sistema universitario ana g · 1. asistencia y puntualidad: la asistencia es mandatoria y la...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Continental USA Branch Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

HURE750

HUMAN RESOURCES SEMINAR

SEMINARIO EN RECURSOS HUMANOS

(This course requires that Faculty and Students have a current IRB Certification)

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

HURE750 Human Resources Seminar 2

Prep. 04/2005. Orlando Portalatín, Rev. 03/2010. Rafael A. Garcia, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

GUIA DE ESTUDIO .......................................................................................................... 3

STUDY GUIDE ................................................................................................................ 15

WORKSHOP ONE ........................................................................................................... 27

TALLER DOS .................................................................................................................. 32

WORKSHOP THREE ...................................................................................................... 36

TALLER CUATRO .......................................................................................................... 40

WORKSHOP FIVE/TALLER CINCO ............................................................................ 44

ANEJO A/APPENDIX A ................................................................................................. 48

ANEJO B / APPENDIX B ................................................................................................ 50

ANEJO C/APPENDIX C .................................................................................................. 52

APPENDIX D /ANEJO D ............................................................................................... 54

APPENDIX E/ANEJO E .................................................................................................. 56

APPENDIX F/ANEJO F................................................................................................... 57

APPENDIX G/ANEJO G ................................................................................................. 59

ANEJO H / APPENDIX H ............................................................................................... 62

APPENDIX I/ANEJO I .................................................................................................... 63

APPENDIX J/ ANEJO J ................................................................................................... 65

APPENDIX K/ ANEJO K ................................................................................................ 67

APPENDIX L/ ANEJO L ................................................................................................. 68

APPENDIX M/ ANEJO M ............................................................................................... 69



GUIA DE ESTUDIO

Título del Curso: Seminario en Recursos Humanos

Codificación: HURE 750

Duración: Cinco (5) semanas

Pre-requisito: Ninguno

Descripción:

Estudio, análisis e investigación de las nuevas tendencias y estrategias de la Gerencia de

los Recursos Humanos. Aplicación de variables y conceptos organizacionales desde una

perspectiva gerencial y analítica. Énfasis en la investigación estratégica de sistemas,

modelos y temas creativos e innovadores de la Gerencia de los Recursos Humanos.

Las organizaciones están en una constante transformación que requiere de una Gerencia

de Recursos Humano dinámica, creativa e innovadora que responda y contribuya a las

necesidades competitivas y estratégicas de los negocios. Es una meta fundamental que los

cambios y la búsqueda investigativa contribuyan al enriquecimiento y al desarrollo de

todos los componentes que le dan identidad a las mismas. Este curso capacitará al

estudiante en la aplicación de técnicas de investigación que componen la función

gerencial de los recursos humanos mediante el análisis de variables y retos

organizacionales.

*Este curso requiere que los alumnos y el facilitador se certifiquen en los procesos de

investigación del IRB.



Objetivos Generales

Al finalizar el curso, el estudiante estará capacitado para:

1. Conceptualizar las diferencias de las culturas organizacionales con el fin de

ampliar y mejorar las relaciones interpersonales de acuerdo con las nuevas

tendencias y estrategias en la Gerencia de los Recursos Humanos

2. Contrastar los marcos conceptuales que expliquen las diversas dimensiones sobre

la eficiencia y productividad de los recursos humanos en escenarios competitivos.

3. Sistematizar la comprensión de los enfoques teóricos sobre la relación entre las

organizaciones en continuo aprendizaje y la Gerencia de los Recursos Humanos.

4. Integrar competencias de la Gerencia de los Recursos Humanos con la

planificación estratégica de los negocios y las organizaciones.

5. Sustentar cómo las prácticas efectivas de la Gerencia de los Recursos Humanos

contribuyen a los objetivos y resultados organizacionales.

6. Disertar e interactuar efectivamente como especialistas en la Gerencia de los

recursos Humanos hacia la excelencia organizacional.

Textos y Recursos Recomendados

Libros

Dreher. G.F. and Dougherty, T.W. (2008). Human Resources Strategy: A Behavioral

Perspective for the General Manager. New York. McGraw-Hill Companies, Inc.

Effron, M., Gandossy, R., & Goldsmith, M. (Eds.) (2003). Human Resources in the 21st

Century. New York. John Wiley & Sons, Inc.



Recursos Electrónicos

Harris, Michael (2008). Handbook of Research in International Human Resource

Management [e-book]. NY, CRC Press.

Tracey, William (1994). Human Resource Management & Development Handbook [e-

book]. NY AMACON Books.

Evaluación

La nota final estará basada en la participación y ejecución de cada estudiante en todas las

actividades de aprendizaje tanto individual como en grupo.

Criterio Puntos Porciento

Asistencia y puntualidad 100 20%

Participación y contribución en clase 100 20%

Ensayo investigativo y escrito 100 20%

Trabajo investigativo y presentación oral final (Individual) 100 20%

Portafolio (Individual) 100 20%

Total 500 100%



Descripción de la evaluación:

1. Asistencia y puntualidad: La asistencia es mandatoria y la puntualidad representa

ética profesional. El facilitador llevará un registro de la misma para cada taller y, al

finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante.

2. Participación y Contribución en clase: Es responsabilidad del estudiante asistir a

clases preparado para discutir los temas del día (lecturas, preguntas asignadas, diario

actualizado, etc.) y debe participar activamente haciendo contribuciones efectivas. El

Facilitador evaluará la participación de cada estudiante en cada taller y tomará en

cuenta el grado de participación, si ésta demuestra que el estudiante se preparó para

la clase y su contribución al desarrollo de la misma. Los estudiantes se autoevaluarán

y evaluarán a sus compañeros a través de las actividades de avalúo. La participación

en clase a través del curso debe darse utilizando el idioma del taller correspondiente.

Al finalizar el taller, el Facilitador evaluará el progreso académico de cada estudiante

utilizando el Anejo B. El Facilitador evaluará la participación y contribución de cada

estudiante al finalizar el curso utilizando el Anejo C.

3. El estudiante coordinará una auditoría de recursos humanos en la compañía que

trabaja y preparará un reporte escrito y presentación oral sobre los resultados de las

investigaciones hechas durante la investigación (detalles en el Taller Uno).

4. Análisis y Presentación Caso de Estudio: Para el taller Tres (3), los estudiantes se

dividirán en grupos de no más de cuatro (4) estudiantes y prepararán un análisis

escrito y una presentación oral sobre un caso asignado por el (la) facilitador (a).

Cada miembro de cada grupo deberá presentar una parte del caso asignado. El (la)

facilitador(a) puede asignarle algún tema adicional si así lo considera necesario.



Tanto la presentación oral como el trabajo escrito debe ser en inglés.

5. Ensayo Investigativo y Presentación Oral: Durante el taller 4, cada estudiante

preparará un ensayo investigativo y una presentación oral sobre el tema asignado por

el (la) facilitador (a). Para las instrucciones detalladas, vea el Taller 4. Tanto la

presentación oral como el trabajo escrito debe ser en español.

6. Ensayo La auditoría de Recursos Humanos y Presentación Oral Final: Durante el

taller 5, cada estudiante preparará un trabajo escrito investigativo y una presentación

oral final sobre la auditoría de recursos humanos. Para las instrucciones detalladas,

vea el Taller 5. Tanto la presentación oral como el trabajo escrito debe ser en inglés.

Entregará el Portafolio

Escala

Las rúbricas a utilizarse en cada actividad se incluyen como anejos. Los estudiantes serán

evaluados en términos de su dominio del contenido del curso, en adición de su dominio

de los lenguajes de español e inglés.

La Curva Estándar a ser utilizada es la siguiente:

A: 100 - 90 %

B: 89 - 80 %

C: 79 - 70 %

D: 69 - 60 %

F: 59 - 0 %



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. Se requiere 20 horas de laboratorio de inglés y es a discreción del Facilitador que

se asigne este laboratorio a través de “Blackboard” (Tell Me More). Se requieren

cinco horas de laboratorio por semana mínimo. Favor coordinar con el Director de

Biblioteca su cuenta de acceso.

3. 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.



4. 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.

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. El servicio de SafeAssign TM de Blackboard será

utilizado por los facilitadores para verificar la autoría de los trabajos escritos de



los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de

su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del

Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que de toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se

tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se

expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la

institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar

incurrir en el plagio de documentos y trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

comportamiento que rigen al SUAGM y el curso.



Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá

utilizar para la búsqueda de la información deseada. Entre ellas están:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



Nota: Del facilitador o el estudiante requerir o desear una investigación o la

administración de cuestionarios o entrevistas, deben referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para

la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board,

Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



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 Seminar

Code: HURE750

Time Length: Five (5) weeks

Prerequisite: None

Description:

This course focuses in the study, analysis, and investigation of the new tendencies and

strategies of Human Resources Management. The variables and organizational concepts

presented in the course are applied following an analytical and managerial perspective.

There is strong emphasis in the strategic analysis of systems, models, and creative and

innovative concepts related to Human Resources Management. Organizations are

constantly transforming themselves. This requires a dynamic, creative, and innovative

Human Resources Management who responds and contributes to the competitive needs

and strategies of organizations. The fundamental goal is that all changes and research

efforts contribute to the enrichment and development of all components of Human

Resources strategy. This course will provide students the tools needed to apply research

techniques in the management of human resources through the analysis of variables and

organizational challenges.

*This course requires a current IRB Certification (facilitator and students).



General Objectives

At the end of the course, students will be able to:

1. Conceptualize the differences of organizational cultures to expand and improve

interpersonal relations based on the new tendencies and strategies of Human

Resources Management.

2. Contrast the different conceptual principles that explain the diverse dimensions of

efficiency and productivity of human resources in a competitive environment.

Systematize the understanding of theoretical concepts related to learning

organizations and Human Resources Management.

3. Integrate Human Resources Management with the strategic planning of

businesses and organizations.

4. Explain how Human Resources Management practices contribute effectively to

organizational objectives and results.

5. Discern and interact effectively as specialists in Human Resources Management

to achieve organizational excellence.

Recommended Texts and Resources

Text books

Dreher. G.F. and Dougherty, T.W. (2008). Human Resources Strategy: A Behavioral

Perspective for the General Manager. New York. McGraw-Hill Companies, Inc.

Effron, M., Gandossy, R., & Goldsmith, M. (Eds.) (2003). Human Resources in the 21st

Century. New York. John Wiley & Sons, Inc.



Electronic Resources

Harris, Michael (2008). Handbook of Research in International Human Resource

Management [e-book]. NY, CRC Press.

Tracey, William (1994). Human Resource Management & Development Handbook [e-

book]. NY AMACON Books.

Evaluation

The final grade of each student will be based on the participation of all individual and

group learning activities. The final grade will be based on the execution of the following

activities and their relative weight:

Criteria Points Percentage

Attendance and Punctuality 100 20%

Participation and Contribution to the class 100 20%

Writing Essay 100 20%

Human Resources Audit and oral presentation (individual) 100 20%

Portfolio (Individual) 100 20%

Total 500 100%



Evaluation’s description

1. Attendance and punctuality: Attendance is mandatory, and being punctual reflects

a professional ethic. The facilitator will register the student’s performance for

both in every workshop. At the end of the course, the Facilitator will evaluate

each student with the rubric in Appendix A.

2. Class participation and contribution: All students are expected to attend class

prepared to discuss workshop topics (readings, assigned questions, up to date

class diary) and, to actively participate in class. The Facilitator will evaluate the

students’ participation in each workshop, taking into consideration the degree of

participation, if it demonstrates that the student prepared for class and how much

this participation contributed to the class’ development. The students will self

assess their participation through the assessment activities. Class participation

throughout the course should be in the language of the workshop. At the end of

each workshop, the Facilitator will evaluate the student academic performance

using Appendix B. At the end of the course, the Facilitator will evaluate the

student’s overall class participation using Appendix C.

3. Interview to a Human Resources Executive: The student will coordinate an

interview with a Human Resources executive and prepare a written report and oral

presentation with the results of the students’ research findings during the

interview (details on Workshop One).

4. Study Case Analysis and Oral Presentation: For Workshop Three (3), class will

divide in groups of no more than four (4) students per group. Each group will

prepare a written analysis of a study case assigned by the facilitator and prepare



an oral presentation with the results. Each member of the group must participate

in the oral presentation. The facilitator can assign additional material if consider

necessary. Both the written work and oral presentation must be in English.

5. Research Essay and Oral Presentation – For Workshop Four (4), each student will

prepare a written analysis of a subject assigned by the facilitator and prepare an

oral presentation with the results. For details instructions, see the Workshop 4.

Both the written work and oral presentation must be in Spanish.

6. Final Human Resource Audit and Oral Presentation – For the final workshop

(Workshop 5), each student will prepare a written analysis of a subject assigned

by the facilitator and prepare an oral presentation with the results. For details

instructions, see the Workshop 5. Both the written work and oral presentation

must be in English. The student will summit the portfolio

Scale

The rubrics to be used for these evaluations are included at the end of the module. The

student will be evaluated in terms of their dominion of the content of the course and, also

the dominion of the languages both English and Spanish.

The standard curve to be used is the following:

A: 100 - 90 %

B: 89 - 80 %

C: 79 - 70 %

D: 69 - 60 %

F: 59 - 0 %



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 students at the discretion of the Facilitator will be required to complete 20 hours

total for language laboratory. At least five hours per week for the English Laboratory

in Blackboard (Tell me more). Please schedule with library Director for account set

up.

3. 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.



4. 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.

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.



SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



Note: If for any reason you cannot access the URL’s presented in the module, do not stop

your investigation. There are many search engines and other links you can use to search

for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com



www.eric.ed.gov/

www.flelibrary.org/

www.google.com

www.ask.com

www.pregunta.com



www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)


http://bibliotecavirtualut.suagm.edu/




http://www.bibliotecavirtualut.suagm.edu/




http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



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

necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs

to administer a questionnaire or an interview, he/she will need to refer to the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization. To

access the forms from the IRB Office or for additional information, visit the following

link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional

Review Board, Health Information Portability Accounting Act (HIPAA), y

Responsibility Conduct for Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



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. Discuss how human resource systems provide a unique source of competitive

advantage.

2. Understand how an integrated set of human resources management practices can

follow a systematic process.

3. Differentiate among employee ability, motivation, and opportunity and explain

why each is important.

4. Discuss various aptitudes, competencies, and personality traits and how each

influences employee behavior.

5. Understand the theoretical foundations of how the expectancy theory of

motivation, equity theory, and procedural justice explain employee behavior and

performance.

Language Objectives:

1. Summarize the main ideas on the articles assigned, using correct grammar and

spelling of the language during reading to the rest of the class.

2. Explain the concept of different motivational theories using excellent written skills

of the language.

3. Express your personal opinion on how the employee’s aptitudes, competencies and

personality traits influence their behavior, using excellent oral command of the

language.



Electronic Links (URLs):

Website of the Society for Human Resources Management (SHRM)

www.Shrm.org

Website of Various tools for HR professionals

www.hr-guide.com

Article on Systems Thinking

http://www.thinking.net/Systems_Thinking/OverviewSTarticle.pdf

Article on Expectancy Theory

http://www.arrod.co.uk/archive/concept_vroom.php

Article on the Next American Economy

http://chiefexecutive.net/ME2/Audiences/dirmod.asp?sid=&nm=&type=Publishing&mod

=Publications%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&tier=4&

id=FA394BE4186043CBAFF57B420FA97C3D&AudID=56A2F7C647E74461B289B08

BCFA25066

Article on Human Resources as a Strategic Partner

http://www.apqc.org/portal/apqc/ksn?paf_gear_id=contentgearhome&paf_dm=full&page

select=detail&docid=100700

Article on Employee Motivation

http://www.accel-team.com/motivation/

Article on Motivation Theories- A review

http://www.goal-setting-guide.com/index.php?s=theories

Website defining the concept of Emotional Intelligence

http://www.unh.edu/emotional_intelligence/ei%20What%20is%20EI/ei%20definition.ht

m

http://www.shrm.org/

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

http://www.thinking.net/Systems_Thinking/OverviewSTarticle.pdf

http://www.arrod.co.uk/archive/concept_vroom.php

http://chiefexecutive.net/ME2/Audiences/dirmod.asp?sid=&nm=&type=Publishing&mod=Publications%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&tier=4&id=FA394BE4186043CBAFF57B420FA97C3D&AudID=56A2F7C647E74461B289B08BCFA25066




http://www.apqc.org/portal/apqc/ksn?paf_gear_id=contentgearhome&paf_dm=full&pageselect=detail&docid=100700

http://www.apqc.org/portal/apqc/ksn?paf_gear_id=contentgearhome&paf_dm=full&pageselect=detail&docid=100700

http://www.accel-team.com/motivation/

http://www.goal-setting-guide.com/index.php?s=theories

http://www.unh.edu/emotional_intelligence/ei%20What%20is%20EI/ei%20definition.htm

http://www.unh.edu/emotional_intelligence/ei%20What%20is%20EI/ei%20definition.htm



Assignments before the Workshop One:

1. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to

assess your knowledge.

2. Each student will prepare a 5 pages written report in English answering the

questions below. The written report must be typed, double-spaced, and turned in

at the beginning of the workshop. (essay APA style current version)

a. Describe a situation where you have been part of or affected by

organizational change. Explain in your own words with respect to

Cummings and Worley’s model of change.

b. Describe a situation where you have been unmotivated to perform a

particular job or task. Analyzed the situation and explain in your own

words based on Expectancy Theory and identify what components of the

job or task were the sources of the lack of motivation.

3. Read the text book and come prepared to discuss the following topics:

a. Systematic process

b. Human resource systems and competitive advantage

c. Motivation Theories

d. Emotional Intelligence

e. Expectancy Theory of Motivation, equity theory, and procedural theory.

4. As requirement of this course; the student will develop throughout the five

workshops a HR research paper for the company that they work. Each student will

audit and research the HR function of the company. The research paper will be

written in English and will be developed through out five workshops (Appendix

O). For workshop one, students will come prepared to hand-in a report with the

basic information of the company from the first three topics of the appendix O .

An oral and power point presentation about the Human Resources Research will

be offered during the last workshop. The presentation and the written report will

be in English.

5. Todo estudiante que tenga que realizar una investigación, como parte de un curso

académico, deberá certificarse en los procesos de investigación del IRB.



Para acceder los formularios de la Oficina de Cumplimiento, e información

pertinente, visite el enlace:

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp. Ahí puede seleccionar

los formularios que necesite. Para obtener las certificaciones de investigación en

línea, tanto el estudiante como el facilitador deberán acceder las instrucciones del

siguiente enlace:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf

Activities:

1. The facilitator and the students will introduce themselves by engaging in an

icebreaking activity using one of the motivation theories.

2. The facilitator will provide his/her contact personal information.

3. The facilitator will discuss the course objectives and evaluation methods; clarify

questions about the course, module and its use.

4. The facilitator after the introduction will coordinate the selection of the student

representative.

5. The facilitator will explain the format of the course.

6. The facilitator will divide the class into small group teams (five members

maximum). Each team member will discuss and present in the front of class what

are the challenges that HR from their companies are facing today in today’s work

environment. Oral presentation must be in English. The oral must be 5-8 minutes.

7. The facilitator and the students will discuss the concepts covered in the assigned

reading and how apply the federal and state regulations to these concepts.

Example: Labor Unions vs. Private companies from the equity theory of

motivation perspective.

8. The facilitator will clarify any questions about the final presentation research

paper that will be for workshop five.

9. The facilitator will summarize the concepts and topics discussed in Workshop

One and will review the assigned tasks for the Second Workshop.

10. Cada estudiante debe traer a clase el documento obtenido con su certificación del

IRB. El facilitador es responsable de asegurarse, que cada estudiante haya

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf



completado y cumpla con los requisitos necesarios para obtener su certificación

de IRB.

Assessment:

1. Each student will write a reflective diary (Appendix E) of what they learned in

Workshop One.



Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Explorará nuevas e innovadoras tendencias de la Gerencia de Recursos

2. Humanos en áreas tales como composición laboral y compensación.

3. Comprenderá cómo los niveles de compensaciones competitivos y el mercado

afectan las empresas y sus empleados.

4. Discutirá la relación que existe entre la cultura organizacional y la composición

laboral de una empresa.

Objetivos del Lenguaje:

1. Expresar correctamente por escrito las técnicas de Gerencia de Recursos

Humanos y los aportes a las compañías.

2. Saber utilizar la terminología correcta dentro de La Gerencia de Recursos

Humanos y como hacer un trabajo investigativo.

3. Saber explicar en sus propias palabras los niveles de compensación y cuál es el

mercado que afectan las empresas y sus empleados.

Enlaces Electrónicos:

Programas de compensación del Gobierno de Estados Unidos

http://www.govbenefits.gov/govbenefits_es.portal;jsessionid=dXG1KmkRMlZTHGP50

VGr29Vzm0cLhPw0tvXHVLLVnKWTGWf9Gtjh!7054852?_nfpb=true&_pageLabel=g

bcc_page_locate_federal&_nfls=false&_code=1

Administración de compensación

http://www.rrhh-web.com/Compensacion2.html

http://www.govbenefits.gov/govbenefits_es.portal;jsessionid=dXG1KmkRMlZTHGP50VGr29Vzm0cLhPw0tvXHVLLVnKWTGWf9Gtjh!7054852?_nfpb=true&_pageLabel=gbcc_page_locate_federal&_nfls=false&_code=1



http://www.rrhh-web.com/Compensacion2.html



Artículo sobre el plan de incentivo para los empleados

http://www.shrm.org/foreign/espanol/Pages/designincentiveplans.aspx

Artículo sobre los empleados y el diseño organizacional


Artículo sobre las herramientas para administrar recursos humanos

http://www.pwc.com/py/es/herramientas-para-administrar-recursos-humanos/index.jhtml

Conceptos y términos básicos de recursos humanos

http://www.gestiopolis.com/recursos/documentos/fulldocs/ger/glosadm.htm

Artículo sobre recursos humanos y la reforma de salud en E.U.

http://www.ilazarte.com.ar/mt-

static/blog/archives/Impacto%20de%20las%20reformas%20del%20sector%20en%20gest

ion%20laboral.pdf

Capacitación, reclutamiento y selección

http://www.monografias.com/trabajos/adpreclu/adpreclu.shtml

Asignaciones antes del Taller:

1. Cada estudiante leerá los capítulos del libro de texto y navegará por los portales

asignados para el taller dos de modo que se familiarizará con el contenido para

discutirse en clase.

2. Cada estudiante preparará un borrador con los primeros cinco tópicos del trabajo

investigativo final y utilizará como guía el formato del anejo O. El informe

investigativo deberá ser presentado en inglés para ser entregado en el taller dos.

3. Buscar definiciones de los siguientes términos:

a. Cultura Organizacional



http://www.pwc.com/py/es/herramientas-para-administrar-recursos-humanos/index.jhtml

http://www.gestiopolis.com/recursos/documentos/fulldocs/ger/glosadm.htm

http://www.ilazarte.com.ar/mt-static/blog/archives/Impacto%20de%20las%20reformas%20del%20sector%20en%20gestion%20laboral.pdf



http://www.monografias.com/trabajos/adpreclu/adpreclu.shtml



b. Compensación y recompensa

c. Tendencias de la gerencia de recursos humanos

Actividades:

1. El facilitador iniciará el Taller Dos solicitando a los estudiantes que resuman los

conceptos y experiencias de aprendizaje del Taller Uno.

2. Ver el video sobre cultura organizacional y venir preparado para discutirlo en

grupo http://www.youtube.com/watch?v=GxIGk3TsX-

g&feature=PlayList&p=E59106B2D41EC88F&playnext_from=PL&index=0&playn

ext=1

3. Los estudiantes discutirán cada uno el borrador del trabajo de investigación final y

presentarán el trabajo al facilitador.

4. El facilitador proveerá retroalimentación de cada caso presentado y aclarará los

conceptos expuestos en la medida que sea necesario.

5. El facilitador discutirá los conceptos del taller dos solicitando a los estudiantes que

compartan las experiencias aprendidas por medio de las lecturas asignadas.

6. El facilitador dirigirá la clase para discutir el video sobre cultura organizacional y

dividirá la clase en grupos (cuatro máximo). El facilitador hará una actividad no

tradicional y cada grupo de estudiante expondrá a la clase el concepto de cultura

organizacional y como se afecta la composición laboral de un empresa.

7. El facilitador resumirá los temas y tópicos discutidos en el segundo taller y

repasará las tareas asignadas para el próximo taller.

http://www.youtube.com/watch?v=GxIGk3TsX-g&feature=PlayList&p=E59106B2D41EC88F&playnext_from=PL&index=0&playnext=1





Avalúo:

1. Cada estudiante escribirá un Diario Reflexivo de lo aprendido en el Taller Dos

utilizando como referencia la guía presentada en el anejo E. El facilitador utilizará el

Diario Reflexivo como herramienta de repaso de material para el siguiente taller.



Workshop Three


At the end of this workshop, the student will:

1. Explore new and innovative Human Resources Management practices in employee

and career development, and performance management systems.

2. Recognize the value of adopting a systematic approach to employee training and

development.

3. Discuss what it means to be a ‘learning organization’.

4. Explain the advantages and disadvantages of using self-assessment techniques for

evaluating employee’s relevant performance.

5. Synthesize the importance of performance management and become familiar with the

major types of performance measures.


1. Summarize the main ideas on the articles assigned, using correct grammar and

spelling of the language during reading to the rest of the class.

2. Explain innovative Human resources Management practices using excellent written

skills of the language.

3. Express your personal opinion on adopting a systematic approach to employee

training and development, using excellent oral command of the language.




Website about career development:

http://lwd.dol.state.nj.us/labor/wfprep/wfprep_index.html

Article about Systematic approach of training and development

http://managementhelp.org/trng_dev/basics/isd.htm

Website of Society for Human Resources Management

www.shrm.org

Article about the Learning Organization

http://www.infed.org/biblio/learning-organization.htm

Article about Defining Performance in a Performance Management System

http://humanresources.about.com/od/performancemanagement/a/perfmgmt.htm

Assignments before the Workshop:

1. Each student must visit, navigate and be familiar with the content and links of

each specific internet address (URL) assigned for Workshop Three as listed the

preceding section

2. The student will read this article about today’s diversity

http://www.ethnoconnect.com/html/articles_09.html

3. Each student will prepare a three pages written essay in English and using their

own words about the diversity in today’s economy from the previous article. The

written Essay must be typed, double spaced, and turned in at the beginning of the

workshop. It will be evaluated using the rubric presented in Appendix G. The

essay should be based on the following:

a. What it means diversity and how today the organizations are learning?

http://lwd.dol.state.nj.us/labor/wfprep/wfprep_index.html

http://managementhelp.org/trng_dev/basics/isd.htm


http://www.infed.org/biblio/learning-organization.htm

http://humanresources.about.com/od/performancemanagement/a/perfmgmt.htm

http://www.ethnoconnect.com/html/articles_09.html



b. Would this type of information influence your decision about job offers

from various firms? Why?

c. What laws or regulations required to hire diversity?

4. Each student will work and discuss what it means to be a “learning organization”.

You will analyze the company that you work and prepare the first part of power

point presentation. The power point and the oral presentation must be in English.

The oral portion of the presentation must not be more than 7 minutes long and

will be using appendix O for evaluation. The presentation should cover the

following:

a. An overview of the company that you work with, its financial condition,

and product or service offerings.

b. A through explanation of why the company is considered a “learning

organization”. Give specific examples.

c. Future recommendations and HR strategies on how to maintain that status

or improvements.

Activities:

1. Each student will submit the assigned the Essay from assignment 3 mentioned

previously.

2. The facilitator will initiate the Workshop Three by asking students to summarize

concepts and experiences learned Workshop Two.

3. The facilitator will answer questions and clarify concepts discussed in workshop two

as needed.



4. Each student will deliver the oral presentation on “learning organizations”. All

students must equally participate in the presentation. The rest of the students will

participate through questions and comments after each presentation.

5. The facilitator will provide feedback to the presenters and expand on presentation

discussion topics as necessary.

6. The facilitator will continue with a discussion of Workshop Three concepts by asking

about learning experiences of the reading assignments. Part of the discussion will be in a

debate format focused on performance management.

7. The facilitator will help the discussion with the student about the final human resource

audit analysis work.

8. The facilitator will summarize the concepts and topics discussed in Workshop three

and will review the assigned tasks for Workshop Four.

Assessment:

1. Using guidelines presented in Appendix E , each student will write a reflective diary of

what learned in Workshop Three. The diary will serve as a tool to assess student progress

and reinforce learned concepts in the next Workshop.



Taller Cuatro

Objetivos Específicos:

Al final del Taller, el estudiante:

1. Comprenderá el sistema legal de leyes de la Comisión de Igualdad en el Empleo

(EEOC) en USA.

2. Entender como las leyes o regulaciones en el empleo varían a través de Estados

Unidos.

3. Saber la responsabilidad en el trabajo que tienen los gerentes de compañías

multinacionales con los reglamentos de la Comisión de Igualdad en el Empleo.

4. Saber diferenciar las leyes laborales a través del país.

5. Explorar los retos de la profesión de Recursos Humanos en los próximos diez

años.

Objetivos del Lenguaje:

1. Expresar correctamente por escrito las técnicas de Gerencia de Recursos

Humanos y los aportes a las compañías.

2. Saber utilizar la terminología correcta dentro de La Gerencia de Recursos

Humanos y como hacer un trabajo investigativo.

3. Saber explicar en sus propias palabras el Mercado Laboral y cuáles son los retos

de recursos humanos en el día de hoy.



Enlaces Electrónicos:

Sitio de la Comisión de Igualdad en el Empleo

http://www.eeoc.gov/spanish/

Artículo de Mercado de trabajo y competitividad

http://www.revistasice.com/cmsrevistasICE/pdfs/BICE_2767_49-

53__137ED3489092FE5CDCF35D65DF5FDEA7.pdf

Artículo del mercado laboral ahora vs el de antes

http://www.gestiopolis.com/canales/gerencial/articulos/59/mdolab.htm

Artículo la diversidad y la minoría

http://www.losrecursoshumanos.com/contenidos/2296-la-diversidad-y-la-integracion-de-

minorias-en-la-fuerza-laboral-de-los-estados-unidos.html

Sitio del Departamento de Justicia de los E.U División de Derechos Civiles

http://www.justice.gov/crt/osc/htm/perliwdiss_spanish.htm

Artículo El futuro de las organizaciones a través de los Recursos Humanos

http://www.gestiopolis.com/canales6/rrhh/los-recursos-humano-y-el-futuro-de-las-

organizaciones.htm

Artículo El mercado laboral de antes vs ahora


Artículo Mercado de Trabajo y la Competitividad Internacional

http://www.revistasice.com/cmsrevistasICE/pdfs/BICE_2767_49-

53__137ED3489092FE5CDCF35D65DF5FDEA7.pdf

http://www.eeoc.gov/spanish/

http://www.revistasice.com/cmsrevistasICE/pdfs/BICE_2767_49-53__137ED3489092FE5CDCF35D65DF5FDEA7.pdf



http://www.losrecursoshumanos.com/contenidos/2296-la-diversidad-y-la-integracion-de-minorias-en-la-fuerza-laboral-de-los-estados-unidos.html

http://www.losrecursoshumanos.com/contenidos/2296-la-diversidad-y-la-integracion-de-minorias-en-la-fuerza-laboral-de-los-estados-unidos.html

http://www.justice.gov/crt/osc/htm/perliwdiss_spanish.htm

http://www.gestiopolis.com/canales6/rrhh/los-recursos-humano-y-el-futuro-de-las-organizaciones.htm

http://www.gestiopolis.com/canales6/rrhh/los-recursos-humano-y-el-futuro-de-las-organizaciones.htm






Asignaciones antes del Taller:

1. Leer y definir los siguientes conceptos para ser discutidos en clase:

a. Título VII de la ley de Derechos Civiles de 1964

b. Ley de Igualdad Salarial de 1963

c. Título I y Título V de la ley de Ciudadanos con discapacidades de 1990

d. Artículos 501 y 505 de la ley de Rehabilitación de 1973

e. Ley de Derechos Civiles de 1991

2. Cada estudiante escribirá un ensayo de 4-5 páginas en español contestando la

siguiente pregunta. El trabajo tiene que escribirse a doble espacio y entregado al

principio del taller. Sera evaluado basado en la rúbrica del anejo C.

a. ¿Qué usted piensa cual es el reto que tiene Recursos Humanos con el

mercado laboral hoy en día? ¿Por qué? ¿Es lo mismo para el mercado

laboral internacional?

b. ¿Cuál es el reto que Recursos Humanos tiene con la población trabajadora

geriátrica (“Baby Boomers”)

3. Cada estudiante seguirá trabajando en el proyecto final. Entregará al facilitador el

borrador del trabajo final para así corregir los detalles finales para el taller número

cinco.



Actividades:

1. Cada estudiante entregará el ensayo asignado al facilitador.

2. El facilitador comenzará el taller dando un resumen y repaso de los conceptos

aprendidos en el taller tres.

3. El facilitador contestará cualquier pregunta aclarando los conceptos del taller

cuatro.

4. El facilitador continuará la discusión del taller cuatro con los conceptos y aclarará

dudas sobre los trabajos escritos.

5. El facilitador aclarará dudas con los estudiantes sobre el trabajo final.

6. Los estudiantes discutirán entre ellos el borrador del trabajo final.

7. Los estudiantes completarán el diario reflexivo

8. El facilitador resumirá el taller cuatro y discutirá el próximo taller (número 5).

Avaluó:

1. Usando el anejo E cada estudiante hará el diario reflexivo del taller cuatro.



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.


1. Understand why designing the appropriate HR system for a firm can result in

sustained competitive advantage.

2. See how effective HR systems translate into organizational outcomes such as

reduced costs and financial returns.

3. Understand how to use a “marginal utility analysis” approach to determine if

an investment in an HRM practice adds value to a firm.

4. Become acquainted with the human resource management audit as a way to

evaluate your firm’s HR function.

5. See why looking for a direct overall congruence between a firm’s business

strategies and “HRM strategy” makes no sense.


1. The student will be able to describe how effective the HR systems and

outcomes by researching and communicating a new approach.

2. The student will be able to write correctly a presentation and developed an

analysis.

3. The student will discuss the HRM practice and values of the organization.




www.shrm.org

www.hr-guide.com

Article facing future-Human resource management is changing

http://findarticles.com/p/articles/mi_m3495/is_7_47/ai_89025017/

Article: Meeting the challenges of Tomorrow’s Workplace

http://www.allbusiness.com/human-resources/workforce-management-hiring-

consulting/1153754-1.html

HRM Practices in Service-Based Organizations

http://www.rci.rutgers.edu/~sjacksox/PDF/HRMPracticesInServiceBasedOrganizations.p

df

How to change employee behavior

http://www.building360feedback.com/360-feedback-helps-people-change.html

Resolve Conflicts

http://www.ehow.com/how_3820_resolve-conflicts-work.html

Assignments before the Workshop:

1. Each student must visit, navigate and be familiar with the content and links of

each specific internet address (URL) assigned for Workshop Five as listed in the

preceding section.

2. Familiarize and gather information about:

a. Assessing and reducing costs

b. Behavioral impact of HRM practices

c. marginal utility models


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

http://findarticles.com/p/articles/mi_m3495/is_7_47/ai_89025017/

http://www.allbusiness.com/human-resources/workforce-management-hiring-consulting/1153754-1.html

http://www.allbusiness.com/human-resources/workforce-management-hiring-consulting/1153754-1.html

http://www.rci.rutgers.edu/~sjacksox/PDF/HRMPracticesInServiceBasedOrganizations.pdf

http://www.rci.rutgers.edu/~sjacksox/PDF/HRMPracticesInServiceBasedOrganizations.pdf

http://www.building360feedback.com/360-feedback-helps-people-change.html

http://www.ehow.com/how_3820_resolve-conflicts-work.html



d. Auditing HRM practices and departments

3. Leer y venir preparado para discusión acerca de algunos ejemplos del sistema de

recursos humanos congruentes.

Activities:

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

2. The facilitator will answer questions and clarify the concepts discussed in

workshop four (Spanish).

3. Each student will hand in the final report (written in English) of the company HR

auditing plan, requested in assignment one in this workshop. (Appendix O)

4. Each student will proceed to give an oral presentation of their complete

presentation of their entire HR Audit Plan and discuss any changes made and

explain why? The presentation should be in English and last between 15 minutes.

All group members must equally participate in the presentation. The rest of the

students will participate through questions and comments after each presentation.

5. The facilitator will provide feedback to the presenters and expand on presentation

discussion topics as necessary in English.

6. The facilitator will discuss the material from workshop five about the HR

practices through enhance internal consistency and synergy among practice.

7. Activity 8 – Students will hand in the Portfolio.

8. Closing activity – Each student will complete the course evaluation form.



Assessment:

1. Written report rubric Appendix C.

2. Oral presentation rubric Appendix D.

3. Portfolio Appendix G.

4. Reflective diary Appendix E.



Appendix A/ Anejo A

MATRIZ VALORATIVA PARA ASISTENCIA Y PUNTUALIDAD

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional.

El facilitador llevará un registro de las mismas para cada taller y, al finalizar el curso,

utilizará este anejo para evaluar a cada estudiante. Debido a la estructura acelerada del

curso (cinco semanas), dos ausencias injustificadas equivalen a perder un 40% del curso,

por lo cual el estudiante podría estar sujeto a tener que repetir el curso.

Asistencia y puntualidad para cada taller: 20 x 5 talleres= 100 = 10% del la nota final

Asistió No Asistió Tardanza Puntuación Estudiante:

Taller Uno 20 puntos - 20 puntos - 5 a -10 puntos _______

Taller Dos 20 puntos - 20 puntos - 5 a -10 puntos _______

Taller Tres 20 puntos - 20 puntos - 5 a -10 puntos _______

Taller Cuatro 20 puntos - 20 puntos - 5 a -10 puntos _______

Taller Cinco 20 puntos - 20 puntos - 5 a -10 puntos _______

Total: _______

Comentarios:



RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflects a professional ethic. The facilitator

will register the student’s performance for both in every workshop. At the end of the

course, the Facilitator will evaluate each student with this rubric.

Due to the accelerated structure of the course (five weeks), two unjustified absences are

equivalent of missing 40% of the course, so the student can subject to repeat the course.

Attendance and punctuality for each workshop: 20 x 5 workshop= 100 = 10% of the

final course grade

Attended No Attendance Tardiness Student

Results:

Workshop One 20 points - 25 points - 5 to -10 points ______

Workshop Two 20 points - 25 points - 5 to -10 points ______

Workshop Three 20 points - 25 points - 5 to -10 points ______

Workshop Four 20 points - 25 points - 5 to -10 points ______

Workshop Five 20 points - 25 points - 5 to -10 points ______

Total: ______

Comments:



Appendix B/ Anejo B

MATRIZ VALORATIVA PARA PARTICIPACION EN CLASE

NOMBRE: _________________________ NOTA FINAL: __________

FECHA: ____________________________

Participación en clase: ______ x 5 = _____%

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

Criterios 0 1 2 3 4 5 N/A

1. Participa activamente de todas las actividades de la

clase.

2. Demuestra iniciativa y creatividad en las

actividades de clase.

3. Demuestra interés en las discusiones

Presentadas en la clase.

4. Viene preparado/a a clase.

5. Contribuye a la clase con material e información

adicional.

6. Demuestra atención y apertura a los puntos y

argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus

compañeros.

LENGUAJE

8. Contribuye frecuentemente a las discusiones en

clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus

compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase

utilizando el idioma del taller.

Comentarios:



Appendix B

RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: _________________________ FINAL GRADE: __________

DATE: ____________________________

Class Participation: ______ x 5 =_____%

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

Criteria 0 1 2 3 4 5 N/A

1. Active participation in class.

2. Demonstrates initiative and creativity in class

activities.

3. Demonstrates interest in class discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and

information.

6. Demonstrates attention and opening towards

arguments from classmates.

7. Respects questions and expositions from

classmates.

LANGUAGE

8. Contributes frequently to class discussion in the

workshop’s language.

9. Answers questions made by the facilitators and

classmates in the workshop’s language.

10. Formulates questions pertinent to the class

subject in the workshop’s language.

Comments:



Appendix C /Anejo C

MATRIZ VALORATIVA PARA ENSAYOS / TRABAJOS ESCRITOS

NOMBRE: _________________________ NOTA FINAL: __________

FECHA: ____________________________

Criterios Valor en Puntaje Puntuación del Estudiante

Contenido

La introducción es clara y formulada

correctamente

05

Detalles principales están incluídos y

expuestos en el ensayo

10

No existe grado de plagio, y las

oraciones o párrafos de conceptos

pre-establecidos tienen las

referencias claramente establecidas.

20

Las oraciones son coherentes y

fluyen mientras el ensayo es leído

05

Sigue el formato APA. 10

Desarrolla conclusiones que reflejan

los resultados de la discusión.

10

Demuestra comprensión de las ideas

del tema, utilizándolas

apropiadamente y de un modo

organizado para alcanzar un alto

nivel de entendimiento.

10

Lenguaje

Demuestra dominio del lenguaje

español (vocabulario, sintaxis, flujo

de ideas).

10

Utiliza la gramática correctamente. 10

Maneja y utiliza los verbos

correctamente.

10

Total Puntos 100 (70% contenido

y 30% lenguaje)

Puntuación total del

estudiante: _______

Firma del estudiante: __________________________

Firma del (la) Facilitador (a): _________________________



Appendix C/Anejo C

RUBRIC FOR ESSAY / WRITTEN PRESENTATION

Student Name: ______________________ Date: _____________

Criteria Value Points Student Score

Content

Introductory statement is clear and

well stated

05

Major or relevant details are exposed

in essay

10

There is no plagiarism; the sentences

and paragraph of pre-established

concepts are properly referenced.

20

Sentences are cohesive and ideas flow

as the essay is read

05

Utilize APA style at all times 10

Draw conclusions that reflect the

relationships or significant outcomes

of the discussion.

10

Demonstrate a comprehensive grasp

of significant ideas, using them

appropriately to reach a higher level

of understanding in an organized

manner.

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: _________________________



Appendix D /Anejo D

MATRIZ VALORATIVA PARA PRESENTACION ORAL

NOMBRE: ______________________ NOTA FINAL: _________FECHA:______

Criterio Valor Puntuación Total

del Estudiante

Contenido

El presentador provee una variedad de tipos

de contenido apropiados para el trabajo, tales

como generalizaciones, detalles, ejemplos y

varias formas de evidencia.

10

El presentador toma en cuenta el

conocimiento y la experiencia del la audiencia

10

El presentador utiliza argumentos adaptados a

los valores y motivaciones de la audiencia

10

El presentador muestra dominio del tema para

enfatizar o mejorar el significado del mensaje

10

El presentador muestra el trabajo de una

forma entusiasta, creativa y organizada

10

El volumen del presentador varía

adecuadamente para enfatizar aspectos

principales

10

La pronunciación es clara. El presentador

minimiza difluencias y muletillas, tales como

“este”, “eh”, “entonces”, “tú sabes”

10

Lenguaje

El estudiante pronuncia las palabras clara y

correctamente de manera que el lenguaje se

entiende por todos.

10

Uso correcto de gramática y conjugación de

verbos

10

Uso correcto de vocabulario adecuado para la

presentación

10

Puntuación Total 100 (70% of

contenido y 30% de

lenguaje)

Puntuación Total

del Estudiante:

________

Comentarios al dorso del papel



Appendix D

RUBRIC FOR ORAL PRESENTATION

NAME: _________________________ FINAL GRADE: _______ DATE: ______

Criteria Value Points Student Total Score

Content

The speaker provides a variety of types of

content appropriate for the task, such as

generalizations, details, examples and

various forms of evidence.

10

The speaker takes into account the

specific knowledge and experience of the

listener

10

The speaker uses arguments which are

adapted to the values and motivations of

the specific listener.

10

The speaker uses delivery to emphasize

and enhance the meaning of the message.

10

The speaker delivers the message in a

lively, enthusiastic fashion.

10

The volume varies to add emphasis and

interest.

10

Pronunciation and enunciation are very

clear. The speaker exhibits very few

disfluencies, such as "ahs," "uhms," or

"you know."

10

Language

Student pronounces words in a clear and

correct manner so as to make language

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:

________

Comments on the back of this page



Appendix E/Anejo E

DIARIO REFLEXIVO/ REFLEXIVE JOURNAL: Taller /Workshop ______

Diario Reflexivo:

Taller _____________________________

1. ¿Qué esperaba del taller de hoy?

2. ¿Qué actividades hechas en la clase me llamaron la atención?

3. ¿Qué aspectos de lo discutido en clase puedo aplicar a mi vida profesional?

4. ¿Cuáles fueron mis limitaciones o mis fortalezas en el taller de hoy?

5. ¿Cómo evalúo mi participación en el taller de hoy?

Reflexive Journal:

Workshop _______________________

1. What was I expecting from today’s workshop?

2. What activity performed in class was really interesting for me?

3. What aspects from today’s workshop can be applied to my professional life?

4. Which were my limitations or strengths in today’s workshop?

5. How can I evaluate my participation during today’s workshop?



Appendix F/Anejo F

MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO

NOMBRE DEL ESTUDIANTE A SER EVALUADO: _______________________________________

EVALUADO POR: ____________________________________ FECHA: ____________________

0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-EXCELENTE N/A-NO APLICA

CRITERIOS 0 1 2 3 4 5 N/A

1. Asistió a las reuniones o actividades

del grupo.

2. Colaboró en la planificación y

celebración de las reuniones o

actividades de grupo.

3. Demostró disposición para cooperar

con el grupo.

4. Contribuyó frecuentemente a las

discusiones del grupo

5. Participó activamente en las

reuniones y actividades.

6. Demostró interés en las discusiones

y actividades del grupo.

7. Vino preparado(a) a las reuniones,

actividades y discusiones del grupo.

8. Demostró atención y apertura a los

puntos y argumentos de sus

compañeros.

9. Demostró liderazgo en las

actividades del grupo.

10. Formuló preguntas pertinentes a las

discusiones del grupo.

11. Contribuyó al grupo con material e

información adicional.

12. Demostró iniciativa y creatividad en

las actividades de grupo.

13. Completó las tareas asignadas.

14. Contribuyó significativamente al

trabajo que presentó el grupo



Appendix F

RUBRIC TO EVALUATE PARTICIPATION IN GROUP

NAME OF STUDENT TO BE EVALUATED: ______________________________

EVALUATED BY: ____________________________ DATE: _________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-

EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Attended group meetings and

activities.

2. Collaborated in planning group

meeting and activities.

3. Demonstrated disposition to

cooperate with the group.

4. Contributes frequently to group

discussion.

5. Actively participated in meetings and

activities.

6. Demonstrated interest in group

discussions and activities.

7. Arrived prepared to group meetings,

activities and discussions.

8. Demonstrated attention and opening

towards arguments from classmates.

9. Demonstrated leadership in group

activities

10. Formulated pertinent questions in

group discussions.

11. Contribuyó al grupo con material e

información adicional.

12. Demonstrates initiative and creativity

in group activities.

13. Completed assigned tasks.

14. Significantly contributed to work

presented by the group.



Appendix G/Anejo 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

a. Documentation will be posted in a binder or in a digital version (e-

portfolio).



b. 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.

c. The entire portfolio will follow APA style: See “Publication Manual of the

APA, Sixth Edition”

d. 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).

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

f. A list of references and appendixes of all assignments included will be

added to the end of the portfolio.

g. 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:

a. Portfolio samples will be safely stored for a six-month term on campus.

b. 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).

c. 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).



Appendix H/ Anejo H

PORTFOLIO INFORMATIONAL SHEET


Florida Campuses


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



Appendix I/Anejo I

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Appendix I/Anejo I

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.



Appendix J/ Anejo J

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries

free of errors? Do ideas expressed in entries follow a logical sequence

with appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio professional? Are

graphics, colors and portfolio language consistent with professional

workplace expectations? Is the portfolio presented in a neat and orderly

manner?

Organization: Is the portfolio organized in a manner that makes it easy

to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are entries

relevant to the content of the portfolio? Do all entries contain the

student’s reaction or reflection on the selected topics? Do entries

provide thorough understanding of content? Resume, Activities List,

Varied Samples of Written Work, Evidence of Problem Solving, and

Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection of the

student’s efforts and abilities?

Growth/Development: Do samples provide thorough understanding of

growth and 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

http://www.lcusd.net/lchs/portfolio/rubric.htm



Appendix K/ Anejo K

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments



Appendix L/ Anejo L

Use and Return of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Appendix M/ Anejo M

Human Resource Auditing

HR audit topics addressed include: Affirmative action laws, EEO, Discrimination,

Workplace harassment, Termination, Communication, Salary and pay, Discipline, Safety,

Health and security, Retirement and pension, Benefits, and just added managing flexible

work schedules, electronic monitoring, workplace violence.

1. Staffing

2. Recordkeeping

3. Job descriptions

4. Safety and OSHA

5. Employee benefits

6. Employee compensation and Benefits

7. Employee hiring policies

8. Performance appraisals

9. Employee Relations

10. Employee Development

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