivos Generales

Al finalizar el curso, el estudiante:

1. Presentará una percepción integral de la función gerencial de Recursos

Humanos.

2. Identificará los nuevos paradigmas del área de compensaciones y de

competencia en los mercados.

3. Analizará los elementos organizacionales, administrativos y técnicos que se

desean implantar en el Sistema de Administración de Recursos Humanos.

4. Mencionará los cambios que demanda hoy el mercado y exige el desarrollo

empresarial, económico, social y la competitividad en el mercado mundial.

Texto

Wayne, Mondy, R. Human Resource Management, (2008). 10th Edition. Prentice Hall.

ISBN0-13-2225956.

Referencias

Carrel, Michael, Hearrin, C. (2004). Labor Relations and Collective Bargaining: Cases,

Practice and Law. 7th Edition. Prentice Hall.

Certo, S. (2005). Supervision: Concepts and Skill Building. 5th Edition. McGraw Hill

Companies.



Mathis, R. L. & Jackson, J. (2005), Human Resource Management. 11th Edition.

South Western.

Mello, J. A. (2005), Human Resource Management. 2nd Edition.

South Western.

Nkomo, S., Fottler, M., & McAfee, B. (2004), Applications in Human Resources

Management: Cases, Exercises, and Skill Builders. 5th Edition. South Western.

Sparrow, P., Brewster, C., & Harris, H. (2005), Globalizing Human Resources

Management. Taylor & Francis, Inc.

Evaluación

Asignaciones 20%

Debate 10%

Drama 20%

Simulación 20%

Investigación 20%

Portafolio 10%

Total 100%

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 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 otro será calificado con cero (vea la política de

honestidad académica).

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 esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante esta 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 dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



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 genera 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.

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.



STUDY GUIDE

Course Title Human Resources Management

Code HURE 710 / HURM 710/ MANA 710

Time Length Five weeks

Prerequisite None

Description

The topics to be discussed in this course include the planning, recruitment, selection,

performance evaluation, development, equal employment opportunity and affirmative

action, compensations, and labor legislation, among others. General Objectives

At the end of the course, the student will:

1. Demonstrate an integral perception of the human resources management

function.

2. Identify new paradigms of the compensations and market competition areas.

3. Analyze the organizational, administrative, and technical elements that are

required to implement in the human resources management system.

4. Mention the changes that market demands today and requires the business,

economic, social development, and the competitiveness in the global market.

Text

Wayne, Mondy, R. Human Resource Management, (2008), 10th Edition. Prentice Hall.

ISBN0-13-2225956.

References

Carrel, Michael, Hearrin, C. (2004). Labor Relations and Collective Bargaining: Cases,

Practice and Law. 7th Edition. Prentice Hall.

Certo, S. (2005). Supervision: Concepts and Skill Building. 5th Edition. McGraw Hill

Companies.

Mathis, R. L. & Jackson, J. (2005), Human Resource Management. 11th Edition.

South Western.

Mello, J. A. (2005), Human Resource Management. 2nd Edition.

South Western.

Nkomo, S., Fottler, M., & McAfee, B. (2004), Applications in Human Resources

Management: Cases, Exercises, and Skill Builders. 5th Edition. South Western.



Sparrow, P., Brewster, C., & Harris, H. (2005), Globalizing Human Resources

Management. Taylor & Francis, Inc.

Evaluation

Assignments 20%

Debate 10%

Drama 20%

Simulation 20%

Research 20%

Portfolio 10%

Total 100%

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 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

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 (see

Academic Honesty Policy).



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.

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.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.

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.

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.



Workshop One

Specific Objectives

At the end of this workshop the student will:

1. Define the human resources management concept.

2. Explain the historic foundation of the human resources management.

3. Recognize the goals and expectations of the new business society in relation to

the human resources management.

4. Identify the impact of the globalization in the human resources management.

5. Discuss the main labor legislations that apply to human resources management.

Language Objectives

1. After reading information about the human resources management, the student

will summarize correctly in English the human resources management concept.

2. The student will be able to develop written assignments using correct grammar,

syntax, and use of verbs.

3. The students will express themselves orally the impact of the globalization in the

Human Resources Management with correct pronunciation and technical jargon.

Electronic Links (URLs):

Labor Legislation

http://www.dol.gov/compliance

http://jobsearchtech.about.com/od/laborlaws/Labor_Laws_and_Employment_Laws.htm

Human Resources Management History

http://findarticles.com/p/articles/mi_m3495/is_n3_v43/ai_20514399

http://www.managementhelp.org/hr_mgmnt/hr_mgmnt.htm

Globalization and human resources

http://www.shrm.org/global/publications/c&d/1101.htm

http://www.swlearning.com/management/hrm_news/hrm_news_globalization.html

http://adh.sagepub.com/cgi/content/abstract/5/3/283

Assignments before Workshop One:

1. Research on the beginning and evolution of the human resources management

functions and its role. Prepare a PowerPoint presentation that includes the

following information:



a. The most significant events of the human resources history

b. Changes in the human resources management roles and functions during

the history.

c. And the current role of the human resources management.

2. Be prepared to share the presentation with the class.

3. Using APA style, write a report about the impact of the globalization in staffing

(hiring, selection, and retention), compensation and benefits, training and

professional development, employees relations and employees security.

Activities:

1. The facilitator will start the class with an ice-breaking activity and will verify that

students are in the right class.

2. The facilitator will select the Student Representative and explain his/her role.

3. The facilitator will explain the evaluation criteria, rubrics, assignments, and

classroom rules.

4. The facilitator will divide the class into small groups and will assign the topics for

the debate and simulation.

5. The facilitator will administer a pre-test to the students related to Workshop One

objectives to assess how much the students know on the subjects of the course.

The result of this pre-test will be included in the Portfolio.

6. The facilitator will select students at random to show the PowerPoint presentation

assigned. With this activity, the students and the facilitator will share ideas to

reach the objectives two and three.

7. The facilitator will initiate the discussion by asking the students to summarize

orally their report about the impact of the globalization in the human resources

management. The students and the facilitator will exchange the most relevant

findings about this topic.

8. The facilitator will bring in an abstract about the most important laws that regulate

the human resources area. The facilitator will divide the class in small groups;

the facilitator will read the abstract and each group will identify the law that the

facilitator read about and what function of human resources is regulated by this

law.



9. The facilitator will resume the most important details of this workshop and clarify

any questions that the students may have.

Assessment:

1. Using Appendix E, the student will write a Reflexive journal about the concepts

learned in the workshop.

2. Please include this Reflexive Journal writing in your portfolio.



Taller Dos Objetivos específicos

Al finalizar el taller, el/la estudiante:

1. Identificará la diferencia existente entre los componentes del “staffing” y la

importancia de la integración de los mismos.

2. Reconocerá el concepto de planificación de recursos humanos y su importancia

en el proceso de reclutamiento.

3. Explicará los pasos del proceso de reclutamiento y selección y las diferentes

estrategias utilizadas en los mismos.

Objetivos del Lenguaje:

1. Luego de leer información sobre la planificación de recursos humanos y su

importancia, el estudiante utilizará correctamente la terminología del área de

recursos humanos.

2. El estudiante redactará correctamente las asignaciones haciendo buen uso de

la gramática y la sintaxis.

3. El estudiante explicará oralmente las diferentes estrategias utilizadas para la

selección de personal utilizando correctamente el vocabulario y los verbos.

Direcciones electrónicas

Proceso de Reclutamiento y Selección:

http://www.cityofconcord.org/hr/recruitment.htm

Entrevista y Selección de Recursos Humanos:

www.hr-guide.com/data/G311.htm

Planificación de Recursos Humanos:

http://www.gestiopolis.com/recursos/documentos/fulldocs/rrhh/aspimgerh.htm

Tareas a realizar antes del Taller Dos

Debate:

1. Buscar en Internet, biblioteca virtual o libros información relacionada con el

concepto planificación de recursos humanos. Debe familiarizarse con este

término ya que con esta información podrá presentar sus argumentos en el

Debate que se realizará en el Taller #2.

Drama:



1. El drama será grupal. El propósito del drama es que los estudiantes apliquen los

pasos, técnicas y etapas del proceso de reclutamiento y selección de empleo a

una situación simulada. Para esto los estudiantes dramatizarán una entrevista

de empleo. La actividad consiste de dos (2) partes, un informe escrito y la

dramatización.

a. Informe Escrito: el informe escrito deberá incluir las siguientes partes:

i. Un libreto con el contenido del drama.

ii. Puesto para el cual se recluta.

iii. Los requisitos de preparación académica y experiencia

establecidos para el puesto.

iv. Diseño de la descripción de deberes del puesto para el cual están

entrevistando.

v. Preparación de dos (2) resumes que cumplan con los requisitos

establecidos para el puesto.

vi. Las estrategias de reclutamiento seleccionadas para atraer a los

candidatos a empleo.

vii. Los pasos utilizados en el proceso de reclutamiento.

viii. Las etapas del proceso de selección.

ix. Las técnicas utilizadas en el proceso de selección.

x. Identificación del candidato seleccionado para el puesto.

xi. Explicación de por que entienden que el candidato seleccionado es

mejor que el rechazado.

b. Presentación Oral:

i. Los estudiantes presentarán un drama sobre el proceso de

reclutamiento y selección de empleo.

ii. Para realizar esta actividad utilizarán las siguientes guías:

iii. Los integrantes del grupo seleccionarán un puesto para iniciar el

proceso de reclutamiento.

iv. Cada estudiante tendrá un personaje dentro de la dramatización.

v. Decorarán el salón de acuerdo al ambiente en donde se desarrolle

la entrevista de empleo.



vi. Aplicarán los pasos, técnicas y etapas del proceso de

reclutamiento y selección.

vii. Indicarán quién fue el candidato seleccionado y por qué.

Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. El facilitador traerá a la clase diferentes ejemplos relacionados con reclutamiento,

selección y retención con el fin de que los estudiantes identifiquen el componente

de “staffing” al cual pertenece dicha situación. Luego, se hará un resumen sobre la

importancia de la integración de los componentes de “staffing”.

3. Los estudiantes se reunirán en pares y prepararán un mapa conceptual sobre la

planificación de recursos humanos.

4. El facilitador dividirá la clase en dos (2) grupos. Luego, asignará a cada grupo la

postura que va a defender en el debate. Uno de los grupos debatirá los puntos a

favor del proceso de la planificación de RH y el otro grupo los puntos en contra.

5. Los equipos presentarán sus dramatizaciones. Tendrán alrededor de treinta (30)

minutos para realizar el drama y explicar los pormenores de dicha actividad.

6. Los estudiantes observarán el siguiente video http://www.youtube.com/watch?v=-

zIQruPEDmg y lo discutirán en clase.

7. Los estudiantes comentarán sus experiencias durante entrevistas de empleo.

8. El facilitador discutirá las asignaciones antes del Taller Tres.

Avalúo

1. Indicarán el punto más confuso de la clase. El propósito de esta actividad es

identificar dudas y repasar las mismas en la próxima clase.

2. Usando el Apéndice E, los estudiantes prepararán un Diario Reflexivo sobre los

conceptos aprendidos en este taller. El documento será incluido en el portafolio.



Workshop Three Specific Objectives

At the end of this workshop, the student will:

1. Describe the steps to take on the job analysis.

2. Summarize the different methods used for job analysis.

3. Explain the job description concept.

4. Recognize the indirect compensation components and their objectives.

Language Objectives

1. After reading information about job analysis, the student will summarize the main

ideas using technical jargon.

2. Students will use correct grammar when writing sentences.

3. Express themselves orally in English as the language of the communication with

correct pronunciation, grammar, and verb usage.

Electronic Links (URLs):

Job analysis and job descriptions

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

www.jenss.com/job%20Evaluation.pdf

http://humanresources.about.com/od/jobdescriptions/Job_Descriptions_Free_Samples_

Examples.htm

Indirect Compensation

http://www.businessdictionary.com/definition/indirect-compensation.html

http://www.cnr.berkeley.edu/ucce50/ag-labor/7article/article33.htmp://www.k-

state.edu/hr/hris/Comp_Summary.pdf

Assignments before Workshop Three:

1. The student will do a job analysis of any position related to human resources

area. After the job analysis, the student will write a job description. This

assignment is individually and the job description without the job analysis will not

be accepted.

2. The students will prepare a creative activity to illustrate the indirect compensation

components and their objectives.



Activities:

1. The facilitator will start the class with a short review.

2. The facilitator will ask for some volunteers to explain how they carried out the job

analysis and the job description.

3. Students will meet in groups of three to create a job description. They will share their

descriptions at the end of the class.

4. The facilitator will divide the class into small groups and each group will combine

their creative activities into one and present it to the rest of the class.

5. Students will watch the following video

http://www.youtube.com/watch?v=ERISjvsqyd4. They will discuss the video and will

add interview techniques and questions.

6. Students will use an easel paper to make a list of the characteristics that an

interviewer and an interviewee must have.

7. The facilitator will clarify any student’s questions in class.

Assessment:

1. Using Appendix E, the student will write a Reflexive journal about the concepts

learned in the workshop.

2. Please include this Reflexive Journal writing in your portfolio.



Taller Cuatro Objetivos Específicos:

Al finalizar el taller, el/la estudiante:

1. Definirá el concepto de evaluación del desempeño.

2. Mencionará los objetivos de la evaluación del desempeño.

3. Reconocerá las bases de un buen sistema de evaluación del desempeño.

4. Identificará los diferentes métodos de evaluación del desempeño.

Objetivos del Lenguaje:

1. Luego de leer la definición de la evaluación de desempeño, los estudiantes

resumirán en sus propias palabras el concepto utilizando correctamente los

términos del área.

2. Los estudiantes escribirán oraciones completas utilizando correctamente la

gramática y las reglas de acentuación.

3. Los estudiantes expresarán oralmente los métodos de evaluación de

desempeño utilizando correctamente el vocabulario y la conjugación de los

verbos.

Enlaces Electrónicos:

Métodos de evaluación del desempeño:

http://www.performance-appraisal.com/methods.htm

Objetivos y métodos de la evaluación del desempeño:

http://www.performance-appraisal.com/intro.htm

http://www.infomipyme.com/Docs/GT/empresarios/rrhh/page11.html

Información general sobre evaluación del desempeño:

http://www.joseacontreras.net/rechum/apuntes2.htm

Tareas a realizar antes del Taller Cuatro

1. Buscar en diccionarios, libros sobre recursos humanos o Internet la definición y

sinónimos de las palabras evaluación y desempeño. Redacte en sus propias

palabras una definición de cada una. Esta tarea se entregará en el próximo

taller.

2. Cada estudiante diseñará un cuestionario o encuesta en donde investigue el

sentir de la gente hacia la evaluación del desempeño. El estudiante debe



encuestar por lo menos a cinco (5) estudiantes e identificar los problemas más

comunes asociados con la evaluación del desempeño. Estos problemas deben

verse reflejados en los hallazgos de su investigación.

3. Supongamos que el Sistema de Evaluación del Desempeño de su empresa no

es efectivo, objetivo y medible. Esto ha provocado un malestar general entre los

empleados y una reducción en la satisfacción y motivación.

4. Como profesional del Recursos Humanos usted ha decidido diseñar un nuevo

Sistema de Evaluación del Desempeño que cumpla con los objetivos de evaluar,

desarrollar y compensar al trabajador a base de su desempeño.

5. Para realizar esta actividad el facilitador asignará a cada equipo de trabajo uno

de los siguientes métodos de desempeño:

a. Evaluación 360 grados

b. Gerencia por objetivos

c. Basado en criterios e indicadores ligados al cliente.

d. Distribución forzada

6. Observe el siguiente video: http://www.youtube.com/watch?v=lTcaAxCtVho.

¿Cuál es el mensaje del mismo? Prepárese para discutirlo en clase.

Actividades

1. El facilitador comenzara la clase con un breve repaso.

2. El facilitador guiará la discusión sobre los conceptos de evaluación y desempeño.

3. Los estudiantes presentarán un resumen de los resultados de sus encuestas.

4. Se dividirá el salón en pequeños grupos de trabajo y asignará a cada uno de estos

uno de los métodos de evaluación del desempeño más utilizado por las empresas.

Luego cada equipo estudiará de que consiste el método de evaluación asignado y lo

explicará a la clase a través de un ejemplo.

5. Los equipos de trabajo presentarán la Simulación # 1.

6. El facilitador entregarán las preguntas guías que utilizarán para la tarea del próximo

taller.

1. Los temas a desarrollar son:

i. Programa de Salud y Seguridad en el Trabajo

ii. Relaciones obrero-patronales



iii. Leyes laborales

iv. Negociación colectiva

v. Ciclo de adiestramiento

vi. Desarrollo organizacional

vii. Liderazgo proactiva

7. Los estudiantes discutirán el video observado como asignación.

8. El facilitador entregará la lista de preguntas guías para la presentación del taller

cinco.

9. Se aclararán dudas sobre las asignaciones del próximo taller.

Avalúo

1. Usando el Apéndice E, los estudiantes prepararán un Diario Reflexivo sobre los

conceptos aprendidos en este taller.

2. El documento será incluido en el portafolio.



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 this workshop, the students will:

1. Describe the components of the employee safety and health programs.

2. Recognize the importance of labor relations, labor laws, and collective bargaining.

3. Describe the training process.

4. Identify the basic principles and characteristics of the organizational development.

5. Mention the importance of proactive leadership in business success.

Language Objectives

Students will:

1. Use cooperative learning strategies to analyze and discuss a topic.

2. Use the reading process effectively.

3. Express themselves orally using English and Spanish with correct pronunciation and

verb usage.

Electronic Links

Health and Occupational Safety

http://www.osha.gov/

Labor Relations

http://arearh.com/rrll.htm

Leadership related article

http://www.stylo.com/relart.htm#anchorCOACHING

Training and Leadership

http://www.managementhelp.org/mgmt_dev/mgmt_dev.htm



Organizational Development

http://www.managementhelp.org/org_thry/org_thry.htm

Assignments before Workshop Five

Research in groups:

1. Find information related to one of these topics, following the guide questions the

facilitator handed out during the last workshop and prepare an oral presentation

in Spanish with the most relevant points of the selected topic.

a. Topics to research:

i. Labor legislation

ii. Ergonomics

iii. collective negotiation

iv. Training cycle

v. Organizational development

vi. Proactive leadership

vii. Interview techniques

viii. Relationships in the workplace

ix. Other topics may be used, but have to be approved by the

facilitator.

2. Make a list of websites where you can find information related to job interviews,

labor legislation, ergonomics, collective negotiation, Training cycle,

Organizational development, and proactive leadership. Bring it to class.

3. Find information about Health and Safety in the workplace. Look for laws

specifically related to the topic. Make a two pages essay (in English) about the

importance of health and safety in the workplace. Use APA style.

4. Look for an article related to an issue in the workplace. The article could be in

English or Spanish. Read it and be prepared to discuss it.

5. Give the final touches to your portfolio.

Activities:

1. The facilitator will start the class with a short review (Spanish).

2. Students will meet in groups to share the websites they found as assignments. They

will also discuss the importance of health and safety in the workplace (Spanish).



3. Students will do their oral presentations (English or Spanish).

4. A questions and answers session will follow each presentation (English or Spanish).

5. The facilitator will discuss several issues in the workplace. He/she will cover the

advantages and disadvantages of labor unions (English).

6. Students will identify federal and local regulations related to the workplace and its

environment (English).

7. Students will reflect about the following topics (English):

a. What is the importance of instructional objectives in workshops?

b. What is the importance of organizational development in today’s businesses?

c. Why the proactive leadership is so important for business success?

8. Closing activity – to be determined by the facilitator.

Assessment

1. Fill out the reflexive diary (Appendix E).

2. Oral presentation rubric

3. Written report rubric

4. Class participation rubric.



Anejos/Appendixes



Anejo A/Appendix A EVALUATION SHEET:

ORAL PRESENTATION

Name/Group ________________________________________________ Course: __________________________ Date: ________________________ Topic: ______________________ Time: ________________________

Criteria Value Points Student Score

Presentation

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.

5 (23%)

Student displays relaxed, self-confident nature about self, with no mistakes.

5 (24%)

Student uses a clear voice with a good projection and intonation.

5 (23%)

Language

Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

5 (15%)

Uses grammar and pronunciation appropriately and correctly.

5 (15%)

Total Points 25 ( 70% content and 30% language)

Total score:

Student’s Name: _______________________

Facilitator’s Signature: ________________________



Anejo B/Appendix B EVALUATION SHEET:

WRITTEN REPORT Name/Group ________________________________________________ Course: ____________________ Date: ________________________ Topic: ______________________ Time: ________________________ Criteria Value Points Student Score

Content Excellent organization enhances readability and/or understandability of the report.

5 (23%)

Clear examples to support specific topic sentences and to support the overall purpose; reader gains important insight; analysis poses novel ways to think of the material; quoted material well integrated; depth of coverage without being redundant.

5 (24%)

APA is used accurately and consistently in the report and on the "References" page. The references in the list match the in-text citations and all were properly encoded in APA format.

5 (23%)

Language Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

5 (15%)

Uses grammar appropriately, punctuation, and capitalization correctly

5 (15%)

Total Points 25 ( 70% content and 30% language)

Total score:



Anejo C/Appendix C HOJA DE EVALUACION

INFORME ESCRITO

Nombre/Grupo ________________________________________________ Curso: __ ___________ Fecha: ________________________ Tema: ______________________ Tiempo: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

La excelente organización realza la claridad y la comprensión del informe.

5 (23%)

Se dan ejemplos claros para apoyar las oraciones centrales y el propósito general del informe; el análisis brinda maneras novedosas para reflexionar en el material; el material citado está bien integrado; las ideas son profundas pero no redundantes.

5 (24%)

Se utiliza precisa y consistentemente el estilo APA en el informe y en la página de referencias. Las referencias del listado concuerdan con las citas en el texto y todas han sido escritas adecuadamente usando el estilo APA.

5 (23%)

Lenguaje

Demuestra habilidad en el manejo del idioma /españolinglés estándar (vocabulario, sintaxis y flujo de ideas).

5 (15%)

Usa la gramática de una manera adecuada y correcta.

5 (15%)

Total 25 ( 70% contenido y 30% language)

Puntaje Total:

El nombre del estudiante: ______________________________ Firma del facilitador: _________________________



Anejo D/Appendix D Reflexive Diary

NAME: ________________________ DATE: _____________________

HURE 710 WORKSHOPS: ONE, THREE AND FIVE

The student will write a reflexive diary at the end of Workshops One, Three and Five.

The purpose is to react critically about the concepts learned in each workshop:

1. Today I felt … 2. What did I learn in the workshop today? I have reached the following conclusions at

the end of this workshop: 3. The most interesting topic learned today was and my contribution to today’s

discussion and workshop were: 4. General comments:

_________________________ __________________________

Student Name Student Signature



Anejo E/Appendix E

DIARIO REFLEXIVO :

Nombre:______________________________ Fecha ____________________

HURE 710 Talleres Dos y Cuatro

El estudiante redactará un diario reflexivo al finalizar los Talleres dos y cuatro con el fin

de reflexionar críticamente y escribir sobre los conceptos aprendidos en el taller.

1. Durante el día de hoy me sentí… 2. ¿Qué aprendí en este taller? Al finalizar el taller de hoy, he llegado a las siguientes

conclusiones... 3. El tema más interesante del día y mi contribución al taller de hoy fue... 4. Comentarios generales: _________________________ __________________________

Nombre del estudiante Firma del estudiante



Anejo F/Appendix F

Learning Journal Rubric

Student Name: _______________________ Journal #: _____

Date: _______________ Final score: ______________

� Excellent: 5 points � Good: 4 points � Satisfactory: 3 points � Limited: 2 points � Poor: 1 point

Criteria Workshop

One

Works hop

Two

Workshop

Three

Workshop

Four

Workshop

Five

Student turned in the journal on time assigned

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

Sentences are written using appropriate syntax, punctuation, verb usage, and grammar

Total Points



Anejo G/Appendix G

Matriz Valorativa para el Diario Reflexivo

Nombre del estudiante: _______________________ Diario#: _____

Fecha: _______________ Total puntos ______________________

� Excelent: 5 puntos � Bueno: 4 puntos � Satisfactorio: 3 puntos � Limitado: 2 puntos � Pobre: 1 puntos

Criterios Taller

Uno

Taller

Dos

Taller

Tres

Taller

Cuatro

Taller

Cinco

El estudiante entregó el diario reflexivo en la fecha asignada

El estudiante respondió las preguntas sin desviarse del tópico, con ideas organizadas

El estudiante utiliza análisis crítico para expresar ideas y temas y refleja profundo entendimiento del tema discutido en clase

Las oraciones están escritas correctamente siguiendo las reglas de gramática, sintaxis, los verbos y puntuación.

Total de puntos



Anejo H/ Appendix H

PORTFOLIO

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, reflexive 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 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.

• 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”

• 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 J ).



• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix I ).

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 M ). 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 N ).

• 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 (Appendix O ).



Anejo I/Appendix I

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo J/Appendix J

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo K/Appendix K

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo L/Appendix L

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 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 = Need s 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



Anejo M/Appendix M

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments

HURE 710 Human Resources Management 44


Anejo N/Appendix N

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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

HURE 710 Human Resources Management 45


Anejo O/Appendix O

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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 Date

Sistema Universitario Ana G. Méndez School for … 710 MANA...Certo, S. (2005). Supervision: Concepts and Skill Building . 5th Edition. McGraw Hill Companies. HURE 710 MANA 710 Human

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