sistema universitario ana g. méndez · 2014-06-26 · ... análisis y evaluación de la...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MANA/HURE 640

Collective Bargaining

Negociación Colectiva

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

MANA HURE 640 Collective Bargaining 2

Prep. 2004 Natalia S. Ruiz, SMP, Rev. 2009 Amilcar T. Martinez, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ........................................................................................................................ 3

Study Guide .................................................................................................................... 9

Workshop One .............................................................................................................. 15

Taller Dos ...................................................................................................................... 18

Workshop Three ............................................................................................................ 21

Taller Cuatro ................................................................................................................. 23

Workshop Five/Taller Cinco .......................................................................................... 26

Anejo A/Appendix A ...................................................................................................... 29

Anejo B/Appendix B ...................................................................................................... 30

Anejo C/Appendix C ...................................................................................................... 31

Anejo D/Appendix D ...................................................................................................... 33

Anejo E/Appendix E ...................................................................................................... 35

Anejo F/Appendix F ....................................................................................................... 37

Anejo G/ Appendix G..................................................................................................... 39

Anejo G1/Appendix G1 .................................................................................................. 41







Anejo H/Appendix H ...................................................................................................... 49

Anejo I/Appendix I ......................................................................................................... 51



Prontuario

Título del Curso Negociación Colectiva

Codificación MANA 640 – HURE 640

Duración Cinco Semanas

Pre-requisito

Descripción

Discusión, análisis y evaluación de la negociación y convenios colectivos en el

ambiente empresarial. Estudio de la estructura, el funcionamiento y los efectos

económicos, laborales y legales del proceso de negociación colectiva en los Estados

Unidos.

Objetivos Generales

1. Discutir y analizar el marco legal y constitucional en que opera la negociación

colectiva en los Estados Unidos.

2. Crear destrezas en el estudiante que le permitan distinguir la aplicación práctica del

fenómeno de la negociación colectiva y la teoría aplicable de modo que pueda

prepararse adecuadamente para enfrentar una negociación colectiva en la práctica

desde cualquiera de los dos puntos de vista en que se ubique.

Objetivos de Lenguaje

Al finalizar el curso, el estudiante podrá:

1. Utilizar el español e inglés como idiomas de comunicación oral y escrita en su

participación en clase utilizando vocabulario y conceptos correctamente.

2. Identificar los conceptos relevantes al material escrito y utilizarlos correctamente.

3. Producir retroalimentación efectiva basada en las presentaciones orales de otros

estudiantes de forma clara y con uso correcto de vocabulario, gramática y uso

de verbos.

4. Componer trabajos escritos que propongan soluciones a un problema

relacionado con el material utilizando un vocabulario variado, que incluya

términos técnicos de manera apropiada, tanto en español como en inglés.

5. Dada una idea controversial, presentará argumentos persuasivos que apoyen su

punto de vista en ambos lenguajes.



Texto y Recursos

Katz, Kochan, Colvin (2007). An Introduction to Collective Bargaining and Industrial

Relations. Irwin Professional Publishing

Fossum, J.A., Burton, D.M. (2005). Labor Relations: Development, Structure, Process

(9th edition). Irwin Professional Publishing

Carrell, M.R., Heavrin, C. (2006). Labor Relations And Collective Bargaining. Prentice

Hall

Carrell, M.R., Heavrin, C. (2003). Labor Relations and Collective Bargaining: Cases,

Practice, and Law (7th edition). Prentice Hall

Evaluación

Asignaciones 10% 50 pts

Informe en clase sobre análisis de casos 20% 120 pts

Participación en clase 20% 80 pts

Examen Final 20% 100 pts

Asistencia 10% 60 pts

Portfolio 20% 100 pts

100% 500 pts

• Durante el periodo de las CINCO (5) clases se asignarán tres (3) casos para

hacer en casa con un valor de 30% de la nota final.

• Al menos dos asignaciones con un 10% del valor de la nota final.

• Se llevará a cabo una dinámica de negociación colectiva en la que se asignarán

estudiantes a cada uno de los lados representativos en una negociación. El

método de evaluación será por aplicación de conceptos y creatividad por un

valor de 20% de la nota final.

• Un examen final de todo el material con un 20% del valor de la nota final.



• La asistencia a clases es obligatoria. En caso de ausencia justificada y notificada

al profesor, el estudiante es responsable del material cubierto.

• Cada estudiante deberá completar su portafolio de acuerdo a las instrucciones

del anejo.

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 esta 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 modulo debe especificar que se utilizaran 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 ingles 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 de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a mas 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 determinara 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 modulo 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.



12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen 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 intrínsicamente

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 Collective Bargaining

Code MANA 640-HURE 640

Time Length Five Weeks

Pre-requisite

Description

Discuss, analyze, and evaluate collective bargaining in the business world. Study the

structure, the purpose and the economic, labor and legal effects of the collective

bargaining process in United States.

General Objectives

1. Discuss and analyze the legal and constitutional frame in which the collective

bargaining operates in United State.

2. Develop skills that allow the student to distinguish between the practical perform in

collective bargaining and the applicable theory. Knowing both practices the student

will be capable to manage and deal with a collective bargaining from any point of

view.

Language Objectives

1. At the end of the course the student will be able to:

2. Utilize Spanish and English languages as means of oral and written participation

in class engaging correct concepts and vocabulary.

3. Identify concepts that are relevant to all written material and use these correctly.

4. Provide effective and clear feedback to other students’ oral presentations using

correct vocabulary, grammar and verbs.

5. Provide written work proposing solutions to a material-related situation or

scenario making use of varied vocabulary, including technical terms in a correct

manner, in Spanish or English.

6. Given a controversial idea, present a persuasive argument to support one’s

(his/her) personal point of view in both languages.



Texts and Resources

Katz, Kochan, Colvin (2007). An Introduction to Collective Bargaining and Industrial

Relations. Irwin Professional Publishing

Fossum, J.A., Burton, D.M. (2005). Labor Relations: Development, Structure, Process

(9th edition). Irwin Professional Publishing

Carrell, M.R., Heavrin, C. (2006). Labor Relations And Collective Bargaining. Prentice

Hall

Carrell, M.R., Heavrin, C. (2003). Labor Relations and Collective Bargaining: Cases,

Practice, and Law (7th edition). Prentice Hall

Evaluation

Assignments 10% 40 pts

Cases Analysis in Class 20% 120 pts

Class Participation 20% 80 pts

Final Exam 20% 100 pts

Attendance 10% 60 pts

Portfolio 10% 100 pts

TOTAL 100% 500 pts

• During the five weeks of class, the facilitator will assign 3 cases to take home

representing a 20% of the final grade.

• At least two assignments will be to take home representing a 10% of the final

grade.

• We will have a group exercise to represent a collective bargaining. Each student

will be part from one of the two sides of the collective bargaining. The evaluation

criteria will be for creativity and the application of the learned concepts. This

activity will represent the 20% of the final grade.

• A final exam of all covered material will represent the 20% of the final grade.

Attendance is obligatory. In case of a justified absence the student will be

responsible for the given material.



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 be able to:

1. Detail the more outstanding aspects related to the system of industrial relations

in the United States.

2. Understand how our industrial relations system works.

3. Distinguish the characteristics of our industrial relations system.

4. To know different models of labor relations.

Language Objectives

1. Express ideas orally and in writing using English as the language of

communication.

2. Develop a written work using appropriate grammar, syntax and verb tense.

3. Use the reading process effectively.

Electronic Links (URLs)

http://www.aflcio.org/

http://www.nlrb.gov/?gclid=CPjOvqLUjJgCFQZeswodaDuWDQ

http://www.hg.org/employ.html

http://www.rel-uita.org/laboral/con-eduardo-bonomi-eng.htm

http://findarticles.com/p/articles/mi_m1153/is_n8_v114/ai_11197232

http://law.jrank.org/pages/8037/Labor-Law-Changing-Labor-Management-

Relations.html

http://www.entrepreneur.com/tradejournals/article/160542399.html

Assignments to do Before Workshop One

Instructions

1. Read thoroughly the description and objectives of this course, included in the

beginning of the module. Compare how the course objectives are related to your

own personal and professional objectives. Think about any other course

objective that in your opinion could be added value for you.



2. Search for information on the development of the industrial relations in the United

States. Prepare a brief summary (no more than two pages) and bring it to class.

3. Prepare a timeline of the most important events that formed today’s labor

relations in the United States (see Appendix H).

4. Develop a list of labor relations models that exist today in different countries.

Activities

1. Introduction of Students and Facilitator.

2. The facilitator will discuss and go over the Module to clarify doubts.

3. Selection of the student representative.

4. The facilitator will discuss the course objectives, the strategies and teaching

methods.

5. Group discussion regarding goals and expectations of the course.

6. Students will meet in pairs. They will discuss the list of labor relation models

created as assignment. At the end of the discussion, they will present their

findings to the rest of the class.

7. Students will share the timeline they created. Open class discussion.

8. Students will be organized in a roundtable structure (see Appendix I) so they can

define:

a. The Industrial Relations System

b. The components and functioning of the system

c. Benefits and limitations of the Collective Bargaining.

9. Discussion of the different models of labor-management relations found during

research.

10. The facilitator will divide the class into two groups. One group will represent a

fictitious business management. The second group will represent the business

union. The facilitator will create a situation where the union will start a collective

bargaining process and then will go to a strike (see Appendix B).

11. Discuss assignments for Workshop Two and assign case studies to each group.



Assessment

1. Students will complete a Reflexive Diary and will discuss it with Facilitator (see

Appendix C).

2. Written report rubric (see Appendix D).

3. Class participation rubric (see Appendix E).

4. Oral presentation rubric (see Appendix F).

5. Timeline rubric (see Appendix H)..

6. Roundtable rubric (see Appendix I).



Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante podrá:

1. Aprender las ventajas y desventajas del unionismo industrial.

2. Saber las metas y objetivos del movimiento americano obrero.

3. Comprender el nivel del apoyo gubernamental y el endoso a los

sindicatos/uniones.

4. Aprender cómo los sindicatos/uniones influencian en la política americana.

5. Comprender la fuerte oposición del personal gerencial corporativo hacia los

sindicatos/uniones.

6. Distinguir las características de las regulaciones y ley laboral.

7. Entender la Ley Wagner y el impacto de la Taft Harley sobre el convenio

colectivo y los sindicatos/uniones.

8. Conocer las diferentes leyes que regulan el convenio colectivo.

9. Aprender el desarrollo histórico de la legislación laboral

10. Aplicar todos los conceptos discutidos en los análisis de casos.

Objetivos del lenguaje

1. Expresar ideas oralmente y por escrito utilizando español como leguaje de

comunicación.

2. Desarrollar trabajo escrito utilizando gramática, sintaxis y verbos de forma

apropiada.

3. Utilizar el proceso de lectura de forma eficiente.

Direcciones Electrónicas

http://www.aflcio.org/

http://www.nlrb.gov/?gclid=CPjOvqLUjJgCFQZeswodaDuWDQ

http://en.wikipedia.org/wiki/Category:History_of_labor_relations_in_the_United_States

http://www.geocities.com/CollegePark/Quad/6460/AmLabHist/



Tareas a realizar antes del Taller Dos

1. Utilizar las direcciones electrónicas sugeridas para buscar información

relacionada con los tópicos a discutir en este taller.

2. Preparar un ensayo de tres páginas que describa las ventajas y desventajas de

una unión a nivel industrial. Traer ensayo para entregar al facilitador. Utilice el

formato APA.

3. Prepare una lista con las siguientes definiciones: unionismo, movimiento obrero,

sindicatos, gerencial corporativo, ley laboral, convenio colectivo.

4. Lea el siguiente artículo: http://organizations.ju.edu/fch/1994makowski.htm.

Prepare un resumen explicando la huelga de no más de dos párrafos.

5. Reúnase con su grupo y trabaje con los casos asignados por el facilitador.

Prepare una breve presentación oral sobre el caso (vea Anejo A).

Actividades

1. El facilitador contestará cualquier duda que exista, de los tópicos asignados en

el primer taller.

2. Discutir los objetivos planeados. Facilitador contestará cualquier duda que exista

de los tópicos asignados durante la segunda semana.

3. Los estudiantes discutirán los términos encontrados.

4. Los estudiantes ofrecerán las presentaciones de los casos estudiados.

5. Sesión de preguntas y respuestas de parte de la audiencia para los

presentadores.

6. La clase se dividirá en dos grupos para debatir las ventajas y desventajas de la

influencia que ejercen los sindicatos/uniones en la política americana. Uno de los

dos grupos formará la parte representante de los obreros mientras el otro

representará la empresa.

7. Discusión de las leyes que apoyan un convenio colectivo.

8. Cada grupo desarrollará un plan de acción para una futura negociación

colectiva. Esta negociación colectiva será planificada por el facilitador.

9. El facilitador discutirá las tareas y asignará los estudios de caso a los

respectivos grupos de trabajo.



Avalúo

1. Diario reflexivo (Anejo C)

2. Matriz valorativa de trabajos escritos (Anejo D).

3. Matriz valorativa de presentaciones orales (Anejo F).

4. Matriz valorativa de participación en clase (Anejo E).



Workshop Three

Specific Objectives

At the end of this workshop, the student will be able to understand:

1. Collective Bargaining in the legal framework and the National Labor Relations

Board.

2. The importance of the quality in the labor-entrepreneur relationship.

3. The importance of stimulating constructive negotiation dynamics.

4. Evaluate different negotiation models.

5. How to plan the negotiation process from any point of view, company, or union.

6. How to evaluate the demands of a negotiation.

Language Objectives

1. Express ideas orally and in writing using English as the language of

communication.



Electronic Links (URLs)

http://www.nlrb.gov/nlrb/shared_files/brochures/engulp.asp

http://www.dol.gov/asp/programs/history/sketch.htm

http://www.dol.gov/asp/programs/history/chapter5.htm

http://web.missouri.edu/~labored/CBHistorical1.html

http://www.americanrightsatwork.org/information-amp-resources-for-workers.html

Assignments to do before Workshop Three

1. Prepare a comparative analysis in a table (Company/Union) that identifies the

differences or similarities on how is the bargaining planned. Be prepared to

discuss it in class.

2. Bring the definition of the NLRB in writing, the current employees’ rights and

mention examples that violate those established rights.

3. Meet with your group to work with the assigned case study.



4. If possible, the facilitator will coordinate a visit from a Company executive or a

Union Leader, who has experience in collective bargaining.

5. Continue working with your portfolio.

Activities

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

2. Students will meet in groups to discuss their comparative analysis tables. They

will make changes to their tables if necessary and once finished will share the

results with the rest of the class.

3. Students will verbally discuss the definition of the NLRB.

4. Students will start their oral presentations about the case studies.

5. A question and answer session will follow each presentation.

6. The facilitator will guide the discussion of the assigned topics.

7. Presentation on special guest – with experience in collective bargaining. Q&A

session for special guest.

8. Groups representing the union and the company will meet according to

processes discussed by the facilitator.

9. Class will discuss results of above discussion and lessons learned.

Assessment

1. Students will complete a Reflexive Diary and will discuss it with Facilitator.

2. Written report rubric.

3. Oral presentation rubric

4. Class participation rubric.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante podrá:

1. Juzgar y anticipar las situaciones de conflicto, incluyendo, cómo manejarlas

efectivamente.

2. Evaluar alternativas que ayuden a la solución para evitar que los empleados

cesen de trabajar durante la negociación.

3. Comprender las causas de una huelga o de cerrar la compañía.

4. Seleccionar efectivamente alternativas y soluciones a un cese de negociación

y/o a una huelga.

5. Organizar una administración de acuerdos que sea efectiva.

6. Coordinar el uso de mediación, conciliación y arbitraje como remedio a una

huelga.

Objetivos del lenguaje

1. Expresar ideas oralmente y por escrito utilizando español como leguaje de

comunicación.

2. Desarrollar trabajo escrito utilizando gramática, sintaxis y verbos de forma

apropiada.

3. Utilizar el proceso de lectura de forma eficiente.

Direcciones Electrónicas

http://humanresources.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.afl

cio.org%2Faboutunions%2Fjoinunions%2F

http://humanresources.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.afl

cio.org%2Faboutunions%2Fjoinunions%2F

http://www.adr.org/dw/index.asp

http://www.csri.it/cont_pubblicazioni/contributi/Arbitraje.html

http://www.ilo.org/wcmsp5/groups/public/---ed_norm/---

normes/documents/publication/wcms_087989.pdf

Tareas a realizar antes del Taller Cuatro

1. Buscar información en los recursos sugeridos acerca de los tópicos a discutirse

en este taller.



2. Reunirse con sus grupos y preparar presentación oral de los casos asignados.

3. Observe el siguiente video: http://www.youtube.com/watch?v=O6vAGVkbXD8

Prepare un resumen de las exigencias de los empleados y las razones del

conflicto. ¿Qué soluciones ve usted? ¿Qué haría usted si fuera parte de la

corporación? Si el video no funciona, haga clic aquí para tener acceso:

http://leonoticias.com/frontend/leonoticias/base.php/Lagunair-Cronica-De-Un-

Cierre-vn19815-vst216

4. Busque información sobre las técnicas para manejar conflictos laborales y evitar

huelgas. Prepare una lista sobre cada tema y llévela a clase.

5. Busque información sobre el uso de la mediación, conciliación y arbitraje como

remedio a una huelga.

6. Continúe trabajando con su portafolio.

Actividades

1. El facilitador contestará las preguntas y aclarará sus dudas en cuanto a los

tópicos discutidos en la reunión anterior.

2. Los estudiantes realizarán la presentación oral de los casos asignados.

3. El facilitador distribuirá el examen final (para contestarlo en casa) a sus

estudiantes. Este será contestado en español.

4. Utilizando la información encontrada en las asignaciones, los grupos

representantes de la unión y la empresa continuarán sus negociaciones. El

grupo representando la unión se reunirá para determinar el procedimiento a

seguir para irse a la huelga. El grupo representando la corporación se reunirá

para delinear un procedimiento a seguir para manejar la huelga sin afectar la

producción. La huelga se llevará a cabo en el Taller Cinco.

5. Los estudiantes se reunirán en forma de mesa redonda para junto al facilitador

discutir las formas y estrategias de negociación más utilizadas y las técnicas

para evitar huelgas.

6. Los estudiantes discutirán el video observado como asignación.

7. Luego de discutir el tema de mediación y arbitraje, el facilitador creará un grupo

que servirá de mediadores en el conflicto laboral ficticio. Estos comenzarán a

funcionar en el próximo taller.



8. El facilitador discutirá las asignaciones para el próximo taller.

Avalúo

1. Los estudiantes llenarán el diario reflexivo.

2. Matriz valorativa para trabajos escritos.

3. Matriz valorativa para participación en clase.

4. Matriz valorativa para presentaciones orales.

5. Matriz valorativa para mesa redonda.



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 student will be able to understand:

1. The willingness to negotiate in good faith.

2. Duration or time of the obligation to negotiate.

3. Indexes of non-compliance to negotiate in good faith.

4. How to select the negotiation committee.

5. Negotiation dynamic and techniques.

6. The negotiation – away from the bargaining table.

7. Pressure elements (strikes, “Lock-out”)

Language Objectives

1. Express ideas orally and in writing using English or Spanish as the language of

communication.



Eelctronic Links (URLs)

http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/uk/strikes/newsid_2134000/2134284

.stm

http://query.nytimes.com/gst/fullpage.html?res=950DE2DA173BF937A35750C0A96F94

8260

http://www.bls.gov/news.release/wkstp.t02.htm

http://www.afpc.randolph.af.mil/permiss/civilian/c_41a.htm

http://books.google.com/books?id=7oROVAHE4a0C&pg=PA239&lpg=PA239&dq=nego

tiating+a+labor+contract&source=web&ots=G3LpTnfPa7&sig=CqP0qTP-



GxydxlzgkDK9zWvOFUk&hl=en&sa=X&oi=book_result&resnum=2&ct=result#PPA531,

M1

Assignments to do before Workshop Five

1. Groups will come prepared with strategies and a draft of the collective bargaining

to be negotiated and finalized.

2. Answer the final exam (in Spanish).

3. Give the final touches to your portfolio (English and Spanish).

4. Read this article:

http://query.nytimes.com/gst/fullpage.html?res=950DE2DA173BF937A35750C0A

96F948260. Make a summary of the reasons for the strike and the solutions, if

any (in English).

Activities

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

2. Facilitator will designate an umpire to help in negotiations between groups.

3. Negotiations will begin and agreements reached accordingly in English.

4. Final evaluation of the simulated collective bargaining exercise in English.

5. Facilitator will initiate discussion on the negotiation and communications away

from the bargaining table (in Spanish).

6. Class will discuss how management can handle the pressures imposed by

unions (in Spanish).

7. Class will discuss how the class will help them in their careers in management

and/or consulting (in English).

8. Students will offer their presentations (essay).

9. Submit the home exam.

10. Discuss exam’s answers in English.

11. Complete the final course evaluation and hand it to the student representative.

Assessment

1. Written report rubric.

2. Class participation rubric.

3. Oral presentation rubric.

4. Portfolio rubrics.



Anejos/Appendixes



Anejo A/Appendix A

Estudios de Caso/Case Studies

Temas a escoger para los casos a presentar (3 en total por grupo). El ensayo debe ser

de 500 a 700 palabras. El mismo deberá incluir la naturaleza del caso y un análisis

grupal sobre lo sucedido utilizando el material cubierto en clases. El ensayo escrito se

entregará en el Taller 5. Utilicen formato APA para las referencias. Las referencias

(con excepción de los casos), no deberán tener más de 5 años.

1. Florida Voucher Law Strike

2. Maytag Corporation Strike

3. L’Oreal USA Products Strike

4. The Olympian Hospital Strike

5. Mc Donald in Macedonia, Ohio Strike

6. SBC Communication Strike

7. Bell South Strike

8. American Airlines Strike

9. Easter Airlines Strike

10. Harris Corporation Strike

11. Otros temas pueden ser asignados.



Anejo B/Appendix B

Negociación Colectiva

1. Facilitador dirigirá la discusión sobre los siguientes temas:

a. Impacto de la negociación colectiva sobre los individuos.

b. Impacto de la negociación colectiva sobre la gerencia.

c. Impacto de la negociación colectiva sobre la economía.

2. Cada portavoz seleccionado en el comité negociador hará su intervención para

iniciar la ronda de negociación.

3. Cada subgrupo o comité negociador aplicará de manera creativa los

conocimientos adquiridos en clase.

4. El facilitador añadirá o modificará esta actividad de acuerdo a las necesidades

del grupo.



Anejo C/Appendix C

DIARIO REFLEXIVO Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de

cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto

evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y

conteste las mismas en forma de ensayo con excelente gramática, ortografía y

puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



Reflective Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts, feelings, and

attitudes experienced after class discussion and assignments. This process will help

your self-assessment.

Using the following questions, reflect about what was presented in this workshop and

answer the questions following an essay style using excellent grammar, syntax and

punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…



Anejo D/Appendix D

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Point s 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:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Conten ido

Este trabajo esta 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 esta 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 P untos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Firma Estudiante: ____________________ Firma Facilitador:___________________



Anejo E/Appendix E

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criteri o Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

Colaboró en la planificación y organización de las reuniones o actividades de grupo.

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos y argumentos de sus compañeros.

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteri a Points Students Points

Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100



Anejo F/Appendix F

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del Estudiante: _______________________ Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo G/ Appendix G

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 G1 ).



• 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 G2 ).

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 G5 ). 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 G6 ).

• 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 G7 ).



Anejo G1/Appendix G1

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

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




Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10




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.




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 = 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




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

Student’s response and comments


Prep. 09-04 Natalia S. Ruiz, SMP, Rev 01-08 Amilcar T. Martinez, MBA


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




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



Anejo H/Appendix H

Timeline

A time line can help you make connections and understand complex relationships and

interrelationships.

Source: Retrieved on September 23rd, 2008 from

http://www.netrover.com/~kingskid/graphic/graphic.htm



Timeline Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Criteria Value Points Student Score

The timeline has a creative title that accurately describes the

material and is easy to locate 1 point

Facts were accurate for all events reported on the timeline 1 point

All graphics are effective and balanced with text use. 1 point

An accurate, complete date has been included for each event. 1 point

The timeline was set up to cover the relevant time period. It

contains appropriate yearly gradations of set intervals

1 point

The use of font styles and colors is consistent and shows a

logical pattern. It helps organize the material.

1 point

The timeline contained a significant number of events related to

the topic being studied

1 point

The student had notes about all the events and dates s/he

wished to include on the timeline before beginning to design the

timeline.

1 point

You have properly documented 4 or more good sources for

your topic.

1 point

Clearly stated and appropriately focused. 1 point

TOTAL 10 points

Student’s Name: __________________ Facilitator’s Signature: ______________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point

Source: Adapted from http://soli.inav.net/~rpmic/iowa/rubrics/timerub.htm



Anejo I/Appendix I

Matriz de Valoración de la Mesa Redonda

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

El participante ofrece un análisis suficientemente sólido y sin dudar avanza en la conversación.

1 punto

El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.

1 punto

El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.

1 punto

El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.

1 punto

El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.

1 punto

Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.

1 punto

El participante demuestra una actitud y postura profesional durante la conversación.

1 punto

Lenguaje

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

1 punto

Usa la gramática de una manera adecuada y correcta.

1 punto

Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.

1 punto

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

Nombre del estudiante: ______________________________ Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 1.00 punto Bueno: 0.75 punto • Regular 0.50 punto Necesita mejorar: 0.25 punto



Round Table Rubric

Student name/Group: _______________________________________________

Course: __________________________ Date: ________________________

Criteria Value Points

Student Score

Content

Participants offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.

1 point

Participants –through their comments– show deep knowledge of the discussed topic and a high level of understanding of questions asked by the audience.

1 point

Participants are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.

1 point

Participants, through their comments, show that they are paying close attention to what other participants say about the topic.

1 point

Participants provide explanations and follow up to enrich discussion.

1 point

Participants’ observations are usually related to ideas or arguments presented in this discussion.

1 point

Participants show a professional attitude and posture during the discussion.

1 point

Language

Participants show good use of the standard English language (vocabulary, syntax and flow of ideas).

1 point

Participants use appropriate intonation in making remarks and good projection of the voice toward the audience.

1 point

Given a controversial topic during discussion, participants show a persuasive argument to support their points of view about it.

1 point

Total 10 points ( 70% content y 30% language)

Total Score:

Student name: ______________________________ Facilitator’s signature: _________________________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point Good: 0.75 point • Fair: 0.50 point Needs improvement: 0.25 point

sistema universitario ana g. méndez · 2014-06-26 · ... análisis y evaluación de la...

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