Identifying Data 2023/24
Subject (*) Trade Union Law II Code 760G01014
Study programme
Grao en Relacións Laborais e Recursos Humanos (Ferrol)
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
 Second Obligatory 6
Language
Spanish
Teaching method Face-to-face
Prerequisites
Department Dereito Público
Coordinador
Castro Mejuto, Luis Fernando de
 E-mail
luis.decastro@udc.es
Lecturers
Castro Mejuto, Luis Fernando de
 E-mail
luis.decastro@udc.es
Web
General description A asignatura de Dereito Sindical II é, tal e como indica o seu denominación, a continuación natural de Dereito Sindical I. Si nesa primeira parte centrámosnos nos aspectos máis teóricos e individuais do Dereito Sindical, nesta segunda ocuparémonos/ocuparémosnos dos aspectos colectivos desta materia. Para iso, desenvolveremos 15 temas, que imos a estructurar en tres grandes bloques ou partes. Na primeira parte (temas 1 a 8), falaremos achega da negociación colectiva. Así, tras introducir ao alumno no fundamento normativo e constitucional do dereito á negociación colectiva, analizaremos ao detalle as unidades de negociación (tema 2) e a legitimación para negociar un convenio colectivo estatutario (tema 3). En consecuencia, o tema 4 levaranos a coñecer do procedemento de negociación destes citados convenios colectivos de carácter estatutario. Obviamente, devanditos convenios colectivos estatutarios están suxeitos a diferentes mecanismos para darlles publicidade (tema 5), asunto que estudaremos xusto antes de afondar na denuncia destes mesmos convenios (tema 6). Concluiremos o noso estudo dos convenios colectivos aludindo á eficacia dos mesmos (tema 7) como paso previo ao tema final desta primeira parte. Acabaremos, xa que logo, considerando como obxecto de estudo outras formas de negociación colectiva á marxe do proceso negociador regulado no Título III do Estatuto dos Traballadores: o convenio colectivo extraestatutario (tema 8). Distinto contido posúe a segunda parte do programa, na que nos ocuparemos dos conflitos colectivos, comezando polo estudo dos medios extrajudiciales de solución dos conflitos colectivos de traballo (tema 9). A continuación, procederemos a analizar con exhaustividad o máis señero dos conflitos colectivos no tema 10, relativo ao dereito de folga, como antesala do estudo da súa eficacia xurídica (tema 11) e dunha forma máis particularizada deste conflito colectivo, como son os servizos esenciais da comunidade (tema 11). Finalizamos esta segunda parte da asignatura co estudo do dereito de pechadura patronal, situado no tema 13 do programa. Para a terceira parte do programa, reservamos os temas referentes á negociación colectiva na Unión Europea. No tema 14 o protagonista será o diálogo social europeo, mentres que como tema final da asignatura abordaremos a negociación colectiva nas Administracións da Unión Europea (tema 15). E deste xeito concluímos a nosa viaxe polos diferentes aspectos colectivos do dereito sindical.

Study programme competencies
Code Study programme competences
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
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 Ordinary class hours Student’s personal work hours Total hours
Objective test A1 A14 A27 B1 C1 C4 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 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. 15
Objective test A1 A14 A27 B1 C1 C4 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 		85
 
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
OJEDA AVILÉS. A. (). Compendio de derecho sindical. Tecnos
GARCÍA ABELLAN, J. (). Curso de Derecho Sindical. Universidad de Murcia
PALOMEQUE LÓPEZ, M.C (). Derecho Sindical. CEF
MONEREO PÉREZ, J. L., y otros (). Los Derechos de Libertad Sindical y Negociación Colectiva en una perspectiva comparada. Comares
RON LATAS, R. (). Los sindicatos horizontales. Comares
SALA FRANCO, T. (). Negociación Colectiva. Tirant lo Blanch

Como norma, na bibliografía recomendada empregaremos sempre a última edición publicada.
Complementary


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.


(*)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.