Identifying Data 2020/21
Subject (*) Theory of Industrial Relations Code 760G01010
Study programme
Grao en Relacións Laborais e Recursos Humanos (Ferrol)
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
 First Obligatory 6
Language
Galician
English
Teaching method Face-to-face
Prerequisites
Department Dereito Público
Coordinador
De Castro Mejuto, Luis
 E-mail
luis.de.castro@udc.es
Lecturers
De Castro Mejuto, Luis
Munín Sánchez, Lara María
 E-mail
luis.de.castro@udc.es
l.munin@udc.es
Web http://moodle.udc.es
General description 1. Cúrsase no primeiro curso do grao, como materia obrigatoria.

2. Trátase dunha materia a través da que se pretende capacitar ao estudantado no emprego dos conceptos, das perspectivas e dos modelos de produción en que poden operan as relacións laborais.

3. Os contidos da materia, estreitamente relacionados coas demais materias que conforman o plano de estudos, responden á necesidade de incorporar á formación do estudantado as habilidades e ferramentas esenciais para coñecer as dinámicas que teñen lugar nas relacións laborais, tanto individuais como colectivas.

4. Concretamente, perséguese que o estudantado poida realizar unha análise da realidade xurídico-laboral, tendo en conta a súa capacidade para comprender o carácter dinámico e cambiante das relacións laborais, para percibir as diferencias existentes entre os diferentes modelos de relacións laborais, para valorar as decisións emanadas dos suxeitos que interveñen nas relacións laborais, para analizar o comportamento dos axentes sociais nos diferentes modelos de relacións laborais, e por último, para apreciar as diferencias existentes entre os diferentes modelos de benestar

5. Todo isto explica que se establezan como obxectivos: 1) capacitar para comprender o carácter dinámico e cambiante das relacións laborais; 2) capacitar para comprender as diferencias existentes entre os diferentes modelos de relacións laborais; 3) capacitar para valorar as decisións emanadas dos suxeitos que interveñen nas relacións laborais; 4) capacitar para valorar o comportamento dos axentes sociais nos diferentes modelos de relacións laborais; e 5) capacitar para comprender as diferencias existentes entre os diferentes modelos de estados de benestar.
Contingency plan 1. Modificacións nos contidos
Non hai modificacións.

2. Metodoloxías
*Metodoloxías docentes que se manteñen
Reforzarase a utilización de Moodle e de Teams, especialmente para a realización síncrona da docencia expositiva, nos horarios asignados.

*Metodoloxías docentes que se modifican
Reforzamiento da "solución de problemas", en relación coa docencia interactiva.

3. Mecanismos de atención personalizada ao alumnado
Planificación do traballo semanal, con notificación a través de Moodle e Teams.

4. Modificacións na avaliación
*Observacións de avaliación:
As porcentaxes na avaliación mudan para ser dun 30% na proba obxectiva e dun 70% no portafolio, de tal xeito que adquire maior importancia o traballo propio da avaliación continua.

5. Modificacións da bibliografía ou webgrafía
Non hai modificacións.

Study programme competencies
Code Study programme competences
A1 Marco normativo regulador das relacións laborais.
A3 Saúde laboral e prevención de riscos laborais.
A11 Teoría e sistemas de relacións laborais.
A12 Historia 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.
A15 Dirixir grupos de persoas.
A22 Planificación e deseño, asesoramento e xestión dos sistemas de prevención de riscos laborais.
A27 Asesoramento a organizacións sindicais e empresariais, e aos seus afiliados.
A31 Aplicar os coñecementos á práctica.
A32 Comprender a relación entre procesos sociais e a dinámica das relacións laborais.
A33 Comprender o carácter dinámico e cambiante das relacións laborais no ámbito nacional e internacional.
B1 Resolución de problemas.
B2 Capacidade de análise e síntese.
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.
B17 Sensibilidade cara a temas medioambientais.
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.
C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.
C7 Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida.
C8 Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade.

Learning aims
Learning outcomes Study programme competences
Labor Relations regulatory framework Occupational health and prevention of occupational risks. Theory and systems of labor relations. History of labor relations. A1
A3
A11
A12
Transmit and communicate in writing and orally using appropriate terminology and techniques. Select and manage labor information and documentation. Lead groups of people. Planning and design, advice and management of occupational risk prevention systems. Advice to union and business organizations, and their affiliates. Apply knowledge to practice. Team work. Express themselves correctly, both orally and in writing, in the official languages of the autonomous community. 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. Critically appraise the knowledge, technology and information available to solve the problems they must face. A13
A14
A15
A22
A27
A31
 B1
B5
B9
 C1
C4
C6
Behave with ethics and social responsibility as a citizen and as a professional. Motivation for quality. Adaptation to new situations. Sensitivity to environmental issues. Critically appraise the knowledge, technology and information available to solve the problems they must face. Assume as a professional and citizen the importance of learning throughout life. Valuing the importance of research, innovation and technological development in the socio-economic and cultural advancement of society. A32
A33
 B2
B6
B12
B13
B17
 C6
C7
C8

Contents
Topic Sub-topic
PART ONE

INTRODUCTION.

 LESSON 1. THE THEORY OF LABOR RELATIONS.
LESSON 2. THEORIES AND ANALYTICAL MODELS OF THE LABOR RELATIONS SYSTEMS.
PART TWO

HISTORY OF THE REGULATION OF THE SPANISH LABOR RELATIONS SYSTEM

 LESSON 3. A STAGE OF REGULATORY DISPERSION.
LESSON 4. A STAGE OF REGULATORY SYSTEMATIZATION.
LESSON 5. THE CURRENT STAGE OF CONSTITUTIONAL IMPREGNATION AND EUROPEIZATION.
PART THREE

THE CURRENT REGULATION OF THE SPANISH LABOR RELATIONS SYSTEM

 LESSON 6. THE SOURCES OF THE SPANISH LABOR RELATIONS SYSTEM. INTERNAL SOURCES.
LESSON 7. THE SOURCES OF THE SPANISH LABOR RELATIONS SYSTEM. INTERNATIONAL SOURCES.
PART FOUR

THE INDIVIDUAL LABOR RELATION

 LESSON 8. THE WORKER.
LESSON 9. THE EMPLOYER AND THE COMPANY.
LESSON 10. THE CONTRACT OF EMPLIOYMENT.
PART FIVE

THE LABOR COLLECTIVE RELATIONS


 LESSON 11. TRADE UNION AND BUSINESS ORGANIZATIONS.
LESSON 12. COLLECTIVE BARGAINING AND COLLECTIVE DISPUTES
PART SIX

THE LABOR RELATIONS FROM A COMPARATIVE POINT OF VIEW

 LESSON 13. THE COMMUNITY AND COMPARED, EUROPEAN AND NORTH AMERICAN MODELS OF LABOR RELATIONS.
LESSON 14. THE IMPACT OF GLOBALIZATION OR GLOBALIZATION OF THE ECONOMY ON LABOR RELATIONS.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Objective test A33 A32 A31 A27 A22 A14 A13 A12 A11 A1 B1 B2 B5 2 6 8
Student portfolio A33 A32 A31 A27 A22 A15 A13 A12 A11 A3 A1 B17 B13 B12 B9 B6 B5 B2 B1 C1 C4 C6 C7 C8 20 40 60
Guest lecture / keynote speech A1 A11 A12 A14 A27 A32 A33 B6 B12 C6 C7 C8 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
Objective test
Guest lecture / keynote speech
Student portfolio
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 Description Qualification
Objective test A33 A32 A31 A27 A22 A14 A13 A12 A11 A1 B1 B2 B5 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
Student portfolio A33 A32 A31 A27 A22 A15 A13 A12 A11 A3 A1 B17 B13 B12 B9 B6 B5 B2 B1 C1 C4 C6 C7 C8 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
 
Assessment comments

II. 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 MARTINEZ GIRON, J., y ARUFE VARELA, A. (2016). Derecho Crítico del Trabajo. Atelier
MARTINEZ GIRON, J., ARUFE VARELA, A., y CARRIL VAZQUEZ, X.M. (2006). Derecho del Trabajo. Netbiblo
MONEREO PÉREZ, J.L. Y VVAA (). Manual de Teoría de las Relaciones Laborales. Madrid. Ed. Tecnos.
RIBON SEISDEDOS, M.A. (). Teoría de las Relaciones laborales. Aproximación desde la sociología..
J.M.BLANCH RIBAS (Coord.) (). Teoría de las Relaciones laborales. Fundamentos.. Universitat oberta de Catalunya
J.M.BLANCH RIBAS (Coord.) (). Teoría de las Relaciones laborales.Desafíos.. Universitat oberta de Catalunya

Complementary


Recommendations
Subjects that it is recommended to have taken before
Introduction to Law/760G01001

Subjects that are recommended to be taken simultaneously
Corporate and Cooperative Law/760G01006
Contemporary Social and Political History /760G01009

Subjects that continue the syllabus
Employment Law I /760G01011
Trade Union Law II/760G01014
Social Security Law I /760G01021
Labour Audit/760G01035
Community Employment Law and European Union Institutions/760G01036
Social History of Work/760G01040
Administrative Procedure for Employment and Legal Penalties/760G01042
Naval and Maritime Fishing Industrial Relations/760G01043
Trade Union Law I /760G01013
Employment Law II/760G01012
Social Security Law II /760G01022

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.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.