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Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campus Universidad del Este, Universidad Metropolitana, Universidad del Turabo
STMG 608
CHANGE STRATEGIES AND PROFESSIONAL & BUSINESS DEVELOPMENT ESTRATEGIAS DE CAMBIO Y DESARROLLO PROFESIONAL Y EMPRESARIAL
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados. © Ana G. Méndez University System, 2008. All rights reserved.
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TABLA DE CONTENIDO/TABLE OF CONTENTS Páginas/Pages
Prontuario........................................................................................................................ 3 Study Guide .................................................................................................................. 15 Workshop One .............................................................................................................. 24 Taller Dos ...................................................................................................................... 28 Workshop Three ............................................................................................................ 31 Taller Cuatro ................................................................................................................. 34 Workshop Five/Taller Cinco .......................................................................................... 37 Anejo A / Appendix A .................................................................................................... 42 Anejo B / Appendix B .................................................................................................... 44 Anejo C / Appendix C .................................................................................................... 46 Anejo D / Appendix D .................................................................................................... 48 Anejo E / Appendix E .................................................................................................... 50 Anejo F / Appendix F ..................................................................................................... 51 Anejo G / Appendix G.................................................................................................... 52 Anejo H / Appendix H .................................................................................................... 53 Anejo I /Appendix I ........................................................................................................ 55 Anejo J / Appendix J...................................................................................................... 56 Anejo K / Appendix K ................................................................................................... 57 Anejo L / Appendix L .................................................................................................... 58 Anejo M / Appendix M .................................................................................................. 59 Anejo N / Appendix N ................................................................................................... 60 Anejo O/Appendix O...................................................................................................... 61 Anejo P/Appendix P ...................................................................................................... 62 Anejo Q / Appendix Q.................................................................................................... 63 Anejo R/Appendix R ...................................................................................................... 65 Anejo S/Appendix S ...................................................................................................... 66 Anejo T/Appendix T ....................................................................................................... 67
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Prontuario Título del Curso:
Estrategias de Cambio y Desarrollo Profesional y Empresarial
Codificación:
STMG 608
Duración:
Cinco Semanas
Pre-requisito:
Ninguno
Descripción: El curso de Estrategias de Cambio y Desarrollo Profesional y Empresarial está orientado hacia el estudio de la importancia del desarrollo efectivo y constante de futuros empresario y profesionales para la efectividad de las empresas modernas. Se analizará detalladamente las estrategias de cambio, el desarrollo personal y profesional. El énfasis mayor de este curso es la aplicación de estrategia corporativa y la planeación estratégica que sirva tanto a nivel local como internacional. Objetivos Generales Al finalizar el curso, el estudiante: 1. Describirá y analizará los conceptos estrategias de cambio, desarrollo profesional, desarrollo empresarial y cambio organizacional. 2. Comparará y contrastará el proceso de planificación estratégica. 3. Conocerá
el proceso de planificación considerando el efecto del ambiente
interno y externo de la organización. 4. Desarrollará, implantará y evaluará estrategias básicas de negocios dirigidas al logro de los resultados deseados por una organización. 5. Formulará y presentará ejemplos de cómo crear adiestramientos y capacitación altamente efectiva tanto para empresarios locales e internacionales que se desarrollan en el mundo a nivel global bajo el concepto de globalización. 6. Relacionará el cambio de estrategia como un movimiento de una empresa u organización para aumentar su ventaja competitiva 7. Evaluar los tres principales tipos de cambios de estrategia: reingeniería, reestructuración e innovación. 8. Conocerá y definirá los conceptos administración, organización y planeación estratégica.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Textos y Bibliografía Mason A. Carpenter, ( 2007). Strategic Management. Primera Edición. Pierson. Jay Barney, (2006). Strategic Management and Competitive Advantage. Pierson Collins & Ontgomery,(1999). Corporate Strategy . Irvin/McGraw-Hill, Mass. Dessler, G. (1994). Managing Organizations in an Era of Change, Chicago:The Dryden Press GalbraithRand Lawrer, (1993).Organizing for the Future, The New Logic for Managing Complex Organizations. Jossey- Bass. Henry Mitzberg, (2003). The Strategic ProcessBuilding. Prentice Hall Jones, G.R. (1997). Organizational Theory Text and Cases. (2nd.Ed.). (U.S.) Addison Wesley. Referencias Suplementarias y/o Materiales: •
Organizacional
Behavior
Division
of
the
Academy
of
www.obweb.org •
Virtual Library on Knowledge Management- www.brint.com
•
Revistas: o www.fortune.com/fortune/ o Academy of Management Journal o Caribbean Business o Comercio y Producción o Fortune o Forbes o New York Times o Journal of Business Ethics o Management Today o Management Solutions o Management Review o Business Week o Management Science o Administrative Management o Business America Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
Management
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o Harvard Business Review o Journal of Business Ethic o Human Resource Management o Journal of Management Studies o Journal of Management Consulting o Journal of Management Development o Money o The Office o Puerto Rico Business Review o Organizational Dynamics o Advanced Management Journal
Evaluación La nota final de cada estudiante estará basada en la participación de todas las actividades de aprendizaje tanto individual como grupal. La nota final de cada estudiante estará basada en la ejecución de las siguientes actividades de acuerdo a su peso relativo: Criterio
Puntos
Porciento
Asistencia y puntualidad
200
20%
Participación y contribución en clase
200
20%
Portfolio del curso: Debe incluir las tareas asignadas y
300
30%
actividades documentadas para cada taller Presentaciones Orales/Trabajos Escritos Taller 3 y 5
30%
Taller 3
150
Taller 5
150
Total
1,000
100%
NOTA: Las rúbricas a utilizarse en cada actividad se incluyen como anejos. Los estudiantes serán evaluados en términos de su dominio del contenido del curso, en adición de su dominio de los lenguajes de español e inglés.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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La Curva Estándar a ser utilizada es la siguiente: A:
100 - 90 %
B:
89 - 80 %
C:
79 - 70 %
D:
69 - 60 %
F:
50 - 0 %
Descripción de la evaluación: 1. Asistencia y puntualidad: La asistencia es mandatoria y la puntualidad representa ética profesional. El facilitador llevará un registro de la misma para cada taller y, al finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante. 2. Participación y Contribución en clase: Es responsabilidad del estudiante asistir a clases preparado para discutir los temas del día (lecturas, preguntas asignadas, diario actualizado, etc.) y debe participar activamente haciendo contribuciones efectivas. El Facilitador evaluará la participación de cada estudiante en cada taller y tomará en cuenta el grado de participación, si ésta demuestra que el estudiante se preparó para la clase y su contribución al desarrollo de la misma. Los estudiantes se autoevaluarán y evaluarán a sus compañeros a través de las actividades de avalúo. La participación en clase a través del curso debe darse utilizando el idioma del taller correspondiente. Al finalizar el taller, el Facilitador evaluará el progreso académico de cada estudiante utilizando el Anejo B. El Facilitador evaluará la participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo C. 3. Portafolio del curso: Cada estudiante deberá preparar un portafolio del curso donde reflexionará sobre los temas del curso y como éste se va desarrollando (ver Anejo D hasta el Anejo K).Es importante que cada estudiante trabaje este portafolio a partir de la primera semana de clases, lo mantenga actualizado y lo traiga a clase cada semana para que lo pueda utilizar y el Facilitador lo pueda revisar. Utilice el mismo tipo de letra para todas sus tareas. El estilo APA recomienda Times New Roman, Courier New o Arial, tamaño 12, a doble espacio. El Portafolio deberá incluir los siguientes componentes: Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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a. Página de Título o Portada: La misma debe ser escrita utilizando el estilo APA. b. Tabla de Contenido: Luego de la página de titulo, los estudiantes deberán de presentar una Tabla de Contenido incluyendo todas las partes del portafolio. c. Introducción: En la introducción del portafolio, los estudiantes podrán reflexionar, criticar y analizar los trabajos del portafolio en general. Se debe de realizar una comparación crítica entre los componentes del porfolio. Además, se requiere que los estudiantes expongan la importancia y el significado y aplicaciones en su trabajo/profesión de los trabajos recolectados para el portafolio. Esta sección del portafolio requiere que el estudiante se involucre en un alto nivel de reflexión y evaluación en torno a los trabajos individuales del portafolio, así como del portafolio visto como una sola unidad, a la luz de sus objetivos/metas. Durante este proceso reflexivo,
el
estudiante
deberá
sintetizar
todos
sus
documentos,
interpretarlos y avaluarlos, de manera que tenga sentido, tanto para el propio estudiante como para el que lo lea. La introducción del portafolio debe incluir: i. El grado de logro en cuanto a las metas del estudiante. ii. El crecimiento intelectual y académico que el estudiante obtuvo a través del desarrollo del portafolio. iii. El significado y aplicación que posee su recopilación de trabajos como una totalidad. d. Tareas semanales: Cada estudiante incluirá las tareas semanales: estudios de casos, investigaciones, trabajos especiales, etc. que requiere este modulo. Las mismas serán entregadas al finalizar cada taller y el Facilitador devolverá las tareas en la siguiente clase con las correcciones y recomendaciones a las mismas. El estudiante podrá revisar, corregir y mejorar esas tareas en función de los comentarios del Facilitador y lo aprendido en clase. Las tareas deberán ser preparadas en el idioma del taller. Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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e. Actividades de avalúo: Los estudiantes deberán incluir todas las actividades de avalúo realizadas en clase. Las mismas serán evaluadas por el Facilitador en relación al conocimiento adquirido por el/la estudiante sobre lo discutido en clase y en relación al dominio del lenguaje del respectivo taller. f. Apéndices: Los estudiantes debe incluir todos los documentos utilizados en la preparación del portafolio. g. Reflexión/Experiencia Personal/Conclusión: En esta fase, los estudiantes habrán de analizar de forma crítica y exponer su punto de vista con respecto a la importancia de los componentes colectados en el portafolio. Los estudiantes deberán poner por escrito este autoanálisis de cada elemento de su portafolio. Es importante que los estudiantes escriban comentarios en torno a sus trabajos creados en el portafolio, incluyendo aquellas partes del portafolio que necesitan ser mejoradas. Los estudiantes se deben preguntar, durante la evaluación de sus trabajos en el portafolio, lo siguiente: i. ¿Cuál es la importancia y aplicación de este portafolio? ii. ¿Qué destrezas aprendió en el desarrollo de este portafolio? iii. ¿En qué destreza debe trabajar más para mejorar este trabajo desarrollado para mi portafolio? iv. ¿Qué componentes del portafolio le atrajeron mas y por que? v. ¿Qué componentes del portafolio no le gustaron y por que? Se debe recalcar que los estudiantes pueden libremente y sin miedo comentar sobre sus logros, limitaciones y críticas constructivas en torno a sus trabajos. Los estudiantes pueden trabajar en grupo durante el desarrollo de su reflexión ante su portafolio. Los estudiantes también deben sentirse libres de comentar sobre los trabajos de sus compañeros de clase. h. Referencias: Las mismas deben ser redactadas utilizando el estilo APA. NOTA: El portafolio del curso deberá entregarse en la quinta semana del curso. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso. La presentación es importante y debe estar preparado y organizado profesionalmente. Debe incluir cada una de las secciones debidamente
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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organizadas y rotuladas. El mismo será evaluado utilizando el Anejo D hasta el Anejo K). 4. Presentaciones en Grupo durante los Talleres Tres (3) y Cinco (5): Los estudiantes se dividirán en grupos de no más de cuatro (4) estudiantes. Para las instrucciones detalladas de estas presentaciones, utilizar el Anejo L. Cada miembro de cada grupo deberá presentar un subtema. El (la) facilitador(a)) puede asignarle algún tema adicional si así lo considera necesario.
Nota 1: Ambas presentaciones deben contener un informe escrito en formato APA y harán una presentación oral de un máximo de 45 minutos por grupo en los talleres tres (3) y cinco (5). Las presentaciones pueden ser demostradas a través del método de facilitación preferido por los estudiantes entre éstos: panel, noticiero, foro, en PowerPoint, dramatización, video u otra técnica siempre y cuando esté previamente avalada por el/la facilitador(a). Todos los integrantes del grupo deberán participar tanto en la presentación oral como en la redacción del informe escrito. Recuerde ser impactante y creativo en las presentaciones.
Nota 2: El Facilitador evaluará las presentaciones orales utilizando el Anejo M y los trabajos escritos con el Anejo N. Cada integrante del equipo evaluará la aportación de sus compañeros al trabajo grupal utilizando el Anejo Q.
Nota 3: Para el taller cinco (5), cada grupo escogerá el idioma para su presentación oral. El trabajo escrito deberá presentarse en el otro idioma. También, pueden escoger hacer una presentación bilingüe donde unos integrantes del grupo presenten en inglés y otros en español; teniendo en cuenta que el segmento apropiado del trabajo escrito deberá presentarse en el otro idioma.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Descripción de las normas del curso 1. Este curso sigue el programa “Discipline-Based Dual Language Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo en español según aplique. 2. 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 del 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:
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la nota existente.
•
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 determinará una actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad a ser repuesta. 6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero recibirán una calificación individual. 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado.
Se
debe
entender
que
todo
trabajo
sometido
esta
citado
apropiadamente o parafraseado y citado dando atención al autor.
Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero (vea la política de honestidad académica). 8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar copia a los estudiantes por escrito al principio del primer taller. 9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles. 10. El uso de celulares esta 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 esta sujeto a las políticas y normas de conducta y comportamiento que rigen al SUAGM y el curso.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas están: •
www.google.com
•
www.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/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser necesario.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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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 intrínsicamente 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.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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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.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Study Guide Course Title
Change Strategies and Professional & Business Development
Code
STMG 608
Time Length
Five Weeks
Prerequisite
None
Description The course on Change Strategies and Professional & Business Development is focused on the study how important is an effective and continuing development of future entrepreneurs and professional business people for the success of the modern organizations and enterprise. This course will analyze in detail the strategies of change and the development of business professionals. This course will give emphasize to the corporate strategies and strategic planning to be used at both local and international level. The student will develop skills to use during his/her professional career. He/she will learn about the managerial fundamentals and his/her responsibilities in the organizational practice. General Objectives At the end of the course the student will 1. Define clearly and concisely the concepts of Change strategies, Professional development, business development and organizational change. 2. Know and could be able to contrast the strategic planning process. 3. Know the planning process, considering the external and internal environment in an organization. 4. Develop, implement and evaluate basic business strategies focused on reaching the objectives of an organization. 5. Formulate and present examples on how to build highly effective trainings for both local and international business people that are developing under the concept of globalization.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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6. Be familiar with change in an organization as a strategy to obtain a competitive advantage. 7. Evaluate the main three (3) change strategies: Reengineering, Restructuration and Innovation. 8. Define the concepts of management, organization and planning. Text and Resources Mason A. Carpenter, ( 2007). Strategic Management. (1st ed.). Pierson. Jay Barney, (2006). Strategic Management and Competitive Advantage. Pierson Collins & Ontgomery,(1999). Corporate Strategy . Irvin/McGraw-Hill, Mass. Dessler, G. (1994). Managing Organizations in an Era of Change, Chicago:The Dryden Press GalbraithRand Lawrer, (1993).Organizing for the Future, The New Logic for Managing Complex Organizations. Jossey- Bass. Henry Mitzberg, (2003). The Strategic ProcessBuilding. Prentice Hall Jones, G.R. (1997). Organizational Theory Text and Cases. (2nd.Ed.). (U.S.) Addison Wesley. References and Supplementary Materials •
Organizacional
Behavior
Division
of
the
Academy
of
www.obweb.org •
Virtual Library on Knowledge Management- www.brint.com
•
Magazines: o www.fortune.com/fortune/ o Academy of Management Journal o Caribbean Business o Fortune o Forbes o New York Times o Journal of Business Ethics o Management Today o Management Solutions o Management Review Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
Management
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o Business Week o Management Science o Administrative Management Evaluation The final grade of each student will be based on the participation of all individual and group learning activities. The final grade will be based on the execution of the following activities and their relative weight: Criteria
Puntos
Porciento
Attendance and punctuality
200
20%
Participation y contribution to the class
200
20%
Course portfolio: Must include all assignments and
300
30%
activities for each Workshops Oral Presentations / Written Work for workshops 3 & 5
30%
Workshop 3
150
Workshop 5
150
Total
1,000
100%
NOTE: The rubrics to be used for these evaluations are included at the end of the module. The student will be evaluated in terms of their dominion of the content of the course and, also the dominion of the languages both English and Spanish.
The standard curve to be used is the following: A:
100 - 90 %
B:
89 - 80 %
C:
79 - 70 %
D:
69 - 60 %
F:
50 - 0 %
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Evaluation description: 1. Attendance and punctuality: Attendance is mandatory, and being punctual reflects a professional ethic. The facilitator will register the student’s performance for both in every workshop. At the end of the course, the Facilitator will evaluate each student with the rubric in Appendix A. 2. Class participation and contribution: All students are expected to attend class prepared to discuss workshop topics (readings, assigned questions, up to date class diary) and, to actively participate in class. The Facilitator will evaluate the students’ participation in each workshop, taking into consideration the degree of participation, if it demonstrates that the student prepared for class and how much this participation contributed to the class’ development. The students will self assess their participation through the assessment activities. Class participation throughout the course should be in the language of the workshop. At the end of each workshop, the Facilitator will evaluate the student academic performance using Appendix B. At the end of the course, the Facilitator will evaluate the student’s overall class participation using Appendix C. 3. Course portfolio: Students should prepare a course portfolio (2” white binder with front cover) where they would reflect upon course topics and development (see Appendixes D thru K). It is important that all students work on the portfolio from the first week of class, keep it up to date and, bring it to class for discussion and Facilitator’s revision. The Portfolio should include the following sections: a. Title Page or Cover Page: It should be written APA style. b. Table of content: After the Title Page, the students would include a Table of Content including all parts of the portfolio. c. Introduction: In the introduction of the portfolio, the students would reflect, criticize and analyze all the components of it. They should write a critic comparison between all the components of the portfolio. Also, it is require that the students expose the importance, meaning, and applications of all the components of their portfolios to their job or profession. This section of the portfolio requires that the students get involve in a high level of reflection and assessment regarding their Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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individual assignments, and also as an accomplishment of their objectives and goals. During the process of reflection, the students should synthesize, interpret, and assess all the documents, so that the introduction would have sense, not only for their own interpretation but also for the reader. The introduction of the portfolio should include: i. The level of accomplishment of the students’ goals. ii. The intellectual and growth of the students through time. iii. The meaning and application of the recompilation of all the assignments of the portfolio as a whole. d. Weekly assignments: Assignments before every workshop are a fundamental component of class participation. The students will complete these assignments in the language of the workshop, and turn them in at the end of it. The Facilitator will return the assignments on the next workshop with the suggested corrections. The students should revise, correct and improve these assignments, based upon the Facilitator’s comments. They should show what was learned in class and, include this in their portfolios. e. Assessment Activities: The student will include all the assessment activities completed in class. The Facilitator will evaluate these activities in relationship with the student’s gain in knowledge of the topics discussed in class. They will also be evaluated for their performance in the dominant language of the workshop. f. Reflexion/ Personal and Academic Experience/Conclusion: The students should analyze, criticize, and explain their point of view regarding all the components of their portfolio. They should write a self assessment for each component. It is important that the students write their comments in the development of their portfolios, including those that need improvement. During the self assessment, the students should answer the following: i. What is the importance and meaning of their portfolios? ii. What skills they learned during the development of their portfolios? Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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iii. What skills they need to get better in order to improve their portfolios? iv. What components of their portfolios they like the most and why? What components they did not like and why? The students can freely and without fear make any comment regarding their goals, limitations, and critics about their work. Also, they can work in groups during the reflexion on their portfolios, and make any comments on their peers’ portfolios. g. Appendixes: The students should include, for every workshop, all documents used to prepare their portfolios. h. References: Students should write their references using APA style. Note: The Course Portfolio should be handed in, during the last week of class. However, the students should begin preparing the portfolio as the course develops, to avoid accumulating last minute work. Presentation is important; it should be well organized and professionally prepared. It should include each one of the sections explained above, appropriately labeled. The Facilitator will evaluate the portfolio using Appendixes D thru K.
4. Group Presentations on Workshop 3 and 5: The class will be divided into groups of no more than four (4) students per group. Details instructions for both presentations are found in the Appendix L. Each member of the group must present a subject within the assigned topic. The facilitator will assign additional topics if he/she considers it necessary.
Note 1: Each group will prepare a written report, using APA format, and will give an oral presentation of 45 minutes or less during workshop three (3) and five (5) of the course. The presentation can be done using any method preferred by each group, as long as it is previously approved by the facilitator. These methods can be: Power Point, Panel Discussion, Drama, video, newscast, forum, etc. All members of the group must participate, both the oral presentation and in the
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preparation of the written report. Remember that the presentations must be creative!
Note 2: The Facilitator will evaluate the oral presentations using Appendix M, and the written reports using Appendix N. For both workshops, each member of the group will also evaluate the contribution made by the other group members to the group’s work, using Appendix Q.
Note 3: For Workshop 5, each group will choose the language to be used in the oral presentation. The written report will be presented in the other language. The group may also choose to give a bilingual presentation where some members present in English, others in Spanish. If this alternative is chosen, the appropriate segment of the written report must be presented in the other language.
Description of course policies 1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual Language Immersion Model® designed to promote each student’s development as a Dual Language Professional. Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that each workshop will be conducted entirely in the language specified.
The language used in the workshops will
alternate to insure that 50% of the course will be conducted in English and 50% in Spanish.
To maintain this balance, the course module may specify that both
languages will be used during the fifth workshop, dividing that workshop’s time and activities between the two languages. If students have difficulty with asking a question in the target language in which the activity is being conducted, students may choose to use their preferred language for that particular question. However, the facilitator must answer in the language assigned for that particular day. This should only be an exception as it is important for students to use the assigned language. The 50/50 model does not apply to language courses where the delivery of instruction must be conducted in the language taught (Spanish or English only).
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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 Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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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 stop your investigation. There are many search engines and other links you can use to search for information. These are some examples: •
www.google.com
•
www.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 or add additional web resources if deemed necessary.
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Workshop One Specific Objectives At the end of this workshop, the student will de able to: 1. Define the concepts of Professional Development and Business Development. 2. Analyze the importance of the study of Change Strategies for the effectiveness of today’s organizations. 3. Understand what is a Business Growth Plan. 4. Identify the disciplines that support the Management field. 5. Explain the effects of Change Strategies on the business environment. 6. Apply the basic requirements of APA format when writing an essay. Language Objectives 1. Summarize the main ideas using correct grammar and spelling of the language. 2. Explain the concepts of Business Development using excellent written skills of the language. 3. Express their personal opinion on how change strategies affect the business environment, using excellent oral command of the language. Electronic Links (URL’s) APA format http://owl.english.purdue.edu/handouts/research/r_apa.html http://www.apastyle.org/elecref.html http://www.wisc.edu/writetest/Handbook/DocAPA.htm Essays samples http://ww.monografias.com UMET virtual library: http://um.suagm.edu/ Management: http://www.managementhelp.org/ http://www.amanet.org http://www.amamex.org.mx/ Organizational/Business Development http://www.readwriteweb.com/archives/business_development_20.php Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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http://www.fedmarket.com/articles/business-development-federal-sales.shtml http://en.wikipedia.org/wiki/Organizational_development Professional Development http://www.nsba.org/sbot/toolkit/ProfDev.html Business Growth Plan http://www.work.com/writing-a-businessgrowth-plan-142/ http://www.startupnation.com/articles/998/1/AT_Business-Growth-Plan.asp Change Strategies http://www.cipd.co.uk/subjects/corpstrtgy/changemmt/chngmgmt.htm http://ais.ucsc.edu/Former_AIS_site/downloads/Change_Management_Strategy. pdf http://www.fastcompany.com/guides/change.html Assignments before Workshop One 1. Carefully read the module and come to class prepared with any questions or doubts that need explanation. 2. Read the recommended URL’s regarding the APA style, identifying the basic guidelines, about title page, index, allowable fonts, spaces, margins, and references. The student should be prepared to ask clarify any doubts with the facilitator. For additional information, visit the Learning Resource Center. 3. Read the recommended URL’s, textbooks and other reference materials. Pay close attention to the rubrics in the Appendix section. These rubrics will be used to assess your knowledge and academic performance. 4. Look and read information on the following topics: a. Management b. Management theories c. Change Strategies d. Professional Development e. Organizational/Business Development f. Business Growth Plan 5. Each student will prepare a three to five pages essay, APA style, analyzing a recent change strategy in the company you work for. Explain how the personnel Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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have embraced the company’s change strategies and if the organization has been effective establishing those changes. Also describe if the company you work for has any professional development plans for the personnel. Turn this assignment at the end of the workshop, as part of the portfolio. The facilitator will evaluate this essay using Appendix N. 6. Come prepared for class activity using the concepts mentioned on assignment 4. Activities: 1. The facilitator and the students will introduced themselves by engaging in an icebreaking activity suggested by the facilitator. 2. The Facilitator would explain in detail the class module, and will answer any questions or concerns from the students regarding the course. He/She will turn in a syllabus with any changes made to the module if applicable. 3. The Facilitator would explain Appendix B, “Student Progress Report”, and will answer any questions or doubts about it. 4. The facilitator will explain the role and importance of the Student Representative. The students, as a group, will select their Student Representative. The facilitator will hand in the Student Representative Role and guidelines to the selected student. 5. Each student will present a brief summary about their essay from assignment 5. 6. The facilitator will discuss with students all the concepts related for this workshop. The methodology for this activity can be a PowerPoint presentation, panel discussion, discussion questions to students or any other method selected by the facilitator. 7. The facilitator will divide the students in groups for the presentations on Workshops Three (3) and Five (5). Each group will select the subjects and follow the instructions explained in Appendix L or assigned by the Facilitator. 8. The Facilitator will explain the details and requirements for the Portfolio (Appendix D thru K). 9. The Facilitator will explain in detail the assignments and activities for the next workshop.
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Assessment: 1. Each student will write a 5-minute essay that will summarize the concepts learned during the workshop (see Appendix O). 2. The Facilitator would assess student participation in content and language through the workshop using Appendix B, “Student Progress Report”.
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Taller Dos Objetivos Específicos Al finalizar el taller dos, el/la estudiante: 1. Definirá el término Estructura Organizacional. 2. Determinará la composición de un organigrama de personal con el objetivo de obtener mejores resultados, siempre enfocado a la obtención de la excelencia profesional. 3. Describirá los distintos tipos de estructuras organizacionales. 4. Describirá los diferentes objetivos de un plan de crecimiento. 5. Definirá el término Administración Internacional. 6. Identificará los diferentes niveles de Estrategias Globales. 7. Opinará sobre el material discutido en la clase. Objetivos del Lenguaje 1. Traducir un artículo en relación a los distintos tipos de estructuras organizacionales, utilizando excelente gramática, puntuación y ortografía. 2. Leer y resumir las ideas principales de un libro ó artículo sobre Estrategias Globales utilizando excelente uso apropiado del lenguaje incluyendo la sintaxis, uso de vocabulario y conjugación de verbos. 3. Comunicar ideas verbalmente en español haciendo uso correcto de verbos y dicción. Enlaces electrónicos: Recurso para negocios: http://www.business.com/ Planificación gerencial http://ollie.dcccd.edu/MGMT1374/book_contents/2planning/plng_process/plng_proc ess.htm http://ohioline.osu.edu/~mgtexcel/Planning.html Planificación Estratégica: http://www.managementhelp.org/plan_dec/str_plan/str_plan.htm Administración Estratégica www.idea.edu.pe/adm_estrategica.htm Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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http://www.gestiopolis.com/canales/gerencial/articulos/no%2012/admonest.htm www.geocities.com/Eureka/Enterprises/2300/Art4.html Estrategias Globales www.pwcglobal.com http://www.scribd.com/doc/2151133/QUE-ES-UNA-ESTRATEGIA-GLOBAL http://findarticles.com/p/articles/mi_qa3674/is_199704/ai_n8769703 http://www.quickmba.com/strategy/global/ Asignaciones para el Segundo Taller: 1. Utilizando los recursos recomendados, busque información que trate los siguientes conceptos (ver direcciones electrónicas o libros de texto): a. Estructura organizacional b. Organigrama c. Planificación estratégica d. Estrategias de negocio internacionales Prepare un resumen y llévelo a clase. 2. Cada estudiante debe venir preparado para contestar preguntas o actividades del facilitador relacionadas a los conceptos de la asignación 1. 3. Los grupos asignados para las presentaciones de los talleres 3 y 5 deberán reunirse comenzar la preparación del trabajo. 4. Prepare un organigrama de su área de trabajo con los deberes y responsabilidades de cada miembro que compone el organigrama. Además traiga información de cómo es la estructura organizacional en su lugar de trabajo. Esté trabajo debe ser preparado en Office Word o PowerPoint. Cada estudiante deberá estar preparado para discutirlo en clase. 5. Preparar la introducción del portafolio en incluir en el mismo todos los trabajos y documentos hasta el taller 2. Entregarán el portafolio al final del taller 2, para la revisión del(la) facilitador(a). Actividades: 1. Actividad de inicio de discusión de los temas asignados para lectura. El/la facilitador(a) escogerá entre: resumen de lectura, redacción de ensayo, trabajo en
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grupos y preguntas escritas. Esta actividad tendrá un máximo de 20 minutos de duración. 2. Discusión por facilitador(a) y estudiantes de los conceptos asignados para lectura antes del segundo taller. Estas actividades se desarrollarán con presentación electrónica, interacción de los estudiantes y otras estrategias que seleccione el/la facilitador(a). 3. Análisis de Situación: Mediante la aplicación de la dinámica “Phillip 6-6” (Anejo T) analizar los conceptos estructura organizacional y organigrama. El facilitador asignará los mismos por grupo para realizar la dinámica. 4. Los estudiantes compartirán los organigramas y la estructura organizacional de su lugar de trabajo. 5. Lluvia de ideas sobre el concepto administración internacional. Nombrar a un(a) secretario(a) para que tome nota de esas ideas en la pizarra. El/la facilitador(a) formulará la conclusión de la actividad en forma oral. 6. Los estudiantes entregarán los portafolios a el/la facilitador(a), quien los revisará y devolverá en el taller tres (3). 7. El/la facilitador(a) aclarará cualquier duda que haya surgido en relación a la entrega del portafolio y los trabajos entregados. 8. El/la facilitador(a) explicará con detalle las actividades para el Taller tres y aclarará interrogantes presentadas. Avalúo 1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo P) 2. Entregará el diario reflexivo (Anejo P) al finalizar el Taller. 3. El Facilitador evaluará la participación de cada estudiante utilizando el Anejo C.
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Workshop Three Specific Objectives: At the end of this workshop, the student will be able to: 1. Explain the reasons and factors for the need of training and professional development within organizations 2. Analyze and evaluate the variables that have an influence on the development of a positive environment for development and training programs. 3. Describe the steps of the design and execution of a training/development program. 4. Identify the different types of training used in organizations. 5. Understand the importance of professional development for the success of an organization. Language Objectives: 1. Summarize the function of training in an organization, using correct grammar and spelling of language. 2. Express the steps for an effective training program in an organization, using excellent oral command of the language. 3. Explain the main types of trainings in organizations, using excellent skills of language. Electronic Links (URL’s): Training and Development http://www.astd.org/astd http://www.managementhelp.org/trng_dev/basics/reasons.htm http://www.managementhelp.org/trng_dev/gen_plan.htm http://humanresources.about.com/od/training/Training_Development_and_Education_fo r_Employees.htm http://www.businessballs.com/traindev.htm The importance of Training and Development in an organization http://wiki.answers.com/Q/What_is_the_importance_of_training_and_development_to_t he_organization
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Types of Training http://www.workandincome.govt.nz/manuals-andprocedures/employment_and_training/programmes_and_services/skills_investment/skill s_investment-20.htm Professional Development http://www.canadaone.com/ezine/june03/developmentplan.html http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm Assignments before Workshop Two 1. Read the recommended URL’s, textbooks and other reference materials. Come prepared to answer questions from the facilitator. 2. Using the references recommended or on your own, search and read information about the following concepts: a. Training and Development b. Training and Development Techniques c. Types of training in an organization d. Professional Development 3. Each student will prepare a three to five page essay, APA style, analyzing at least 3 or more topics mentioned on assignment 2. Turn in this assignment at the end of the workshop, as part of the portfolio. The facilitator will evaluate this essay using Appendix N. 4. Come prepared for class activity using the concepts mentioned on the specific objectives of this workshop. 5. The groups must meet for final rehearsal of the presentation. With a rehearsal, you will have a clear idea of how much time per member the presentation will take, as well as making sure the presentation follows a logic order. Remember that each group have up to 45 minutes. Do not make the presentation to short, as this will affect your score. Each group must be creative with their presentations in order to maintain a captive audience. Written work must be delivered to the facilitator. Remember both the oral presentation and written work must be in English.
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Activities: 1. The facilitator will direct an Icebreaking activity with the objective or review the concepts learned on the previous workshops. It can be a debate, news broadcast, panel discussion or any other method selected by the facilitator. 2. The facilitator will deliver the revised portfolios to the students. 3. The facilitator will initiate the workshop discussion with students. The methodology for this activity can be a PowerPoint presentation, panel discussion, discussion questions to students or any other method selected by the facilitator. 4. The facilitator will allow some minutes for each group to make the final preparations for their presentations. It is important that the rest of the class is paying attention during each group’ presentation. 5. Oral presentations by each group will start as per the order assigned by the facilitator. 6. The facilitator will explain in detail all the assignments for the next workshop. 7. The facilitator will explain any questions regarding the portfolio, which will be delivered at the end of the workshop for the facilitator to monitor each student performance and completion of all the assignments. 8. Students will deliver the group written work, the individual essays and any other document assigned. Assessment: 1. The students will complete and, discuss with the rest of the class Appendix R, “The Whip”. 2. The students will complete one evaluation for each member of their group on the presentation, using Appendix Q. Once finished, please deliver it to the facilitator. 3. The Facilitator would assess student participation in content and language through the workshop using Appendix B, “Student Progress Report”.
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Taller Cuatro Objetivos Específicos Al finalizar el taller, el/la estudiante: 1. Identificará los aspectos más importantes de la administración del cambio. 2. Distinguirá las diversas manifestaciones de resistencia al cambio. 3. Describirá cómo el desarrollo profesional es importante para el éxito de una empresa. 4. Explicará el concepto de planificación estratégica 5. Definirá el concepto globalización en la creación de estrategias. 6. Evaluará el modelo de análisis SWOT (en español, “FODA”) 7. Determinará la importancia del modelo de ventaja competitiva de Porter. Objetivos del Lenguaje 1. Redactar un ensayo con excelente gramática, puntuación y ortografía donde explicará las funciones de liderazgo y control gerencial en una organización. 2. Leer y resumir las ideas principales de un artículo sobre tipos de liderazgo en las organizaciones utilizando excelente uso apropiado del lenguaje incluyendo la sintaxis, uso de vocabulario y conjugación de verbos. 3. Comunicar estrategias de control verbalmente en español haciendo uso correcto de verbos y dicción. Enlaces Electrónicos: Manejo de Cambio www.ceoconsultores.com/unarapida4.htm http://www.gestiopolis.com/canales/derrhh/articulos/56/rescam.htm http://www.deloitte.com/dtt/section_node/0,1042,sid%253D50450,00.html Análisis SWOT http://www.marketingteacher.com/Lessons/lesson_swot.htm http://www.quickmba.com/strategy/swot/ Modelo de Michael Porter www.isc.hbs.edu www.fastcompany.com/online/44/porter.html www.news.harvard.edu/gazette/2000/12.07/01-michaelporter.html Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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www.brs-inc.com/porter.html Portal en español sobre Gerencia y Administración www.degerencia.com Plan Estratégico http://www.managementhelp.org/plan_dec/str_plan/basics.htm http://www.quickmba.com/strategy/strategic-planning/ Gerencia de estrategia Global http://findarticles.com/p/articles/mi_m1038/is_n6_v36/ai_14931569 Tareas a realizar antes del cuarto taller 1. Leer todos los URL’s asignados a este taller. Venir preparados para discutirlos en la clase. 2. Buscar y leer información sobre los siguientes conceptos: a. Manejo del Cambio Organizacional b. Cómo manejar la resistencia al cambio en el trabajo. c. Ventaja Competitiva d. Planificación estratégica e. Análisis SWOT f. Modelo de las 5 Fuerzas de Porter 3. El/la estudiante preparará en forma individual un ensayo de 3 a 5 páginas, utilizando el formato APA, analizando por lo menos 3 de los conceptos enumerados en la asignación número 2. 4. Cada estudiante debe visitar el portal de la Biblioteca Libre de Gerencia (http://www.managementhelp.org/mgmnt/orgchnge.htm). Una vez allí conéctese con el concepto “Organizational Change” y busque la contestación a la pregunta ¿Qué es cambio organizacional? Cada estudiante debe estar preparado para discusión en clase incluyendo aspectos sobre el futuro de la gerencia y las organizaciones. 5. Los grupos asignados para el trabajo final deberán comunicarse para trabajar en la misma. Deberán llevar cualquier duda a la atención del facilitador.
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Actividades 1. Actividad de inicio de discusión de los temas asignados para Lectura. El/la facilitador(a) escogerá entre: resumen de Lectura, redacción de ensayo, trabajo en grupos y preguntas escritas. 2. Discusión por facilitador(a) y estudiantes de los conceptos asignados para lectura antes del segundo taller. Estas actividades se desarrollarán con presentación electrónica, interacción de los estudiantes y otras estrategias que seleccione el/la facilitador(a). 3. Presentación individual del ensayo asignado. El/la facilitador(a) escogerá de manera aleatoria algunos de los estudiantes, quienes tendrán cada uno aproximadamente 5 minutos para su presentación. 4. El(la) Facilitador(a) dividirá la clase en grupos de no más de cuatro (4) estudiantes y luego le asignará una empresa conocida (ejemplo Mc. Donalds, Walmart, Disney, etc.) a cada grupo. Cada grupo buscará información sobre la empresa que asignada y analizará la misma utilizando el análisis FODA (SWOT Analysis), luego indique las ventajas competitivas de las misma. Luego de aproximadamente 30 minutos, cada grupo explicará sus hallazgos y análisis en la pizarra y los presentará al resto de la clase. Cada grupo tendrá aproximadamente 15 minutos para presentar su análisis. Es importante que cada miembro del grupo participe en esta actividad. El(la) Facilitador(a) aclarará cualquier duda o corrección referente al análisis hecho por cada grupo. 5. El/la facilitador(a) discutirá con los estudiantes cualquier duda relacionada al portafolio y aclarará interrogantes presentadas. 6. El/la facilitador(a) explicará con detalle todo los referente a los trabajos finales y aclarará interrogantes presentadas. 7. Si el tiempo lo permite, los estudiantes podrán reunirse con sus grupos para su presentación final. Avalúo 1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo P) 2. Entregará el diario reflexivo (Anejo P) al finalizar el Taller. 3. El Facilitador evaluará la participación de cada estudiante utilizando el Anejo C. Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, NOTE: This is a bilingual workshop. el Facilitador como los estudiantes,
Both the facilitator and student
deberán utilizar el idioma asignado
should use the language assigned
para cada tarea y actividad.
for each homework and activity.
Specific Objectives: At the end of this workshop, the student will be able to: 1. Compare different types of corporate strategies, including reorganization, diversification and expansion. 2. Identify the corporate Value Chain and its relationship with its competitive advantage 3. Explain the PEST Analysis. 4. Evaluate the importance of change strategies 5. Describe how to implement an effective professional and business development program. Language Objectives: 1. Explain the major points of the topic chosen for their final presentation, using excellent written skills of the language. 2. Explain the major points of the topic chosen for their final presentation using excellent oral command of the language. Electronic Links (URLs): Globalization http://www.globalization101.org/ www.globalizacion.org www.amigospais-guaracabuya.org/oagmc218.php www.rcci.net/globalizacion/fg016.htm PEST Anlaysis www.marketingteacher.com/Lessons/exercise_PEST.htm http://www.quickmba.com/strategy/pest/ Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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http://en.wikipedia.org/wiki/PEST_analysis Value Chain Analysis http://tutor2u.net/business/strategy/value_chain_analysis.htm http://www.quickmba.com/strategy/value-chain/ http://www.marketingteacher.com/Lessons/lesson_value_chain.htm Competition and Productivity www.degerencia.com/articulos.php?artid=624 Personal Strategic Plan http://ezinearticles.com/?Create-a-Personal-Strategic-Plan&id=245147 http://www.onlineorganizing.com/NewslettersArticle.asp?newsletter=go&article=22 Strategic Planning www.allianceonline.org/FAQ/strategic_planning www.topten.org/content/tt.AC46.htm Assignments before Workshop Five: 1. Using the resources recommended or that of your own look for information on the following concepts (in English): a. Corporate Strategies b. PEST Analysis c. Value Chain Analysis d. Globalization 2. Come to class prepared to answer questions about the concepts on assignment 1. 3. Complete your portfolio with all the criteria specified on the Study Guide. You need to turn it in at the beginning of the class. The Facilitator will evaluate it using Appendix H (English and Spanish as required per workshop). 4. Prepare your own personal strategic plan. Include your personal, professional mission, analysis of your weaknesses and strengths, your threats and opportunities, and an action plan for you professional strategic future and
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competitive advantage. This document must be written and included in the portfolio (in Spanish). 5. The groups must meet for final rehearsal of the presentation. With a rehearsal, you will have a clear idea of how much time per member the presentation will take, as well as making sure the presentation follows a logic order. Remember that each group has up to 45 minutes. Do not make the presentation too short, as this will affect your score. Each group must be creative with their presentations in order to maintain a captive audience. Written work must be delivered to the facilitator. Remember, that you if you choose either language for the oral presentation, the written report will be presented in the other language. (Consider that the “PowerPoint” presentation used in your oral presentation is not a written report). Activities: 1. Students will turn in the Portfolio. 2. The facilitator will direct an Icebreaking activity with the objective or review the concepts learned on the previous workshops. It can be a debate, news broadcast, panel discussion or any other method selected by the facilitator (English). 3. The facilitator will initiate the workshop discussion with students. The methodology for this activity can be a power point presentation, panel discussion, discussion questions to students or any other method selected by the facilitator (English). 4. The students will perform their final presentation about the topic chosen at the workshop 1. Each group will have approximately 30 – 45 minutes for their presentation. The Facilitator will evaluate the oral presentation using Appendix M, and the written report using Appendix N. Remember this is a bilingual workshop. The oral presentation can be in the language of your preference and the written work must be prepared in the other language. Each member of the group will also evaluate the contribution made by the other group members to the group’s work, using Appendix Q.
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5. A session of questions and answers will follow each presentation (according to the language used during the presentation). 6. Students will complete the final assessment on the class. The Student Representative will turn them in to the Administrator in charge. 7. Closing activity – to be determined by the facilitator. Assessment: 1. The students will complete and, discuss with the rest of the class Appendix O, The 5-Minute Essay. 2. The students will complete one evaluation for each member of their group on the presentation, using Appendix Q. Once finished, please deliver it to the facilitator. 3. The Facilitator would assess student participation in content and language through the workshop using Appendix B.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Apéndices/Appendixes
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Anejo A / Appendix A MATRIZ VALORATIVA PARA ASISTENCIA Y PUNTUALIDAD
NOMBRE: __________________________ NOTA FINAL _____________ FECHA: ____________________________ La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional. El facilitador llevara un registro de las mismas para cada taller y, al finalizar el curso, utilizará este anejo para evaluar a cada estudiante. Asistencia y puntualidad: ______ x 2= _____% _____ 0= Faltó a 4 o mas talleres o falto a 3 talleres y llegó tarde a 2 talleres _____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres _____ 2= Faltó a 2 talleres o faltó a 1 taller pero llegó tarde a tres o mas talleres _____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres _____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres _____ 5= Asistencia perfecta Comentarios:
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RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY
NAME: _______________________________ FINAL GRADE ____________ DATE: _______________________________ Attendance is mandatory, and being punctual reflects a professional ethic. The facilitator will register the student’s performance for both in every workshop. At the end of the course, the Facilitator will evaluate each student with this rubric. Attendance and Punctuality: ______ x 2= _____% _____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops _____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops _____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more workshops _____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops _____ 4= Attended all workshops but was late in 1 or 2 workshops _____ 5= Perfect attendance Comments:
________________________________________________________________.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Anejo B / Appendix B STUDENT PROGRESS REPORT
Name: ____________________________ Student’s Signature: __________________________ Facilitator’s Signature: ______________________ Workshops / Criteria / Value Points
Student’s Obtained Points
Comments
Workshop One: Criteria: • Oral Presentation • Essay • Action Plan _____________________ Student’s Signature _____________________ Facilitator’s Signature Workshop Two: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature: Workshop Three: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:
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Workshop Four: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature: Workshop Five: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:
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Anejo C / Appendix C MATRIZ VALORATIVA PARA PARTICIPACIÓN EN CLASE NOMBRE: _________________________ NOTA FINAL: __________ FECHA: ____________________________ Participación en clase: ______ x 2= _____% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
Criterios 1. Participa activamente de todas las actividades de la clase. 2. Demuestra iniciativa y creatividad en las actividades de clase. 3. Demuestra interés en las discusiones Presentadas en la clase. 4. Viene preparado/a a clase.
0
1
2
3
4
5. Contribuye a la clase con material e información adicional. 6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros. 7. Respeta las preguntas y planteamientos de sus compañeros. LENGUAJE 8. Contribuye frecuentemente a las discusiones en clase utilizando el idioma del taller. 9. Contesta preguntas del facilitador y sus Compañeros utilizando el idioma del taller. 10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller. Comentarios:
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N/A
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RUBRIC TO EVALUATE CLASS PARTICIPATION NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________ Class Participation: ______ x 2 =_____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY
Criteria 1. Active participation in class. 2. Demonstrates initiative and creativity in class activities. 3. Demonstrates interest in class discussion. 4. Arrives prepared to class. 5. Contributes to class with additional material and information. 6. Demonstrates attention and opening towards arguments from classmates.
0
1
2
3
4
5
N/A
7. Respects questions and expositions from classmates. LANGUAGE 8. Contributes frequently to class discussion in the workshop’s language. 9. Answers questions made by the facilitators and classmates in the workshop’s language. 10. Formulates questions pertinent to the class subject in the workshop’s language. Comments:
________________________________________________________________.
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Anejo D / Appendix D PORTFOLIO
Guidelines to prepare the portfolio 1. Determination of sources of content 2. The following, but not limited to, documentation will be included: a. Projects, surveys, and reports. b. Oral presentations c. Essays: dated writing samples to show progress d. Research papers: dated unedited and edited first drafts to show progress e. Written pieces that illustrate critical thinking about readings: response or reaction papers. f. Class notes, interesting thoughts to remember, etc. g. Learning journals, reflexive diaries. h. Self assessments, peer assessments, facilitator assessments. i.
Notes from student-facilitator conferences.
3. Organization of documentation Documentation will be organized by workshop, and by type of assignment within workshops. Workshops will be separated from one another using construction paper or paper of different colors, with tabs indicating the workshop number. 4. Presentation of the portfolio •
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 F). Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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•
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 E).
5. Student-Facilitator Feedback Template: Progression follow-up The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios (Appendix I). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one. Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop. 6. Portfolio storage: •
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 J).
•
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 K). Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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Anejo E / Appendix E PORTFOLIO INFORMATIONAL SHEET
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
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Anejo F / Appendix F Log of Entries
Entry Description
Date of Entry
Date Submitted
Date Evaluated
1
2
3
4
5
6
7
8
9
10
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Anejo G / Appendix G 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.
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Anejo H / Appendix H Portfolio Rubric 4
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?
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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
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Anejo I /Appendix I Portfolio Assessment Feedback Template
Strengths
Weaknesses
Improvement Ideas
Facilitator’s comments
Student’s response and comments
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Anejo J / Appendix J 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)
_______________________________ Student’s Signature
___________ Date
___________ Date
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Anejo K / Appendix K 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)
_______________________________ Student’s Signature
___________ Date
___________ Date
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Anejo L / Appendix L INDUSTRIAS / TEMAS PARA TRABAJO EN GRUPO TALLERES TRES Y CINCO
Instrucciones: El/la facilitador(a) dividirá la clase en cuatro ó cinco subgrupos (un máximo de 4 integrantes por grupo), y deberá sortear los temas a cada subgrupo y entre ellos, seleccionarán el tema que desarrollarán en el taller Tres y Cinco. Las exposiciones deben ser concretas. Las exposiciones deberán ser preparadas por el equipo utilizando los medios audiovisuales que estimen conveniente o las actividades que le permitan exponer su tema eficazmente. Las exposiciones deben ser preparadas para un máximo 45 minutos. A continuación la lista de temas:
Grupo 1
Grupo 2
Adiestramiento
y Estructura
Grupo 3
Grupo 4
Estrategia
Estrategia
Corporativa
Competitiva
Capacitación
Organizacional
Planificación
Cadena de Valores Cambio
Estrategias
Estratégica
Empresariales
Organizacional
Globales
Liderazgo
Modelo de Ventaja
Competitividad
y Estrategias
productividad
Globales Globalización
y Estratégico
Competitiva
de
PORTER
Nota: Los estudiantes pueden seleccionar e investigar una de las siguientes técnicas para hacer su presentación oral: Panel Noticiero Dramatización Foro Adopción de roles Video filmado por el grupo Presentación en PowerPoint
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
STMG 608: Change Strategies and Professional… Anejo M / Appendix M RUBRIC FOR ORAL PRESENTATION NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________ Criteria
Value Points
Student Total Score
Content The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. The speaker takes into account the specific knowledge and experience of the listener The speaker uses arguments which are adapted to the values and motivations of the specific listener. The speaker uses delivery to emphasize and enhance the meaning of the message. The speaker delivers the message in a lively, enthusiastic fashion. The volume varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."
10
10 10
10 10 10 10
Language Student pronounces words in a clear and correct manner so as to make language understood to others Correct use of grammar and verb conjugation Use of correct use of vocabulary words to express message
Total Points
10
10 10 100 (70% of content and
Student’s Total Score:
30% of language)
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
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STMG 608: Change Strategies and Professional… Anejo N / Appendix N RUBRIC FOR ESSAY / WRITTEN PRESENTATION NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________ Criteria
Value Points
Student Score
Content Introductory statement is clear and well stated Major or relevant details are exposed in essay Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples. Sentences are cohesive and ideas flow as the essay is read Establish a writer's relationship with the subject, providing a clear perspective on the subject matter and engaging the audience's attention. Draw conclusions that reflect the relationships or significant outcomes of the discussion. Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) Uses grammar appropriately and correctly Manages and uses verbs appropriately and correctly
Total Points
10 10 10
10 10
10 10
Language 10 10 10 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: __________________________ Facilitator’s Signature: _________________________
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Anejo O/Appendix O
THE 5-MINUTE ESSAY
Objectives: To emphasize the concepts discussed during the entire workshop series and review the learning. It serves as an assessment tool for the facilitator; and the student to evaluate the fulfillment of objectives. Procedure: The students will answer in a handwritten essay format the following questions posed by the facilitator: 1. What are the important points that you learned during the course? 2. What points are you unclear about or do you still have concerns about? The essays will be read to the rest of the class and the students will be able to review the material in a group manner.
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Anejo P/Appendix P DIARIO REFLEXIVO Nombre ____________________________ Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada taller. Este proceso le ayudara en su autoanálisis, así como propiciara la auto evaluación. Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y conteste las mismas en forma de ensayo con excelente gramática, ortografía y puntuación:
Hoy aprendí… ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________.
Este tema presentado en clase me ayuda a…. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________.
Puedo aplicar lo discutido en la clase a mi vida y experiencias personales porque…_________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________.
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
STMG 608: Change Strategies and Professional… Anejo Q / Appendix Q MATRIZ VALORATIVA PARA LA PARTICIPACIÓN EN GRUPO NOMBRE______________________________
NOTA FINAL_______
TITULO ______________________________
FECHA_____________
0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-EXCELENTE N/A-NO APLICA
CRITERIOS Asistió a las reuniones o actividades del grupo. 1 2 Colaboró en la planificación y celebración de las reuniones o
0
1
2
3
4
3 Demostró disposición para cooperar con el grupo. 4 Contribuyó frecuentemente a las discusiones del grupo 5 Participó activamente en las reuniones actividades. 6 Demostró interés en las discusiones y actividades del grupo. 7 Vino preparado(a) a las reuniones, actividades y discusiones del grupo. 8 Demostró atención y apertura a los puntos y argumentos de sus compañeros 9 Demostró liderazgo en las actividades del grupo. 10 Formuló preguntas pertinentes a las discusiones del grupo. 11 Contribuyó al grupo con material e información adicional. 12 Demostró iniciativa y creatividad en las actividades de grupo. 13 Completó las tareas asignadas. 14 Contribuyó significativamente al trabajo que presentó el grupo Nota (comentarios, al dorso)
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n/a
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RUBRIC TO EVALUATE GROUP PARTICIPATION NOMBRE______________________________
NOTA FINAL_______
TITULO ______________________________
FECHA_____________
0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-EXCELENTE N/A-NO APLICA
CRITERIOS
0
1
2
3
4
5
n/a
Comments (if you need more space, please continue on the back):
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________.
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Anejo R/Appendix R Recap Activity “The Whip” Objective: To allow the students to express their thought in regards to what they have learned in the workshop and, to emphasize the important concepts that come up from the students’ answers. Procedure: The students will answer in complete sentences the questions at the bottom. The facilitator will go around the room asking each student to respond to a question and he/she would answer with short phrases. Every student is expected to respond. They may pass on the first turn but, must answer once the whip circles again. What was one thing you learned today? What was one thing you are unclear about today? What one surprise was in today’s class? What was one thing you want to think more about?
Prep. 2007. Rosa María Berlingeri, MA. Rev. 2008. Bernardo Gil, MBA
STMG 608: Change Strategies and Professional… Anejo S/Appendix S
Learning Journal Student Name: _______________________ Journal #: _____Date: _______________ Criteria
Day One
Day Two
Day
Day Four
Three Student turned in the journal on time assigned Student answers questions without deviating from the topic; ideas are well connected and follow a sequence Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class Sentences are written using appropriate syntax, punctuation, verb usage, and grammar
Total Points
Student’s Signature: ____________________________ Facilitator’s Signature: _____________
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Anejo T/Appendix T
Dinámica Phillips 6-6 Descrita y divulgada por J. Donald Phillips, en esta dinámica, se divide al grupo en pequeños grupos de seis personas que discuten un tema durante seis minutos, para llegar a una conclusión general. Esta técnica permite una atmósfera informal que facilita la comunicación de todos los integrantes del grupo, además permite que se llegue de manera rápida a un acuerdo.
El
facilitador puede variar el número y planificar de antemano el procedimiento a seguir.