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Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

MANA 321

Leadership and Supervision

Supervisión y Liderazgo

© Sistema Universitario Ana G. Méndez, 2007

Derechos Reservados.

© Ana G. Méndez University System, 2007. All rights reserved.

MANA 321 Leadership and Supervision 2

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario/Study Guide .....................................................................................3

Taller Uno/Workshop One ................................................................................20

Taller Dos/Workshop Two ................................................................................23

Taller Tres/Workshop Three.............................................................................27

Taller Cuatro/Workshop Four ...........................................................................30

Taller Cinco/Workshop Five .............................................................................34

Anejo A/Appendix A..........................................................................................38

Anejo B/Appendix B..........................................................................................39

Anejo C/Appendix C .........................................................................................41

Anejo D/Appendix D .........................................................................................43

Anejo E/Appendix E..........................................................................................45

Anejo F/Appendix F ..........................................................................................46

Anejo G/Appendix G.........................................................................................47

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

Anejo I/Appendix I ............................................................................................50

Anejo J/Appendix J...........................................................................................52

Anejo K/Appendix K..........................................................................................54

Anejo L/Appendix L ..........................................................................................56

Anejo M/Appendix M ........................................................................................57

Anejo N/Appendix N .........................................................................................58

Anejo O/Appendix O.........................................................................................59

Anejo P/Appendix P..........................................................................................61

Anejo Q/Appendix Q.........................................................................................62

Anejo R/Appendix R .........................................................................................63

Anejo S/Appendix S..........................................................................................64



Prontuario

Título del Curso Supervisión y Liderazgo

Codificación MANA 321

Duración Cinco Semanas

Pre-requisito MANA 213

Descripción

El curso Supervisión y Liderazgo presenta el estudio de las funciones técnicas

e instrumentos básicos necesarios para desempeñarse efectivamente como

supervisor. Se analiza de manera general el puesto de supervisor, se enfatiza la

importancia de la responsabilidad y autoridad relacionando la práctica con los

principios gerenciales.

En el curso se destacan los siguientes aspectos: planificación, comunicación

organizacional, uso de la autoridad y la selección, adiestramiento, evaluación,

consejería y disciplina de los empleados.

Objetivos Generales

1. Describirá la naturaleza y el rol y de un supervisor, además de las destrezas

necesarias para ser exitoso en el siempre cambiante ambiente laboral y

social: habilidad técnica, administrativa y de relaciones humanas.

2. Reconocerá y definirá conceptualmente el vocabulario o terminología

aplicable al campo de la supervisión y el liderazgo.

3. Identificará, analizará y comparará los diferentes métodos para supervisar al

personal en forma efectiva, dirigir su carrera y planear su desarrollo

profesional.

4. Enumerará y analizará las funciones del proceso administrativo y como se

involucra en cada ellas la figura del supervisor.

5. Reconocerá los factores que influyen en el desarrollo de la personalidad de

cada individuo, las necesidades de logros y pertenencia y cómo afectan la

motivación y la moral del empleado.

6. Identificará fuentes más comunes de conflicto en las organizaciones y

diferentes maneras de de resolver estos conflictos.



7. Aplicará los métodos apropiados que debe utilizar todo supervisor para

comunicarse de manera eficaz con los empleados.

8. Reconocerá que los supervisores tienen la responsabilidad legal de asegurar

un lugar de trabajo seguro y libre de riesgos que atenten contra la salud física

y mental de los empleados.

Texto y Recursos

Robbins, S., & Decenzo, D. (2007). Supervision Today. (5ta. ed.) New

Jersey: Prentice Hall

Chapman, E. & O’Neil, S. (2000). Leadership: Essential Steps Every Manager

Needs to Know. (3th ed.) New Jersey: Prentice Hall

Referencias y material suplementario

Business Week Magazine

Forbes Magazine

Hispanic Business Magazine

Kotter, J. (1999). What Leaders Really Do. (1ra ed.). Ohio: Harvard Business

Leadership Magazine.

Evaluación

Criterio Valor

Asistencia, participación y contribución en clase 10%

Portafolio del Curso 30%

Diarios Reflexivos (5%)

Tareas Asignadas para cada Taller (5%)

Actividades semanales (15%)

Reflexión Final (5%)

Informe Oral 30%

Presentación en Clase (10%)

Presentación Individual (10%)

Trabajo Escrito (10%)

Trabajo Final 30%

Presentación en Clase (10%)

Presentación Individual (10%)



Trabajo Escrito (10%)

Asistencia, participación y contribución en clase

Todo estudiante debe asistir a clases preparado para discutir los temas del

día y debe participar activamente haciendo contribuciones efectivas. Al final del

curso cada estudiante completará una auto evaluación (reflexión final) de su

participación en el curso que el facilitador considerará para hacer su evaluación.

Portafolio del curso

Cada estudiante deberá preparar un portafolio del curso que incluirá todos

los trabajos individuales hechos desde el inicio de los talleres hasta la reflexión final

en el quinto taller. En el primer taller se explicará el formato a seguir para el

portafolio. Vea Anejos K al R para información adicional y matrices valorativas

acerca del portafolio.

Trabajos semanales

Cada estudiante incluirá una copia de las tareas semanales que requiere

este módulo y de las que el facilitador solicita en clase. Los trabajos y

asignaciones deberán entregarse en la fecha indicada y en su totalidad. Estos

pueden ser ensayos, análisis de casos, análisis de artículos, monólogos, informes

orales, resúmenes y otros que el facilitador seleccione.

Trabajos cooperativos (Tercer y Quinto Taller)

En el primer taller, los estudiantes se dividirán en grupos de no más de cinco

(5) estudiantes (preferiblemente cuatro). Se seleccionará un líder que será el

contacto entre el grupo y el facilitado en lo referente a consultas sobre el trabajo

cooperativo. Cada grupo seleccionará un tema que esté incluido o afecte uno de

los conceptos presentados en las tareas antes del taller. Tendrán 20 minutos para

presentarlo al resto de la clase en el Tercer Taller. Las técnicas que utilizarán para

la presentación podrían ser panel, noticiero, foro, grupo focal, dramatización o

cualquiera otra técnica de preferencia. La técnica utilizada deberá promover en

algún grado la participación del resto de la clase.

En el Quinto Taller se presentará otro trabajo cooperativo de 20 minutos por

grupo. Estos estarán compuestos por los mismos integrantes de los grupos que

presentaron en el Tercer Taller, a menos que el facilitador decida hacer o autorizar



cambios. La presentación será una dramatización sobre el siguiente tema:

Técnicas y destrezas para una supervisión efectiva. Cada grupo demostrará a

través de una dramatización de roles diferentes estilos de supervisión y cómo éstos

aportan a la eficiencia y efectividad de los objetivos de una organización. Al finalizar

la dramatización, los miembros del equipo expondrán la enseñanza de su

presentación.

Todos los integrantes del grupo deberán participar tanto en la presentación

oral como en la redacción de los dos informes escritos. Cada miembro evaluará a

los restantes miembros del grupo y entregará al facilitador las evaluaciones

individuales de sus compañeros al finalizar su presentación. El Facilitador y los

estudiantes evaluarán la presentación en clase. El Facilitador evaluará la

participación individual de cada estudiante dentro de los grupos. El Facilitador

evaluará el trabajo escrito.

En ambos informes escritos, el contenido será el siguiente:

a. portada

b. introducción

c. contenido (investigación del tema)

d. análisis

e. recomendaciones

f. conclusión

g. bibliografía

Reflexión final

Cada estudiante evaluará el curso, auto evaluará su participación en el mismo y si

cumplió con los objetivos generales incluidos al principio de este módulo. Para este

propósito utilizará el Anejo B.

Descripción de las normas del curso

1. Este curso sigue el programa “Discipline-Based Dual-Language 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 modulo debe

especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo el

tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante

tiene dificultad en hacer una pregunta en el idioma especificado, bien puede

escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el

facilitador deberá contestar la misma en el idioma designado para ese taller.

Esto deberá ser una excepción a las reglas pues es importante que los

estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje

que deben ser desarrollados en el idioma propio todo en ingles o todo en

español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

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

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinara una actividad



equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,

copiado o presente trazos de otro será calificado con cero (Vea la política de

honestidad académica).

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

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

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

su correo electrónico, teléfonos, y el horario disponibles.

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

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

comportamiento que rigen Metro Orlando 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 sitios Web que

podrá utilizar para la búsqueda de la información deseada. Entre ellas

están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com



• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto,

es simplemente el proceso de ajustar nuestros modelos mentales para poder

acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el

mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los

estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las

respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y

predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es 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 Leadership and Supervision

Code MANA 321

Time Length Five Weeks

Pre requisite MANA 210

Description

This course presents the study of the functions, techniques and basic

instruments necessary to perform effectively as a supervisor. The supervisor

position will be analyzed in a general way with an emphasis on the importance of

responsibility and authority relating the practice with the managerial principles.

In this course the following aspects are emphasized: planning, organizational

communication, use of authority and the selection, training, evaluation, counseling

employee discipline.

General Objectives

1. Describe the nature and role of a supervisor, aside from the necessary skills to

be successful in the ever changing work and social environment: ability

technique, administrative and human relations.

2. Recognize and define the vocabulary concepts or applicable terminology to the

field of supervising and leadership.

3. Identify, analyze and compare the different methods of supervising personnel in

an effective way, direct their career and plan their professional development.

4. List and analyze the functions of the administrative process and how the

supervisor figure is involved with each one.

5. Recognize the factors that influence in the development of each individual’s

personality, the achievement necessities and belonging and how they affect

motivation and the employee’s morale.

6. Identify the most common sources of conflict in organizations and different ways

to solve this conflict.

7. Apply the appropriate methods that should be used by supervisors to

communicate effectively with employees.



8. Recognize that supervisors have the legal responsibility of assuring a safe work

place free of risks that attempt against the employee’s physical or mental well

being.

Text and Resources

Robbins, S., & Decenzo, D. (2007). Supervision Today. (5th ed.). New

Jersey: Prentice Hall

Chapman, E. & O’Neil, S. (2000). Leadership: Essential Steps Every Manager

Needs to Know. (3th ed.) New Jersey: Prentice Hall

References and Supplementary Materials

Business Week Magazine

Forbes Magazine

Hispanic Business Magazine

Kotter, J. (1999). What Leaders Really Do. (1st ed.) Ohio: Harvard Business

Leadership Magazine.

Evaluation

Criteria Percentage

Class Attendance, participation and class contribution 10%

Portfolio 30%

Reflexive Diaries (5%)

Assignments for each workshop (5%)

Weekly Activities (15%)

Final Reflection (5%)

Oral Presentation 30%

Class Presentation (10%)

Individual Presentation (10%)

Written Work (10%)

Final Work 30%

Class Presentation (10%)

Individual Presentation (10%)

Written Work (10%)

Attendance, participation and contribution to the class



Every student must attend to class prepared to discuss the topics for the day

and must participate actively making effective contributions. By the end of the course

each student will complete an auto evaluation (final reflection) of his/her participation

in class which the facilitator will consider when evaluating the students’ participation.

Course Portfolio

Each student must prepare a course portfolio which will include all individual

work made since the beginning of the workshops all the way up to the final reflection

in workshop five. The format for the final reflection should be explained in the first

workshop. See Appendix K to R for additional information and rubrics related to the

portfolio.

Weekly assignments

Each student will include a copy of the weekly assignments that this module

requires and the ones the facilitator assigns. The work and assignments must be

handed in entirely on the specified date. These could be essays, case analysis,

article analysis, monologs, oral reports, summaries and others the facilitator

chooses.

Cooperative Work (Workshop Three and Workshop Five)

In the first workshop, students will divide into groups of no more than five

students (5) (preferably four). A leader is selected to be the contact between the

group and the facilitator in anything referring to the group assignment. Each group

will select a topic within one of the concepts of the assignments before Workshop

Three. They will have 20 minutes to present their topic to the rest of the class in

Workshop Three. The techniques they could use to present the topic could be a

panel, news report, forum, focal group, dramatization or any other technique of

preference. The technique selected should promote class participation in some way.

On Workshop Five each group will make a 20 minute presentation. These

will be the same groups that made presentations on Workshop Three, unless the

facilitator decides to make or authorize changes. The presentation will be a

dramatization on the following topic: Skills and Techniques for effective supervision.

Each group will demonstrate different styles of supervision through role play and

how these contribute to the efficiency and effectiveness of the organization’s



objectives. At the end of the dramatization, the members will present the lesson in

their presentation.

Each member of the group must participate both in the oral presentation as

well as in the composition of the written report. Each member will evaluate the

remaining members of the group and will give these evaluations to the facilitator at

the end of their presentation. The facilitator and the students will evaluate the

presentation in class. The facilitator will evaluate every student’s performance

individually within the groups. The facilitator will evaluate the written report.

In both written reports the contents will be as follows:

a. Cover

b. Introduction

c. Content (topic investigation)

d. Analysis

e. Recommendations

f. Conclusion

g. Bibliography

Final Reflection

Each student will evaluate the course, auto evaluate their participation in it and see if

it fulfilled the general objectives at the beginning of this module. For this purpose use

Appendix B.

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the



activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and

assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in

on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an

equivalent activity is possible. This activity must include the same content and

language components as the oral presentation or special activity that was

missed.



6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not

be plagiarized. That is, the student must be the author of all work submitted. All

quoted or paraphrased material must be properly cited, with credit given to its

author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly

not their own (See Academic Honesty Policy).

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

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

workshop.

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

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

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

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

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

to the classrooms.

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

community established by the institution and in this course.

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

do not limit your investigation. There are many search engines and other

resources you can use for your search. Here are some of them:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com



• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes and add additional web resources if

deemed necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is a philosophy of learning founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we

live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers, our

focus is on making connections between facts and fostering new understanding in

students. We will also attempt to tailor our teaching strategies to student responses

and encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives

At the end Workshop One, students will be able to:

1. Explain the difference between supervisors, middle management and

executives.

2. Define the concept of supervisor and its role in an organization.

3. Identify the essential competencies of the supervisor and the basic elements

to have success in this role.

4. Identify significant changes in the composition of the working force.

5. Analyze the effect on globalization and the technologies on supervision.

6. Distinguish the difference between the concepts e-business and e-commerce.

7. Define and contrast the following terms: policies, procedure, and guidelines

or rules.

Language Objectives

Students will be able to:

1. Express orally and in writing using English as the workshop’s language of

communication making appropriate adjustments when needed.

2. Use a variety of strategies for definitions of concepts of organizational

behavior to understand and interpret, apply and evaluate models.

3. Apply strategies that includes rereading, note taking, summarizing, and

outlining a written report to relate the human behavior to what the student

has read on own experience and feelings.

URLs

Management

http://www.articlealley.com/article_19024_36.html

www.gestiopolis.com/canales2/gerencia/1/tisamuel.htm

www.gestiopolis.com/recursos/documentos/fulldocs/ger1/10regecom.htm

http://www.degerencia.com/articulos.php?artid=373

Concept Map

http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html

http://www.studygs.net/mapping/



Assignments before Workshop One

1. Read the module (specially, workshop one and all the rubrics) and come

prepared to answer questions and discuss the concepts assigned.

2. Read about the following concepts:

• The organization’s structure.

• The management process.

• Supervisor’s role and the competencies it involves.

• Globalization, e-business, e-commerce, ethics and productivity.

• Differences between policies and guidelines.

3. Be prepared for class activities on the concepts related to Assignment 2.

4. Choose one of the cases presented in Appendix F and answer the following

questions: How did the supervisor manage the situation? Do you think that

the supervisor demonstrated balance? Expand your answers on both

questions and suggest recommendations if the second question was

negative. This assignment will be handed in; use Appendix G and follow the

criteria to make sure that it is written correctly and that it can be read easily.

Activities

1. Introduction of students and the facilitator. The facilitator will direct an activity

or icebreaker to welcome each student and integrate into groups.

2. The facilitator will present the objectives, methodology, and criteria of

evaluation of the course MANA 321 and the portfolio (see Appendix K to R).

The facilitator will make sure that each student is in the right course by

verifying the list of attendance. The facilitator will also verify that every

student has a copy of the module. The facilitator will recollect individual

information, and the facilitator will give students his information in case

students need to contact the facilitator during the week.

3. Selection of a Student Representative will be done and the announcement of

the meeting dates.

4. The facilitator will go over the entire module to answer student’s questions on

workshop’s assignments before each workshop and the activities for all

workshops and rubrics.



5. The facilitator will make sure students are aware of the use of APA style (see

Appendix S for a guide) for their essays and written reports; and the

understanding of plagiarism by reading the course policies.

6. Students will divide into small groups of no more than five students or less per

group.

7. The facilitator will start with a discussion on the concepts or terms for this

workshop. The discussion will be accompanied by PowerPoint or other

presentation and the interaction of students.

8. The facilitator will ask five students to discuss their case and share their

answers with the group.

9. The class will be divided into two groups. Each group will review and

compare information obtained about the supervisor and its roles. At the end

of the meeting, a member of the group will verbally discuss the results with

the rest of the class.

10. Students will create a concept map about globalization and its implications to

the supervisor’s role. Share it with the rest of the class.

11. The facilitator will explain details on activities and assignments for workshop

two and will answer questions.

12. Reflexive diary will be completed using Appendix B and will be handed to the

facilitator.

Assessment

1. The facilitator will use Appendix A for attendance and participation in class.

2. The student will write and answer the reflexive diary using Appendix B in

English.

3. The students will use Appendix F and G for case studies.

4. The facilitator will use Appendix H to grade each case study.



Taller Dos

Objetivos Específicos

Al finalizar el Taller Dos, el estudiante:

1. Definirá los términos: organización, autoridad y delegación.

2. Identificará los pasos a seguir en el proceso de delegación.

3. Describirá y contrastará las estructuras organizacionales, lineal y de “staff”.

4. Analizará la influencia de las regulaciones gubernamentales en las

decisiones relacionadas a recursos humanos.

5. Reconocerá la importancia en la orientación, adiestramiento y desarrollo del

proceso de personal para alcanzar las metas de la organización.

6. Mencionará y contrastará diferentes tipos de acción correctiva.

7. Identificará dilemas de moral al monitorear a los empleados.

8. Enumerará y explicará los pasos a seguir en el control de procesos de toma

de decisiones.

9. Analizará diferentes técnicas para mejorar las decisiones de grupos.

Objetivos de Lenguaje

El estudiante podrá:

1. Leer y resumir refinando el vocabulario sobre situaciones de áreas de trabajo

incluyendo significado de conceptos técnicos.

2. Analizar y evaluar información, utilizar herramientas de búsqueda de

información para discutir conceptos.

3. Expresarse oralmente usando analogías para las actividades de grupo

usando el lenguaje correctamente; haciendo preguntas, haciendo

observaciones o comentarios que sean significativos para la clase.

4. Discutir dentro de los grupos al igual que frente a toda la clase con un

mínimo de esfuerzo utilizando la gramática, sintaxis y verbos correctamente.

Direcciones y Portales en el Internet

Gerencia

www.opm.gov/perform/plan.asp

www.degerencia.com/articulos.php?artid=208




www.gestiopolis.com/canales/gerencial/articulos/69/miedodecisi.htm

Tirilla Cómica

http://www.microsoft.com/technet/scriptcenter/resources/qanda/comicstrip/info.mspx

http://www.makebeliefscomix.com/

http://scottishboomerang.wordpress.com/teaching-resources/

Tareas a realizar antes del Taller Dos

1. Leer y estudiar la información siguiente:

• El rol del supervisor

• Organización, autoridad, planificación y delegación

• Estructuras lineales de personal y funcionales

• Regulaciones gubernamentales

• Reclutamiento, selección, orientación, adiestramiento, y desarrollo de

personal

• Implementación del diseño y el control

• Controles de correción

• Proceso de toma de decisiones

(Todas las asignaciones se entregarán y luego se incluirán en el portafolio).

2. De los tópicos presentados en la Tarea 1, escoja una de su preferencia y

escriba un ensayo sobre el tema de no menos de dos páginas siguiendo las

directrices del estilo APA (Anejo S). Vea Anejo C para instrucciones sobre

el ensayo.

3. Buscar un artículo de periódico o de revista profesional relacionada a las

destrezas o técnicas del supervisor. Venga preparado para una actividad

relacionada al artículo que escogió.

4. Busque en la Internet una tirilla cómica en blanco de su predilección,

imprímala y llévela al taller.

Actividades

1. El facilitador repasará brevemente el material cubierto en el taller anterior.

2. El facilitador comenzará una discusión formal sobre los objetivos del taller y

los temas de la asignación para estimular la participación de los estudiantes



en los conceptos de organización, autoridad, estructuras organizacionales y

de delegación.

3. Ejercicio de grupo: los estudiantes se dividirán en grupos de 4 participantes.

Cada grupo contestará una de las preguntas que el facilitador les distribuirá.

Tendrán diez (10) minutos para discutir la pregunta como grupo luego cinco

(5) minutos para dar la contestación a la clase. Esta actividad tiene un

máximo de 30 minutos de duración.

4. Preguntas o premisas para discutir o analizar en grupos. a) Contrastará entre

empleados de línea o empleados con autoridad; b) Delegación es sinónimo

a abdicación; c) Menciona y explica al menos 2 tipos de estructura

organizacional; d) diez (10) empleados es un número bueno para supervisar.

Cada grupo puede escoger una pregunta o varias.

5. El facilitador comenzará una discusión sobre el rol del supervisor en el

proceso gerencial de recursos humanos, influencias gubernamentales,

proceso de selección, adiestramiento y compensación. El facilitador

escogerá a algunos estudiantes para discutir o dar un pequeño resumen del

artículo traído a clase.

6. El facilitador distribuirá un caso para lectura y análisis en clase. Los

estudiantes formarán grupos de cinco; leerán el caso y contestarán tres

preguntas que el facilitador les asigne. Un representante de cada grupo

compartirá el análisis con el resto de la clase.

7. El facilitador comenzará la discusión con el tópico de control, acción correctiva

y toma de decisión.

8. Ejercicio de grupo: Los estudiantes se dividirán en cuatro grupos. Un caso

será distribuido para analizar en grupo, con el concepto de la toma de

decisión del supervisor. El facilitador proveerá información necesaria a los

estudiantes para poder analizar el caso. Un representante de cada grupo

compartirá su contestación con el resto del grupo.

9. Los estudiantes llenarán sus tirillas cómicas contestando la siguiente

pregunta: ¿Cuál es el ejemplo que un supervisor le debe ofrecer a un

empleado?



9. Explicación de las tareas a realizar antes del Taller Tres para contestar

dudas.

10. Actividad final: Los estudiantes contestarán el diario reflexivo con el Anejo B.

Avalúo

1. El facilitador utilizará el Anejo A para asistencia y participación de clase.

2. Los estudiantes contestarán el diario reflexivo con el Anejo B.

3. Los estudiantes utilizarán el Anejo G para analizar los casos repartidos en

clase.



Workshop Three Specific Objectives

At the end of Workshop Three, the student will be able to:

1. Define the terms motivation, leadership and communication.

2. Identify and define the relevant personality characteristics to understand the

employee behavior and the labor environment.

3. Analyze the different motivation theories.

4. Identify and describe the types of participative leadership style.

5. Explain the communication process and the difference between the formal

and informal communication styles.

6. Identify the different barriers that prevent an effective communication and the

essential requirements to listen actively.

Language Objectives

The student will be able to:

1. Express orally and in writing using English as the workshop’s language of

communication making appropriate adjustments as life situations for group

activities and class related experiences for leadership behavior,

characteristics and styles.

2. Students will express themselves in the language of the workshop, and will

use the concepts properly in their own words to discuss empowerment,

positive, negative experiences of empowerment and effective communication.

3. Use effective speaking and listening strategies on discussion in role plays.

Url’s

www.mapnp.org/library/guiding/motivate/basics.htm

www.accel-team.com/motivation/index.html

www.workrelationships.com/site/articles/problememployee.htm


www.accel-team.com/communications/index.html

Assignments before Workshop Three

1. Perform a research and read information related to:

• Motivation: definition, theories and it’s characteristics

• Diversity in the working environment



• Empowerment

• Leadership

• The skills of a visionary leader

• Leadership styles

• Communication process: formal and informal

• Communication barriers

2. Be prepared to answer questions or participate in activities related to the

objectives of the workshop and the terms mentioned in Homework One.

(The following will be to hand in and then placed in the portfolio).

3. Answer and explain the following: Should workers or employees of different

organizations receive the same type of recognition for the job performed?

4. Identify and describe in writing four types of employee’s personalities

(behavior) that every supervisor should know and understand.

5. Indicate and explain in writing what style of leadership adapts the most to the

following types of employees: aggressive, unsecure, creative and impulsive.

6. Do not forget to work in your portfolio. See Appendix K to R for additional

information and rubrics.

Activities

1. The facilitator will review material of workshop two and will answer questions.

2. The facilitator will start a formal discussion on the objectives for this

workshop. The facilitator will ask students to participate on an activity of the

definition on the concept of motivation and analyze the premise if the

supervisor should motivate employees or should there be an auto-motivation.

Students will share their work experience.

3. The students will discuss the different theories and ways of motivating

employees, leadership styles, and the process of effective communication.

4. The facilitator will direct an activity called Three-Way Communication. The

class will divide in three groups, where each group will represent one of the

three forms of communication which are: person to person, by phone or by

email. The facilitator will give additional instructions the day of the workshop.



5. The class will be divided into two groups. Each group will prepare a drama of

the four types of employee personalities and one or two supervisors. This

activity should be instructional in nature.

6. Group presentations, during the last two hours of this workshop. Each group

will have 20 minutes to present. Time for a question and answer section

should be offered. Refer to Cooperative Work at the beginning of module.

7. The facilitator will discuss and explain the assignments for Workshop Four.

8. Final activity is for students to work and hand in the reflexive diary as in

Appendix B.

Assessment


2. Students will write and answer the reflexive diary using Appendix B in

English.

3. Students will use Appendix I to grade their peers for the group presentations.

Hand in the rubric to the facilitator at the end of the class.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller Cuatro, el estudiante:

1. Diferenciará y distinguirá los conceptos de grupo y de equipos.

2. Especificará los mecanismos para prevenir accidentes dentro de las

organizaciones.

3. Mencionará sugerencias para mantener seguridad dentro del área de trabajo

para el bienestar y salud del empleado.

4. Definirá el término de estrés y enumerará las posibles causas y síntomas.

5. Definirá el concepto de conflicto e identificará las fuentes generales.

6. Evaluará y aplicará las diferentes maneras de disciplinar de acuerdo a la

naturaleza del problema.

7. Definirá e identificará los pasos hacia el concepto de disciplina progresiva.

8. Enseñará como un supervisor puede desarrollar habilidades para la

negociación efectiva.

Objetivos de Lenguaje

Los estudiantes podrán:

1. Leer y resumir efectivamente seleccionando y usando estrategias para

entender los conceptos de modelos del proceso de resolución de conflicto,

ventajas y desventajas e interpretar la lectura en el lenguaje usado en el

taller.

2. Expresarse oralmente usando analogías, ilustraciones, ejemplos personales,

para explicar y detallar situaciones de conflicto por medio de conducta

asertiva.

3. Estrategias de escritura para un ensayo, usando variedad de vocabulario

profesional con corrección gramatical, puntuación y buen uso de los verbos.

4. Discutir dentro de los grupos al igual que toda la clase con un mínimo de

esfuerzo haciendo uso correcto de gramática, sintaxis y verbos.

5. Usará estrategias para describir, evaluar y expandir en actividad de debate

de resistencia a cambios.

Direcciones Electrónicas



www.gestiopolis.com/canales/derrhh/articulos/24/flntd.htm

www.stickyminds.com/sitewide.asp?ObjectId=2769&Function=DETAILBROWSE&O

bjectType=ART



http://www.managementhelp.org/grp_skll/grp_cnfl/grp_cnfl.htm

Tareas a realizar antes del Taller Cuatro

1. Leer y estudiar información relacionada a :

• Supervisión de grupo: formal e informal.

• Equipos de trabajo vs. grupos de trabajo.

• Líderes que emergen.

• Reconocimiento de ejecutoria: métodos y rol de supervisión.

• Seguridad en el ambiente de trabajo.

• El rol del supervisor en la prevención de accidentes y violencia en el lugar

de trabajo.

• Administración de estrés

• Gerencia de conflicto.

• Proceso de disciplina.

2. Asista al Taller Cuatro preparado para discutir los tópicos asignados en la

Tarea 1. (Las siguientes tareas son para entregar y posteriormente para

incluir en el portafolio)

3. Seleccione una de las premisas del Anejo E y escriba un ensayo, de no

menos de 2 páginas del cuerpo del ensayo.

4. Piense en un conflicto laboral donde usted haya estado involucrado(a)

recientemente o alguien que usted conoce. Escriba una breve descripción

del mismo (sin incluir nombres de personas) y conteste las siguientes

preguntas: ¿en qué forma el supervisor manejó la situación?, ¿Cuál fue la

forma más efectiva?, ¿Cómo hubiera usted manejado la situación?



Actividades

1. El facilitador repasará el material discutido del taller anterior y contestará

preguntas.

2. El facilitador comenzará la discusión formal del Taller Cuatro con la lectura

de los objetivos para este taller. El facilitador discutirá con la participación

de los estudiantes, el concepto del rol del supervisor en grupos formales e

informales, la diferencia entre grupos y equipos de trabajo y líderes que

emergen.

3. Ejercicio de grupo: La clase se dividirá en grupos de cuatro o cinco

estudiantes. El facilitador distribuirá un caso para ser analizado con el tópico

de grupos vs. equipos. El tiempo para éste ejercicio es de 20 minutos.

4. Discusión activa de los siguientes temas: reconocimiento de ejecutoria y el

método de evaluación, rol de supervisión, seguridad en el ambiente de

trabajo y la prevención de accidentes y violencia en el trabajo.

5. Los estudiantes compartirán sus experiencias de trabajo sobre sus

ejecutorias, la función del supervisor, el nivel de satisfacción y el método de

medir la ejecución y satisfacción.

6. Los estudiantes compartirán voluntariamente su respuesta a las preguntas de

la Asignación 4.

7. El facilitador comenzará una discusión formal de los tópicos de gerencia de

estrés, gerencia de conflicto y el proceso de disciplina.

8. Ejercicio de grupo: La clase se dividirá en grupos de 3. El facilitador

distribuirá un ejercicio de negociación en que cada pareja discutirá hasta

llegar al punto de una negociación. Cada pareja tendrá 10 minutos para

negociar y 10 minutos para informar los acuerdos o desacuerdos si no

llegaron a negociación.

9. El facilitador proveerá un ejemplo de resistencia al cambio. Los estudiantes

debatirán el mismo desde ambas perspectivas: gerencia y empleados.

10. Los estudiantes verbalmente ofrecerán ejemplos de situaciones con

empleados y crearán una lista en la pizarra de posibles acciones

disciplinarias.



11. Explicación de las tareas a ser realizadas para el Taller Cinco.

12. Actividad final: los estudiantes contestarán las preguntas del diario reflexivo.

Avalúo

1. El facilitador utilizará el Anejo A para asistencia y participación de clase.

2. Los estudiantes contestarán el diario reflexivo con el Anejo B.

3. El estudiante utilizará el Anejo E para escoger una premisa para el ensayo.



Workshop Five

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 students

should use the language assigned

for each homework and activity.

Specific Objectives

At the end of Workshop Five, the student will be able to:

1. Mention possible rationales for employees to resist change and identify

mechanisms to reduce this resistance to change.

2. Differentiate between the concepts of creativity and innovation.

3. Identify different steps in a negotiation.

4. Recognize the importance of negotiation in any conflict.

Language Objectives

The student will be able to:

1. Use effectively the appropriate language for the oral presentation with

information, details, illustrations and analogies.

2. Perform verbal interviews in two organizations and use methods of

interpretation, applicable theories or concepts, including relevant questions

with comments on observations.

3. Express orally eloquently using similarities for the activities of this workshop

and using the language correctly for individual activities; ask questions,

observe and make comments that are meaningful for negotiation.

4. Use writing strategies and the appropriate language for the essay using

effective grammar, accentuation, syntaxes and correct verbs.

URLs

www.gestiopolis.com/canales2/rrhh/1/cambio.htm

www.gestiopolis.com/canales/derrhh/articulos/13/nocastigues.htm


www.gestiopolis.com/canales5/emp/pymecommx/50.htm



Assignments before Workshop One

1. Perform a research and read information related to:

• Managing change and innovation.

• The supervisor role in labor relations.

2. Be prepared to discuss Assignment One.

3. Explain in an essay: How can supervisors stimulate innovation in

employees? The essay will be written in Spanish, no less than 2 pages on

body of the essay and using APA style. Essay will be handed to the facilitator

(See Appendix C).

4. Be prepared for the drama in class that will be performed in English.

5. Complete the reflexive diary using Appendix B and hand it in to the

facilitator. The reflexive diary will be written in English.

6. You must be giving the final touches to the portfolio. See Appendix K to R

for additional information.

Activities

1. The facilitator will briefly discuss any questions or doubts on Workshop Four

in Spanish.

2. The facilitator will start a discussion on Workshop Five with the concepts of

Assignment One. This activity will be in Spanish.

3. Evaluation of the course will be done by the student’s representative.

4. Students will watch this video regarding conflict management. If for some

reason the link does not work, the facilitator will look for another video or will

verbally offer an example to be analyzed (http://youtube.com/watch?v=LC-

bikVHBBY). Analyze the video. What do you think the supervisor should

have done?

5. During the last 2 hours, groups of students will perform dramas based on the

case studies assigned for this workshop. Each group will have 20 minutes to

present their case in English. Each group will also hand in to the facilitator a

written report as specified at the cooperative work section at the beginning of

the module.



6. Students will give the final touches to their portfolio and will hand it in to the

facilitator.

7. Final activity is for students to work in their last reflexive diary entry

(Appendix B).

Assessment


2. Students will use Appendix B for reflexive diary.

3. Students will follow Appendix C for the essay preparation and the facilitator

will use Appendix D to evaluate the essay or written report.

4. The facilitator will use Appendix J to evaluate the individual oral

presentation.



Anejos/Appendixes



Anejo A/Appendix A

MATRIZ VALORATIVA PARA EVALUAR LA PARTICIPACIÓN EN CLASE

NOMBRE: _______________________________ CURSO: ______________

1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______ Puntuación Total: __________ ____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo ____ 0 = Faltó al taller; _____ 1-5 = Participación: Poca a regular; _____ 6-10= Buena a excelente

Taller 1 Taller 2 Taller 3 Taller 4 Taller 5 CRITERIOS 1 2 1 2 1 2 1 2 1 2

1. Contribuye frecuentemente a las discusiones en clase

2. Demuestra interés en las discusiones en clase

3. Contesta preguntas del (la)facilitador(a) y sus compañeros

4. Formula preguntas pertinentes al tema de la clase

5. Viene preparado(a) a clase

6. Contribuye a la clase con material e información adicional

7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase

8. Demuestra atención y apertura a los argumentos de sus compañeros

9. Contesta preguntas y planteamientos de sus compañeros

10. Demuestra iniciativa y creatividad

Comentarios _______________________________________________________________



Anejo B/Appendix B

DIARIO REFLEXIVO: Taller ______

Nombre:______________________________ Fecha ____________________ Después de cada taller, termina las siguientes expresiones en forma breve:

1. Durante el día de hoy me sentí… 2. Al finalizar el taller de hoy, he llegado a las siguientes conclusiones… 3. Mi contribución al taller de hoy fue... 4. Al finalizar el taller de hoy, me surgieron las siguientes interrogantes:



REFLEXIVE DIARY: Workshop ______

Name:______________________________ Date ____________________ After each workshop, finish each expression in a brief form:

1. During the class I felt … 2. At end of workshop today, I reached to the following conclusion…. 3. My contribution to today’s workshop was…. 4. At the end of today’s workshop I had the following questions:



Anejo C/Appendix C

EL ENSAYO

El ensayo es una composición donde se exponen, analizan y comentan de

manera clara ideas alrededor de un tema que el escritor del ensayo maneja.

Generalmente es mucho más breve y menos profundo que un tratado, manual o

monografía. Está compuesto por al menos un párrafo introductor, tres o más párrafos

de apoyo a la idea central del tema y un párrafo de cierre o de conclusión. Todos los

párrafos del ensayo cuentan con una idea central (oración temática) y de varias ideas

secundarías que defienden, explican y amplían la idea central.

El ensayo puede ser de diferentes temas y usualmente el punto de vista

personal. Pueden ser subjetivos, de exposición ó narrativos. Los ensayos pueden

criticar, manifestar, argumentar, pueden incluir cualquier recolección de información

que puede ser filosófica o de cualquier categoría y generalmente no incluyen notas al

pie de página ni bibliografía si son escritos como opinión personal. Para propósito de

éste curso, evitar plagio y considerar la veracidad de la información escrita todo ensayo

debe incluir bibliografía si contiene información de otro autor y no opinión personal del

estudiante. La política de la Universidad establece, que toda información copiada o

parafraseada debe incluir bibliografía para darle crédito al autor o publicador.

El objetivo del ensayo, más que imponer soluciones es plantearlas y señalar

posibilidades. Entre sus principales características están: El no requerir un lector

especializado para poder ser leído. El ser claro y ordenado (hipótesis, desarrollo del

tema, conclusiones, sugerencias y bibliografía) y presentar la opinión del autor. El

ensayo será escrito en el estilo APA.



The Essay

The essay is a composition to expose, analyze and comment clearly the ideas

of a subject that the writer will manage. Generally, it is short and composed of no less

that an introductory paragraph, three or more paragraphs for the central idea and a

paragraph for the conclusion. All paragraphs should talk about the subject, several

ideas that can defend, explain, and give more detail of the central idea.

The essay can be of any subject and usually a personal point of view. They can

be subjective, expository and narrative. Essays can criticize manifest, argument or

include any recollection of information that could be philosophical or other category and

generally do not include notes at the bottom of page or bibliography if they are written

based on the personal opinion. For the purpose of this course, avoid plagiarism, and

consider the veracity of the information, essays will include bibliography if contains

information from another author and not personal opinion of student. As the University

policy states, all quoted or paraphrased material must be properly cited, with credit

given to its author or publisher.

The objective of an essay more than impose a solution is to present and indicate

possibilities. Within the essay’s principal characteristics is: that it does not require a

specialized reader. To be clear and in an orderly form the essay should include

Introduction, body or the subject development, conclusion, suggestions and

bibliography. Essays should be written in the APA Style.



Anejo D/Appendix D

MATRIZ VALORATIVA PARA EVALUAR ENSAYO

Nombre de estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación del estudiante

Contenido

Párrafo u oración de introducción

es claro y correctamente usado.

10

Detalles relevantes con la clase

están expuestos en el ensayo.

10

Presenta información que se

establece de manera persuasiva,

proveyendo ejemplos precisos y de

relevancia al tema.

10

Las oraciones son consistentes y las

ideas fluyen ligeramente al leer el

ensayo.

10

El escritor establece una relación

con el tema, proveyendo una clara

perspectiva que mantiene la

atención del lector.

10

La conclusión refleja el resultado

del trabajo escrito.

10

Presenta en forma organizada la

comprensión del tema del ensayo.

10

Lenguaje

Demuestra buen uso del idioma

usando buen vocabulario, sintaxis y

flujo de ideas.

10

Usa apropiada y correctamente la

gramática.

10

Maneja apropiada y correctamente

el uso de verbos.

10

Puntos Total 100 (70% contenido y

30% lenguaje)

Puntuación Total del

Estudiante: _______

Firma del Estudiante: _________________ Firma del Facilitador:____________________



RUBRIC TO EVALUATE AN ESSAY

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

Introductory statement is clear and

well stated.

10

Major or relevant details from class

are exposed in essay

10

Present information and support it in a

persuasive and sophisticated way,

providing precise and relevant

examples.

10

Sentences are cohesive and ideas flow

as the essay or written work is read.

10

Establish a writer's relationship with

the subject, providing a clear

perspective on the subject matter and

engaging the audience's attention.

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:___________________



Anejo E/Appendix E

PREMISAS PARA LA REDACCION DE ENSAYOS

1. “ Los buenos supervisores nacen, no se hacen.” En acuerdo, desacuerdo y

sustente.

2. ¿Por qué el mejor empleado no siempre es el mejor supervisor?

3. ¿Qué es diversidad laboral y cómo ha cambiado en los últimos 50 años?

4. ¿Cuál es la diferencia entre eficiencia gerencial y efectividad gerencial?

5. Las organizaciones existen para generar dinero. Son entidades económicas

y no se deben involucrar con situaciones sociales. En acuerdo o desacuerdo

y sustente.

6. Para cualquier trabajo, ¿por qué la autoridad debe ser igual (en la misma

medida) que la responsabilidad?



Anejo F/Appendix F

Case Studies for Evaluation

Case 1

Tom operates the paper cutter in an editorial company. He has had personal problems

at home, which makes him not concentrate as he should at work. As a result his

production has been poorly reduced, which has also bottled neck and has reduced

other workers ahead of him as well, who expect to receive the paper cut. His supervisor

knows about his problem and tells him: “I know that things have not been good lately.

But don’t worry about your production. We can cover it.”

Case 2

Mary maintains a firm discipline in the accounting department of a bank, were her high

performance has been very effective. One of her employees is interested in learning

more about the all areas and processes in a bank to be prepared for a position

increase. Mary tells him: “I think it is an excellent idea and I will help you as I can, only

if your production does not decrease as a result”.

Case 3

Joseph has resigned recently to the position of supervisor for the inspection department

of a big manufacturing company. When he became supervisor he started by

prohibiting any conversation in the inspection area. He told his inspectors: “Your job is

to verify the specifications on installed motors. Any conversation will distract and can

cause big losses. If you want to talk, do it on your time off”.



Anejo G/Appendix G Guide for case analysis: Recommendations that will help you with case analysis.

1. There is no specific way to prepare a case analysis in a standard form, it will depend

on:

a. The nature of the case.

b. The necessity of details and evidence to support the case.

c. The purpose of the analysis.

2. We pretend to analyze the cases more than resolve them.

3. Focus on the central idea.

4. The student should provide a detail explanation of the points in which the data,

reference of theories is supported by. The analysis is based on the information

given, not with what we think the case speculates.

5. The analysis should be brief and concise. Important information should not be

eliminated, but be clear in the style to use.

6. The analysis should include the following:

a. Brief summary of the case.

b. What is the problem or situation that is considered? First and secondary

situation.

c. Analyze the cause of the problem.

d. How can you resolve this case? What things have you learned of the case?

This includes:

i. Identification of action to follow to resolve the case, what administrative

alternatives based on theories or management practices?

ii. Make recommendations, indicate how they will be implemented and

justify them.



Guía para el análisis de casos: Recomendaciones que te servirán de ayuda para

realizar un análisis de caso

1. No hay una forma de preparar el análisis que sea la mejor o la estándar, la forma en

que se haya la presentación del análisis va a depender de:

a. La naturaleza del caso

b. La necesidad de detalles y evidencia de apoyo

c. El propósito ara el cual se hace el análisis

2. Los casos pretendemos analizarlos más que resolverlos.

3. Debemos enfocarnos en el asunto central.

4. Debemos argumentar explicando detalles de los elementos del caso, la cual debe

estar apoyada por evidencia de datos, referencias o fuente teóricas de

interpretación del caso mismo. El análisis se hace partiendo de la información que

nos brinda el caso, sin especular sobre lo que habrá querido decir la persona que lo

escribió sino utilizando la información que se nos presenta.

5. El análisis debe ser breve y conciso. Para hacerlo conciso no debemos eliminar

áreas de información importantes, sino ser claros en nuestro estilo.

6. En el análisis de casos debes incluir las siguientes partes:

a. Preparar un breve resumen del caso.

b. ¿Cuál es el problema o situación que se plantea en el caso? Problema

principal y secundario.

c. Analizar las causas del problema

d. ¿Cómo se puede resolver el problema o qué cosas aprendemos de lo

narrado en el caso? Esto incluye:

i. Identificar diversos cursos de acción para resolver el problema o

información relacionada con el caso que podemos integrar como

alternativas gerenciales basándose en fuentes teóricas o prácticas.

ii. Hacer recomendaciones, indicar cómo se implantarán y justificar las

mismas.



Anejo H/Appendix H RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and

interesting. Identifies purpose,

objectives and principal ideas

included in the paper

10

Presentation of ideas is organized,

coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and

arguments are based in sources

presented, consulted or discussed in

class.

10

The paper demonstrates substance,

logic and originality.

10

The author presents his point of view

in a clear, convincing and well based

manner.

10

Contains well-constructed sentences

and paragraphs that facilitate lecture

and comprehension.

10

Language

Demonstrate a command of standard

English (vocabulary used, syntax and

flow of ideas).

10

Uses grammar appropriately and

correctly.

10

Manages and uses verbs appropriately

and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo I/Appendix I

MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _________________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: ______________________


Asistió a las reuniones o actividades del grupo.

10

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

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

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

10

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

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100

Evaluación de cada estudiante sobre sus compañeros de grupo. Estas reuniones o actividad son fuera del salón de clase.



RUBRIC TO EVALUATE PARTICIPATION IN GROUP

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteria Points Students Points

Attended all the meetings and activities of the group.

10

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

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

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

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100

Student evaluation on group member’s participation. These meeting or activities are out of the classroom.



Anejo J/Appendix J

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL

ORAL

Nombre del estudiante: ________________________Fecha:_________________


Contenido Realiza una introducción efectiva del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la

presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad.

10

El presentador demuestra dominio del tema

o materia de la presentación al explicar con

propiedad el contenido y no incurrir en

errores.

10

Las ideas y argumentos de la presentación

están bien fundamentados en los recursos

presentados, consultados o discutidos en

clase.

10

Capta la atención e interés de la audiencia

y/o promueve su participación, según

aplique.

10

Proyección efectiva, postura corporal

adecuada, manejo de la audiencia, manejo

del tiempo asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de

manera correcta para que se entienda el

lenguaje utilizado.

10

Uso correcto de la gramática y conjugación

de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar

el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name: _____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the

theme identifying the objectives, ideas

and principles that are included in the

presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of the

theme or subject by means of properly

explaining content without incurring in

errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of the

audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies to

define concepts, interpretation, application

and evaluation of processes using

experience on concepts or content of

class.

10

Language

Student pronounces words in a clear and

correct manner so as to make the correct

language used understood to others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary words to

express message.

10

Total Points 100 (70% of content

and 30% of language)

Student’s Total Score:

________

Student’s signature: __________________Facilitator’s Signature: __________________

This evaluation is for the individual presentation within the group.



Anejo K/Appendix K

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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.

2. 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.

3. Presentation of the portfolio

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

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix M).



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

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix L).

4. 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 P). 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.

5. Portfolio storage:

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

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix Q).

• 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 R).



Anejo L/Appendix L: PORTFOLIO INFORMATIONAL SHEET (to be placed in front)

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo M/ Appendix M

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo N/Appendix N

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.



Anejo O/Appendix O

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



Anejo P/Appendix P

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

Student’s response and comments


Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez

Anejo Q/Appendix Q

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

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

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

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

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

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo R/Appendix R

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

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

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

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period of

time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature



Anejo S/Appendix S APA Style Guide

The American Psychological Association (APA) is in charge of creating formal

styles for referencing material. They started to write instructions on how to prepare

manuals in 1929. Since then, the APA group has become one of the leading

authorities in publication styles. In this guide you will find a description of reference

styles and examples that may be used to reference books, web sites, journals, and

newspapers.

References are important because they inform the reader about the source

you used to obtain the information. If the reader needs more information, he/she

may take a look at the references and try to locate them.

Do not forget that it is illegal to copy and paste information direct from a

source. That is called plagiarism and is a violation of the author’s copyrights (this

includes pictures, photos, tables, graphs, etc.). If you find an article or book with

something you want to use in your document, change the contents to your own

words instead of copying from the source. Just paraphrase! Always give credit to

the source by referencing the original work.

Remember, all references must be single spaced. After the reference’s first

line, all lines will be indented 5 spaces (press the Tab key once). One blank line

should be left between references. Never use bold or underline in your references.

The use of italics is limited to certain sections of the reference depending on the

source. Follow punctuation as it is shown in the examples. These examples are

designed to help you add references to your document in the right format.

Line Spacing and Font Style

The font used in your documents should be the following:

1. Font Type: Arial or Times New Roman

2. Style: Normal

3. Size: 12.

To change the font type, style or size, go to the Formatting Toolbar of the software

application you are using.

Line Spacing Icon



You should leave 1.5 spaces in between lines. To change the line spacing, click the

previous icon located in your formatting toolbar.

Reference Style for Books Books are one of the best recommended sources to use in any type of research;

however it is important to keep in mind the year of publication. For example, you do

not want to use a reference that has more than 10 years in areas of study related to

technology, medicine, or education.

Author Last Name, Name First Letter. (Year of publication). Book Title in Italics. City

of publication, State: Publication Company.

Examples

1. Book with one author, first edition Jelen, B. (2007). Using Excel 2007. Indianapolis, IN: Que Publishing.

2. Book with one author, more than one edition Castro, E. (2000). HTML for the World Wide Web. (4th ed.). Berkeley, CA: Peachpit

Press.

3. Book with more than one author, first edition Heid, J. & Malina, T. (2004). Sell it on eBay. Berkeley, CA: Peachpit Press.

Other sources you can visit for additional information:

The OWL and Writing Lab at Purdue University

http://owl.english.purdue.edu/owl/resource/560/07/

The University of North Carolina Greensboro

http://library.uncg.edu/depts/ref/handouts/apa.asp

Universidad Interamericana de Arecibo (Spanish)

http://www.arecibo.inter.edu/sss/apa_files/frame.htm



Reference Style for Web Sites

First, keep in mind that a Web site reference should come from serious, reputable

and professional sources. It is not recommended to use an individual’s web site as

a reference. It is also important the reference should have the author’s name,

publication date (at least the year) and the title. Always verify that the document

does not have spelling or grammar errors.

Author’s Last Name, Name First Letter. (Year, Month and Day of publication). Article

Title. Name of the periodical in Italics. Full retrieval date, from site link

1. Website article with publication’s month and year Gaby, B. (2005, May). Break Free: a User's Guide to Wireless Technology Today

and Tomorrow. California CPA. Retrieved June 28, 2006, from http://findarticles.com/p/articles/mi_m0ICC/is_9_73/ai_n15727422

2. Website article with publication’s month, day and year

Willmott, D. (2005, October 12). A Brief History of Windows. PC Magazine.

RetrievedJune 28, 2006, from http://www.findarticles.com/p/search?qt=computer+history&qf=free&qta=1&tb=art&x=0&y=0&sn=10

3. Website article without author

Name of periodical. (Year, Month and day of publication). Article

Title in Italics. Full retrieval date, from site link

Airline Industry Information. (2004, April 14). Manchester Airport introduces IRIS technology. Retrieved June 30, 2006, from http://www.findarticles.com/p/articles/mi_m0CWU/is_2006_April_14/ai_n16124940

Reference Style for Magazines and Newspapers

Author Last Name, Name First Letter. (Year, Month and day of publication). Article

Title. Name of the Newspaper in Italics, page #.



1. Newspaper article Balona, D. M. (2006, June 28). Science Teaching to get Boost. Orlando Sentinel, pp.

34-36.

2. Newspaper Article, no author Zelaya dice que Falta Rentabilidad en la Región para Refinería. (2006, June 28). El

Sentinel, pp.12-15.

Referencing an Image, Photo, Chart or Graph If you use an image, picture, table or chart in your document that was taken from

another source, you have to disclose the source.

Reference Section of your Research Your references will be located in the Reference section of your document/research.

They will be sorted alphabetically in ascending order. Additionally, they should be

single spaced (this is the only place in your document where single space will be

used). Leave one blank line in between references.

References

Airline Industry Information. (2004, April 14). Manchester Airport introduces IRIS

technology. Retrieved June 30, 2006, from

http://www.findarticles.com/p/articles/mi_m0CWU/is_2006_April_14/ai_n16124940

Balona, D. M. (2006, June 28). Science Teaching to get Boost. Orlando Sentinel, pp. 34-

36.

Castro, E. (2000). HTML for the World Wide Web. (4th ed.). Berkeley, CA: Peachpit

Press.

Zelaya dice que Falta Rentabilidad en la Región para Refinería. (2006, June 28). El

Sentinel, pp.12-15.

References American Psychological Association. (2001). Publication Manual of the American

Psychological Association. (5th ed.). Washington, DC: Author.

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