Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Marco normativo regulador das relacións laborais. |
A13 |
Transmitir e comunicarse por escrito e oralmente usando a terminoloxía e as técnicas adecuadas. |
A14 |
Seleccionar e xestionar información e documentación laboral. |
A20 |
Realizar funcións de representación e negociación en diferentes ámbitos das relacións laborais. |
A27 |
Asesoramento a organizacións sindicais e empresariais, e aos seus afiliados. |
A31 |
Aplicar os coñecementos á práctica. |
A33 |
Comprender o carácter dinámico e cambiante das relacións laborais no ámbito nacional e internacional. |
A35 |
Análise crítico das decisións emanadas dos axentes que participan nas relacións laborais. |
B1 |
Resolución de problemas. |
B5 |
Toma de decisións. |
B6 |
Comportarse con ética e responsabilidade social como cidadán e como profesional. |
B9 |
Traballo en equipos. |
B12 |
Motivación para a calidade. |
B13 |
Adaptación a novas situacións. |
C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Labor Relations regulatory framework |
A1
|
|
|
Transmit and communicate in writing and orally using appropriate terminology and techniques.
Select and manage labor information and documentation.
Carry out representation and negotiation functions in different areas of labor relations.
Advice to union and business organizations, and their affiliates.
Apply knowledge to practice.
Understand the dynamic and changing nature of labor relations at the national and international level.
Problem resolution.
Decision making.
Teamwork. |
A13 A14 A20 A27 A31 A33 A35
|
B1 B5 B9
|
|
Behave with ethics and social responsibility as a citizen and as a professional.
Motivation for quality.
Adaptation to new situations. |
|
B6 B12 B13
|
|
Critical analysis of the decisions emanating from the agents who participate in labor relations.
Develop for the exercise of an open, educated, critical, committed, democratic and supportive citizenship, capable of analyzing reality, diagnosing problems, formulating and implementing solutions based on knowledge and oriented to the common good.
Express themselves correctly, both orally and in writing, in the official languages of the autonomous community.
Assume as a professional and citizen the importance of learning throughout life |
A35
|
|
C1 C4 C7
|
Contents |
Topic |
Sub-topic |
I. THE COLLECTIVE BARGAINING AGREEMENTS |
LESSON 1: THE RIGHT TO COLLECTIVE, LABOR AND NON-LABOR NEGOTIATION
LESSON 2: COLLECTIVE BARGAINING AGREEMENTS UNITS
LESSON 3: LEGITIMATION TO NEGOTIATE STATUTORY COLLECTIVE BARGAINING AGREEMENTS
LESSON 4: THE PROCEDURE FOR THE NEGOTIATION OF THE STATUTORY COLLECTIVE BARGAINING AGREEMENTS
LESSON 5: THE ADVERTISING OF THE STATUTORY COLLECTIVE BARGAINING AGREEMENT
LESSON 6: THE NOTICE OF THE STATUTORY COLLECTIVE BARGAINING AGREEMENT
LESSON 7: THE EFFECTIVENESS OF THE COLLECTIVE BARGAINING AGREEMENT
LESSON 8: EXTRA-STATUTORY COLLECTIVE BARGAINING AGREEMENTS |
II. THE COLLECTIVE TRADE DISPUT |
LESSON 9: THE EXTRAJUDICIAL MEANS OF SOLUTION OF THE COLLECTIVE TRADE DISPUT?
LESSON10: THE RIGHT TO STRIKE
LESSON 11: THE LEGAL EFFECTIVENESS OF THE STRIKE
LESSON 12: THE ESSENTIAL SERVICES FOR THE COMMUNITY
LESSON 13: THE RIGHT TO LOCKOUT |
III. THE COLLECTIVE BARGAINING IN THE EUROPEAN UNION |
LESSON 14: THE EUROPEAN SOCIAL DIALOGUE
LESSON 15: COLLECTIVE BARGAINING IN THE ADMINISTRATIONS OF THE EUROPEAN UNION. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Objective test |
A1 A14 A27 B1 C4 C1 |
2 |
6 |
8 |
Student portfolio |
A13 A14 A20 A27 A31 A33 A35 B1 B5 B6 B9 B12 B13 C1 C4 C7 |
20 |
40 |
60 |
Guest lecture / keynote speech |
A20 A27 A33 A35 B6 B12 C7 |
27 |
54 |
81 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Objective test |
Oral or written test used for learning assessment, whose distinctive feature is the possibility of determining whether or not the answers given are correct. It constitutes a measuring instrument, rigorously elaborated, that allows evaluating knowledge, capacities, skills, performance, aptitudes, attitudes, intelligence, etc. It is applicable for both diagnostic, formative and summative evaluation. The objective test can combine different types of questions: multiple choice, ranking, short answer, discrimination, completion and / or association questions. You can also build with just one type of any of these questions |
Student portfolio |
For the purposes of this subject, the student's portfolio designates the set of works, practices and tasks of any kind carried out and delivered by the student during the term according to the criteria indicated by the teacher. |
Guest lecture / keynote speech |
Oral presentation in English and Spanish, complemented by the use of audiovisual media and the introduction of some questions for students, in order to transmit knowledge and facilitate learning. The master class is also known as "lecture", "expository method" or "master class". This last modality is usually reserved for a special type of lesson given by a teacher on special occasions, with content that involves original elaboration and based on the almost exclusive use of the word as a way of transmitting information to the audience. |
Personalized attention |
Methodologies
|
Student portfolio |
Objective test |
Guest lecture / keynote speech |
|
Description |
The academic activity developed by the teachers, individually or in a small group, aims to meet the needs and queries of the students related to the study of the contents of this subject, providing guidance, support and motivation in the learning process.
This activity can be carried out face-to-face (directly in the classroom and in office tutorials) or non-face-to-face (via email or virtual campus) and is especially useful for students with no attendance or partial enrollment.
Personalized attention should not be confused with academic tutoring, since this refers to the need to assign a tutor to each student from the first course until the end of the undergraduate university studies, with the aim of offering permanent and formal support in those moments when you must make decisions. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Student portfolio |
A13 A14 A20 A27 A31 A33 A35 B1 B5 B6 B9 B12 B13 C1 C4 C7 |
The assessment of the set of practices and work carried out by the student allows evaluating the progress of the knowledge obtained and the work that the student performs without the presence of the person in charge of teaching, especially in order to apply it in practice. |
50 |
Objective test |
A1 A14 A27 B1 C4 C1 |
Written test used for the assessment of learning, whose distinctive feature is the ability to determine whether the answers are correct or not. It is a measuring instrument, carefully prepared, designed to measure knowledge, skills, abilities, performance, skills, attitudes, intelligence, etc.. It applies to both the diagnostic, formative and summative assessment.
The objective test can combine different types of questions: multiple-choice questions, management, short answer, discrimination, complete and / or association. Also prune build with one type of any of these questions |
50 |
|
Assessment comments |
I. GENERAL EVALUATION CRITERIA 1. Of the total volume of student work in this area, a large part corresponds to individual or group work that students themselves undertake to do without the presence of the person in charge of teaching. 2. The evaluation of learning must include both the process and the result obtained, always bearing in mind that the way of evaluating conditions the learning method and influences the learning itself. 3. The objective written test evaluates the result obtained, but does not allow to accurately assess the learning process. Precisely for this, performance and learning obtained through the combination of formative assessment and final assessment activities will be valued, so that the grade will be the result of continuous assessment and the completion of a final test. 4. Continuous evaluation implies evaluating the effort and the learning process through the participation of the students. 5. The objective test involves evaluating the learning results. II. SPECIFIC EVALUATION CRITERIA 1º) The total score of the subject comprises two parts: the objective test that represents 50% of the grade, and the set of practices carried out during the course, which will comprise the remaining 50%. The delivery of the practices for their assessment by the teacher can only be done on the Moodle platform and within the period indicated in each case by the teacher. 2º) It is essential to achieve 50% of the grade corresponding to each of the sections to be evaluated so that the different methodologies are added in order to obtain a final average mark. Failure to achieve the minimum required in any of the parts, the student would not pass the subject. 3º) The students with recognition of part-time dedication and academic exemption from attendance exemption must meet the same requirements as the rest of the students, as they do not have a weight in their evaluation for classroom attendance. III. SECOND CALL: In the July call, students must examine the part of the subject that they did not pass in the ordinary call, keeping the note of the passed part. That is to say: if they had passed the objective test, they should deliver the portfolio; if they have passed the portfolio, they should carry out the objective test; if they have not passed either, they must overcome both.
|
Sources of information |
Basic
|
- SALA FRANCO, T. y ALBIOL MONTESINOS (). Derecho sindical. Tirant lo Blanch
RODRIGUEZ PIÑERO M. y otros (). Comentarios a la Ley de Libertad Sindical. Tecnos
GARCÍA ABELLAN (). Curso de Derecho Sindical. Universidad de Murcia
MARTINEZ GIRON, J., ARUFE VARELA, A., y CARRIL VAZQUEZ, X.M. (2016). Derecho Crítico del Trabajo. Atelier
MARTINEZ GIRON, J., ARUFE VARELA, A., y CARRIL VAZQUEZ, X.M. (2006). Derecho del Trabajo. Netbiblo
PALOMEQUE LÓPEZ M.C (). Derecho Sindical Español. Tecnos
- OJEDA AVILÉS. A. (). Derecho Sindical.. Editorial Tecnos
JOSÉ LUIS MONEREO PÉREZ Y OTROS (). Los Derechos de Libertad Sindical y Negociación Colectiva en una perspectiva comparada. Comares
TOMÁS SALA FRANCO (). Negociación Colectiva. Tirat lO Blanch |
Como norma, na bibliografía recomendada empregaremos sempre a última edición publicada. |
Complementary
|
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|
Recommendations |
Subjects that it is recommended to have taken before |
Theory of Industrial Relations /760G01010 | Employment Law I /760G01011 | Trade Union Law I /760G01013 |
|
Subjects that are recommended to be taken simultaneously |
Employment Law II/760G01012 |
|
Subjects that continue the syllabus |
Practicals: Employment Law and Social Security/760G01031 | Employment Tribunals/760G01032 |
|
Other comments |
It is recommended to attend class, to carry out all the activities planned in it and to participate in academic and non-academic events organized by both the teachers who teach the subject and by the center. Students are expressly warned that in this subject, the Moodle platform and the Teams platform are used as a preferred means of developing the subject, so it is the responsibility of the student to use this tool and periodically consult it. |
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