Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
MANA 321
Leadership and Supervision
Supervisión y Liderazgo
© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
© Ana G. Méndez University System, 2007. All rights reserved.
MANA 321 Leadership and Supervision 2
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario/Study Guide .....................................................................................3
Taller Uno/Workshop One ................................................................................20
Taller Dos/Workshop Two ................................................................................23
Taller Tres/Workshop Three.............................................................................27
Taller Cuatro/Workshop Four ...........................................................................30
Taller Cinco/Workshop Five .............................................................................34
Anejo A/Appendix A..........................................................................................38
Anejo B/Appendix B..........................................................................................39
Anejo C/Appendix C .........................................................................................41
Anejo D/Appendix D .........................................................................................43
Anejo E/Appendix E..........................................................................................45
Anejo F/Appendix F ..........................................................................................46
Anejo G/Appendix G.........................................................................................47
Anejo H/Appendix H .........................................................................................49
Anejo I/Appendix I ............................................................................................50
Anejo J/Appendix J...........................................................................................52
Anejo K/Appendix K..........................................................................................54
Anejo L/Appendix L ..........................................................................................56
Anejo M/Appendix M ........................................................................................57
Anejo N/Appendix N .........................................................................................58
Anejo O/Appendix O.........................................................................................59
Anejo P/Appendix P..........................................................................................61
Anejo Q/Appendix Q.........................................................................................62
Anejo R/Appendix R .........................................................................................63
Anejo S/Appendix S..........................................................................................64
MANA 321 Leadership and Supervision 3
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Prontuario
Título del Curso Supervisión y Liderazgo
Codificación MANA 321
Duración Cinco Semanas
Pre-requisito MANA 213
Descripción
El curso Supervisión y Liderazgo presenta el estudio de las funciones técnicas
e instrumentos básicos necesarios para desempeñarse efectivamente como
supervisor. Se analiza de manera general el puesto de supervisor, se enfatiza la
importancia de la responsabilidad y autoridad relacionando la práctica con los
principios gerenciales.
En el curso se destacan los siguientes aspectos: planificación, comunicación
organizacional, uso de la autoridad y la selección, adiestramiento, evaluación,
consejería y disciplina de los empleados.
Objetivos Generales
1. Describirá la naturaleza y el rol y de un supervisor, además de las destrezas
necesarias para ser exitoso en el siempre cambiante ambiente laboral y
social: habilidad técnica, administrativa y de relaciones humanas.
2. Reconocerá y definirá conceptualmente el vocabulario o terminología
aplicable al campo de la supervisión y el liderazgo.
3. Identificará, analizará y comparará los diferentes métodos para supervisar al
personal en forma efectiva, dirigir su carrera y planear su desarrollo
profesional.
4. Enumerará y analizará las funciones del proceso administrativo y como se
involucra en cada ellas la figura del supervisor.
5. Reconocerá los factores que influyen en el desarrollo de la personalidad de
cada individuo, las necesidades de logros y pertenencia y cómo afectan la
motivación y la moral del empleado.
6. Identificará fuentes más comunes de conflicto en las organizaciones y
diferentes maneras de de resolver estos conflictos.
MANA 321 Leadership and Supervision 4
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
7. Aplicará los métodos apropiados que debe utilizar todo supervisor para
comunicarse de manera eficaz con los empleados.
8. Reconocerá que los supervisores tienen la responsabilidad legal de asegurar
un lugar de trabajo seguro y libre de riesgos que atenten contra la salud física
y mental de los empleados.
Texto y Recursos
Robbins, S., & Decenzo, D. (2007). Supervision Today. (5ta. ed.) New
Jersey: Prentice Hall
Chapman, E. & O’Neil, S. (2000). Leadership: Essential Steps Every Manager
Needs to Know. (3th ed.) New Jersey: Prentice Hall
Referencias y material suplementario
Business Week Magazine
Forbes Magazine
Hispanic Business Magazine
Kotter, J. (1999). What Leaders Really Do. (1ra ed.). Ohio: Harvard Business
Leadership Magazine.
Evaluación
Criterio Valor
Asistencia, participación y contribución en clase 10%
Portafolio del Curso 30%
Diarios Reflexivos (5%)
Tareas Asignadas para cada Taller (5%)
Actividades semanales (15%)
Reflexión Final (5%)
Informe Oral 30%
Presentación en Clase (10%)
Presentación Individual (10%)
Trabajo Escrito (10%)
Trabajo Final 30%
Presentación en Clase (10%)
Presentación Individual (10%)
MANA 321 Leadership and Supervision 5
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Trabajo Escrito (10%)
Asistencia, participación y contribución en clase
Todo estudiante debe asistir a clases preparado para discutir los temas del
día y debe participar activamente haciendo contribuciones efectivas. Al final del
curso cada estudiante completará una auto evaluación (reflexión final) de su
participación en el curso que el facilitador considerará para hacer su evaluación.
Portafolio del curso
Cada estudiante deberá preparar un portafolio del curso que incluirá todos
los trabajos individuales hechos desde el inicio de los talleres hasta la reflexión final
en el quinto taller. En el primer taller se explicará el formato a seguir para el
portafolio. Vea Anejos K al R para información adicional y matrices valorativas
acerca del portafolio.
Trabajos semanales
Cada estudiante incluirá una copia de las tareas semanales que requiere
este módulo y de las que el facilitador solicita en clase. Los trabajos y
asignaciones deberán entregarse en la fecha indicada y en su totalidad. Estos
pueden ser ensayos, análisis de casos, análisis de artículos, monólogos, informes
orales, resúmenes y otros que el facilitador seleccione.
Trabajos cooperativos (Tercer y Quinto Taller)
En el primer taller, los estudiantes se dividirán en grupos de no más de cinco
(5) estudiantes (preferiblemente cuatro). Se seleccionará un líder que será el
contacto entre el grupo y el facilitado en lo referente a consultas sobre el trabajo
cooperativo. Cada grupo seleccionará un tema que esté incluido o afecte uno de
los conceptos presentados en las tareas antes del taller. Tendrán 20 minutos para
presentarlo al resto de la clase en el Tercer Taller. Las técnicas que utilizarán para
la presentación podrían ser panel, noticiero, foro, grupo focal, dramatización o
cualquiera otra técnica de preferencia. La técnica utilizada deberá promover en
algún grado la participación del resto de la clase.
En el Quinto Taller se presentará otro trabajo cooperativo de 20 minutos por
grupo. Estos estarán compuestos por los mismos integrantes de los grupos que
presentaron en el Tercer Taller, a menos que el facilitador decida hacer o autorizar
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
cambios. La presentación será una dramatización sobre el siguiente tema:
Técnicas y destrezas para una supervisión efectiva. Cada grupo demostrará a
través de una dramatización de roles diferentes estilos de supervisión y cómo éstos
aportan a la eficiencia y efectividad de los objetivos de una organización. Al finalizar
la dramatización, los miembros del equipo expondrán la enseñanza de su
presentación.
Todos los integrantes del grupo deberán participar tanto en la presentación
oral como en la redacción de los dos informes escritos. Cada miembro evaluará a
los restantes miembros del grupo y entregará al facilitador las evaluaciones
individuales de sus compañeros al finalizar su presentación. El Facilitador y los
estudiantes evaluarán la presentación en clase. El Facilitador evaluará la
participación individual de cada estudiante dentro de los grupos. El Facilitador
evaluará el trabajo escrito.
En ambos informes escritos, el contenido será el siguiente:
a. portada
b. introducción
c. contenido (investigación del tema)
d. análisis
e. recomendaciones
f. conclusión
g. bibliografía
Reflexión final
Cada estudiante evaluará el curso, auto evaluará su participación en el mismo y si
cumplió con los objetivos generales incluidos al principio de este módulo. Para este
propósito utilizará el Anejo B.
Descripción de las normas del curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será
facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada
taller deberá ser conducido enteramente en el lenguaje especificado. Los
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
lenguajes serán alternados en cada taller para asegurar que el curso se ofrece
50% en inglés y 50% en español. Para mantener un balance, el modulo debe
especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo el
tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante
tiene dificultad en hacer una pregunta en el idioma especificado, bien puede
escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el
facilitador deberá contestar la misma en el idioma designado para ese taller.
Esto deberá ser una excepción a las reglas pues es importante que los
estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje
que deben ser desarrollados en el idioma propio todo en ingles o todo en
español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:
permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en
adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinara una actividad
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
copiado o presente trazos de otro será calificado con cero (Vea la política de
honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen Metro Orlando y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros sitios Web que
podrá utilizar para la búsqueda de la información deseada. Entre ellas
están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
MANA 321 Leadership and Supervision 9
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto,
es simplemente el proceso de ajustar nuestros modelos mentales para poder
acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el
mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los
estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las
respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y
predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se
enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsecamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del
avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los
estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
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.
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Study Guide
Course Title Leadership and Supervision
Code MANA 321
Time Length Five Weeks
Pre requisite MANA 210
Description
This course presents the study of the functions, techniques and basic
instruments necessary to perform effectively as a supervisor. The supervisor
position will be analyzed in a general way with an emphasis on the importance of
responsibility and authority relating the practice with the managerial principles.
In this course the following aspects are emphasized: planning, organizational
communication, use of authority and the selection, training, evaluation, counseling
employee discipline.
General Objectives
1. Describe the nature and role of a supervisor, aside from the necessary skills to
be successful in the ever changing work and social environment: ability
technique, administrative and human relations.
2. Recognize and define the vocabulary concepts or applicable terminology to the
field of supervising and leadership.
3. Identify, analyze and compare the different methods of supervising personnel in
an effective way, direct their career and plan their professional development.
4. List and analyze the functions of the administrative process and how the
supervisor figure is involved with each one.
5. Recognize the factors that influence in the development of each individual’s
personality, the achievement necessities and belonging and how they affect
motivation and the employee’s morale.
6. Identify the most common sources of conflict in organizations and different ways
to solve this conflict.
7. Apply the appropriate methods that should be used by supervisors to
communicate effectively with employees.
MANA 321 Leadership and Supervision 13
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
8. Recognize that supervisors have the legal responsibility of assuring a safe work
place free of risks that attempt against the employee’s physical or mental well
being.
Text and Resources
Robbins, S., & Decenzo, D. (2007). Supervision Today. (5th ed.). New
Jersey: Prentice Hall
Chapman, E. & O’Neil, S. (2000). Leadership: Essential Steps Every Manager
Needs to Know. (3th ed.) New Jersey: Prentice Hall
References and Supplementary Materials
Business Week Magazine
Forbes Magazine
Hispanic Business Magazine
Kotter, J. (1999). What Leaders Really Do. (1st ed.) Ohio: Harvard Business
Leadership Magazine.
Evaluation
Criteria Percentage
Class Attendance, participation and class contribution 10%
Portfolio 30%
Reflexive Diaries (5%)
Assignments for each workshop (5%)
Weekly Activities (15%)
Final Reflection (5%)
Oral Presentation 30%
Class Presentation (10%)
Individual Presentation (10%)
Written Work (10%)
Final Work 30%
Class Presentation (10%)
Individual Presentation (10%)
Written Work (10%)
Attendance, participation and contribution to the class
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Every student must attend to class prepared to discuss the topics for the day
and must participate actively making effective contributions. By the end of the course
each student will complete an auto evaluation (final reflection) of his/her participation
in class which the facilitator will consider when evaluating the students’ participation.
Course Portfolio
Each student must prepare a course portfolio which will include all individual
work made since the beginning of the workshops all the way up to the final reflection
in workshop five. The format for the final reflection should be explained in the first
workshop. See Appendix K to R for additional information and rubrics related to the
portfolio.
Weekly assignments
Each student will include a copy of the weekly assignments that this module
requires and the ones the facilitator assigns. The work and assignments must be
handed in entirely on the specified date. These could be essays, case analysis,
article analysis, monologs, oral reports, summaries and others the facilitator
chooses.
Cooperative Work (Workshop Three and Workshop Five)
In the first workshop, students will divide into groups of no more than five
students (5) (preferably four). A leader is selected to be the contact between the
group and the facilitator in anything referring to the group assignment. Each group
will select a topic within one of the concepts of the assignments before Workshop
Three. They will have 20 minutes to present their topic to the rest of the class in
Workshop Three. The techniques they could use to present the topic could be a
panel, news report, forum, focal group, dramatization or any other technique of
preference. The technique selected should promote class participation in some way.
On Workshop Five each group will make a 20 minute presentation. These
will be the same groups that made presentations on Workshop Three, unless the
facilitator decides to make or authorize changes. The presentation will be a
dramatization on the following topic: Skills and Techniques for effective supervision.
Each group will demonstrate different styles of supervision through role play and
how these contribute to the efficiency and effectiveness of the organization’s
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
objectives. At the end of the dramatization, the members will present the lesson in
their presentation.
Each member of the group must participate both in the oral presentation as
well as in the composition of the written report. Each member will evaluate the
remaining members of the group and will give these evaluations to the facilitator at
the end of their presentation. The facilitator and the students will evaluate the
presentation in class. The facilitator will evaluate every student’s performance
individually within the groups. The facilitator will evaluate the written report.
In both written reports the contents will be as follows:
a. Cover
b. Introduction
c. Content (topic investigation)
d. Analysis
e. Recommendations
f. Conclusion
g. Bibliography
Final Reflection
Each student will evaluate the course, auto evaluate their participation in it and see if
it fulfilled the general objectives at the beginning of this module. For this purpose use
Appendix B.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop,
dividing that workshop’s time and activities between the two languages. If
students have difficulty with asking a question in the target language in which the
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
activity is being conducted, students may choose to use their preferred language
for that particular question. However, the facilitator must answer in the language
assigned for that particular day. This should only be an exception as it is
important for students to use the assigned language. The 50/50 model does not
apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and
assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an
equivalent activity is possible. This activity must include the same content and
language components as the oral presentation or special activity that was
missed.
MANA 321 Leadership and Supervision 17
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not
be plagiarized. That is, the student must be the author of all work submitted. All
quoted or paraphrased material must be properly cited, with credit given to its
author or publisher. It should be noted that plagiarized writings are easily
detectable and students should not risk losing credit for material that is clearly
not their own (See Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed
to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module,
do not limit your investigation. There are many search engines and other
resources you can use for your search. Here are some of them:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
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• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes and add additional web resources if
deemed necessary.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world in which we
live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers, our
focus is on making connections between facts and fostering new understanding in
students. We will also attempt to tailor our teaching strategies to student responses
and encourage students to analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
MANA 321 Leadership and Supervision 20
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Workshop One
Specific Objectives
At the end Workshop One, students will be able to:
1. Explain the difference between supervisors, middle management and
executives.
2. Define the concept of supervisor and its role in an organization.
3. Identify the essential competencies of the supervisor and the basic elements
to have success in this role.
4. Identify significant changes in the composition of the working force.
5. Analyze the effect on globalization and the technologies on supervision.
6. Distinguish the difference between the concepts e-business and e-commerce.
7. Define and contrast the following terms: policies, procedure, and guidelines
or rules.
Language Objectives
Students will be able to:
1. Express orally and in writing using English as the workshop’s language of
communication making appropriate adjustments when needed.
2. Use a variety of strategies for definitions of concepts of organizational
behavior to understand and interpret, apply and evaluate models.
3. Apply strategies that includes rereading, note taking, summarizing, and
outlining a written report to relate the human behavior to what the student
has read on own experience and feelings.
URLs
Management
http://www.articlealley.com/article_19024_36.html
www.gestiopolis.com/canales2/gerencia/1/tisamuel.htm
www.gestiopolis.com/recursos/documentos/fulldocs/ger1/10regecom.htm
http://www.degerencia.com/articulos.php?artid=373
Concept Map
http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html
http://www.studygs.net/mapping/
MANA 321 Leadership and Supervision 21
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Assignments before Workshop One
1. Read the module (specially, workshop one and all the rubrics) and come
prepared to answer questions and discuss the concepts assigned.
2. Read about the following concepts:
• The organization’s structure.
• The management process.
• Supervisor’s role and the competencies it involves.
• Globalization, e-business, e-commerce, ethics and productivity.
• Differences between policies and guidelines.
3. Be prepared for class activities on the concepts related to Assignment 2.
4. Choose one of the cases presented in Appendix F and answer the following
questions: How did the supervisor manage the situation? Do you think that
the supervisor demonstrated balance? Expand your answers on both
questions and suggest recommendations if the second question was
negative. This assignment will be handed in; use Appendix G and follow the
criteria to make sure that it is written correctly and that it can be read easily.
Activities
1. Introduction of students and the facilitator. The facilitator will direct an activity
or icebreaker to welcome each student and integrate into groups.
2. The facilitator will present the objectives, methodology, and criteria of
evaluation of the course MANA 321 and the portfolio (see Appendix K to R).
The facilitator will make sure that each student is in the right course by
verifying the list of attendance. The facilitator will also verify that every
student has a copy of the module. The facilitator will recollect individual
information, and the facilitator will give students his information in case
students need to contact the facilitator during the week.
3. Selection of a Student Representative will be done and the announcement of
the meeting dates.
4. The facilitator will go over the entire module to answer student’s questions on
workshop’s assignments before each workshop and the activities for all
workshops and rubrics.
MANA 321 Leadership and Supervision 22
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
5. The facilitator will make sure students are aware of the use of APA style (see
Appendix S for a guide) for their essays and written reports; and the
understanding of plagiarism by reading the course policies.
6. Students will divide into small groups of no more than five students or less per
group.
7. The facilitator will start with a discussion on the concepts or terms for this
workshop. The discussion will be accompanied by PowerPoint or other
presentation and the interaction of students.
8. The facilitator will ask five students to discuss their case and share their
answers with the group.
9. The class will be divided into two groups. Each group will review and
compare information obtained about the supervisor and its roles. At the end
of the meeting, a member of the group will verbally discuss the results with
the rest of the class.
10. Students will create a concept map about globalization and its implications to
the supervisor’s role. Share it with the rest of the class.
11. The facilitator will explain details on activities and assignments for workshop
two and will answer questions.
12. Reflexive diary will be completed using Appendix B and will be handed to the
facilitator.
Assessment
1. The facilitator will use Appendix A for attendance and participation in class.
2. The student will write and answer the reflexive diary using Appendix B in
English.
3. The students will use Appendix F and G for case studies.
4. The facilitator will use Appendix H to grade each case study.
MANA 321 Leadership and Supervision 23
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Taller Dos
Objetivos Específicos
Al finalizar el Taller Dos, el estudiante:
1. Definirá los términos: organización, autoridad y delegación.
2. Identificará los pasos a seguir en el proceso de delegación.
3. Describirá y contrastará las estructuras organizacionales, lineal y de “staff”.
4. Analizará la influencia de las regulaciones gubernamentales en las
decisiones relacionadas a recursos humanos.
5. Reconocerá la importancia en la orientación, adiestramiento y desarrollo del
proceso de personal para alcanzar las metas de la organización.
6. Mencionará y contrastará diferentes tipos de acción correctiva.
7. Identificará dilemas de moral al monitorear a los empleados.
8. Enumerará y explicará los pasos a seguir en el control de procesos de toma
de decisiones.
9. Analizará diferentes técnicas para mejorar las decisiones de grupos.
Objetivos de Lenguaje
El estudiante podrá:
1. Leer y resumir refinando el vocabulario sobre situaciones de áreas de trabajo
incluyendo significado de conceptos técnicos.
2. Analizar y evaluar información, utilizar herramientas de búsqueda de
información para discutir conceptos.
3. Expresarse oralmente usando analogías para las actividades de grupo
usando el lenguaje correctamente; haciendo preguntas, haciendo
observaciones o comentarios que sean significativos para la clase.
4. Discutir dentro de los grupos al igual que frente a toda la clase con un
mínimo de esfuerzo utilizando la gramática, sintaxis y verbos correctamente.
Direcciones y Portales en el Internet
Gerencia
www.opm.gov/perform/plan.asp
www.degerencia.com/articulos.php?artid=208
www.degerencia.com/articulos.php?artid=474
MANA 321 Leadership and Supervision 24
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
www.gestiopolis.com/canales/gerencial/articulos/69/miedodecisi.htm
Tirilla Cómica
http://www.microsoft.com/technet/scriptcenter/resources/qanda/comicstrip/info.mspx
http://www.makebeliefscomix.com/
http://scottishboomerang.wordpress.com/teaching-resources/
Tareas a realizar antes del Taller Dos
1. Leer y estudiar la información siguiente:
• El rol del supervisor
• Organización, autoridad, planificación y delegación
• Estructuras lineales de personal y funcionales
• Regulaciones gubernamentales
• Reclutamiento, selección, orientación, adiestramiento, y desarrollo de
personal
• Implementación del diseño y el control
• Controles de correción
• Proceso de toma de decisiones
(Todas las asignaciones se entregarán y luego se incluirán en el portafolio).
2. De los tópicos presentados en la Tarea 1, escoja una de su preferencia y
escriba un ensayo sobre el tema de no menos de dos páginas siguiendo las
directrices del estilo APA (Anejo S). Vea Anejo C para instrucciones sobre
el ensayo.
3. Buscar un artículo de periódico o de revista profesional relacionada a las
destrezas o técnicas del supervisor. Venga preparado para una actividad
relacionada al artículo que escogió.
4. Busque en la Internet una tirilla cómica en blanco de su predilección,
imprímala y llévela al taller.
Actividades
1. El facilitador repasará brevemente el material cubierto en el taller anterior.
2. El facilitador comenzará una discusión formal sobre los objetivos del taller y
los temas de la asignación para estimular la participación de los estudiantes
MANA 321 Leadership and Supervision 25
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
en los conceptos de organización, autoridad, estructuras organizacionales y
de delegación.
3. Ejercicio de grupo: los estudiantes se dividirán en grupos de 4 participantes.
Cada grupo contestará una de las preguntas que el facilitador les distribuirá.
Tendrán diez (10) minutos para discutir la pregunta como grupo luego cinco
(5) minutos para dar la contestación a la clase. Esta actividad tiene un
máximo de 30 minutos de duración.
4. Preguntas o premisas para discutir o analizar en grupos. a) Contrastará entre
empleados de línea o empleados con autoridad; b) Delegación es sinónimo
a abdicación; c) Menciona y explica al menos 2 tipos de estructura
organizacional; d) diez (10) empleados es un número bueno para supervisar.
Cada grupo puede escoger una pregunta o varias.
5. El facilitador comenzará una discusión sobre el rol del supervisor en el
proceso gerencial de recursos humanos, influencias gubernamentales,
proceso de selección, adiestramiento y compensación. El facilitador
escogerá a algunos estudiantes para discutir o dar un pequeño resumen del
artículo traído a clase.
6. El facilitador distribuirá un caso para lectura y análisis en clase. Los
estudiantes formarán grupos de cinco; leerán el caso y contestarán tres
preguntas que el facilitador les asigne. Un representante de cada grupo
compartirá el análisis con el resto de la clase.
7. El facilitador comenzará la discusión con el tópico de control, acción correctiva
y toma de decisión.
8. Ejercicio de grupo: Los estudiantes se dividirán en cuatro grupos. Un caso
será distribuido para analizar en grupo, con el concepto de la toma de
decisión del supervisor. El facilitador proveerá información necesaria a los
estudiantes para poder analizar el caso. Un representante de cada grupo
compartirá su contestación con el resto del grupo.
9. Los estudiantes llenarán sus tirillas cómicas contestando la siguiente
pregunta: ¿Cuál es el ejemplo que un supervisor le debe ofrecer a un
empleado?
MANA 321 Leadership and Supervision 26
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
9. Explicación de las tareas a realizar antes del Taller Tres para contestar
dudas.
10. Actividad final: Los estudiantes contestarán el diario reflexivo con el Anejo B.
Avalúo
1. El facilitador utilizará el Anejo A para asistencia y participación de clase.
2. Los estudiantes contestarán el diario reflexivo con el Anejo B.
3. Los estudiantes utilizarán el Anejo G para analizar los casos repartidos en
clase.
MANA 321 Leadership and Supervision 27
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Workshop Three Specific Objectives
At the end of Workshop Three, the student will be able to:
1. Define the terms motivation, leadership and communication.
2. Identify and define the relevant personality characteristics to understand the
employee behavior and the labor environment.
3. Analyze the different motivation theories.
4. Identify and describe the types of participative leadership style.
5. Explain the communication process and the difference between the formal
and informal communication styles.
6. Identify the different barriers that prevent an effective communication and the
essential requirements to listen actively.
Language Objectives
The student will be able to:
1. Express orally and in writing using English as the workshop’s language of
communication making appropriate adjustments as life situations for group
activities and class related experiences for leadership behavior,
characteristics and styles.
2. Students will express themselves in the language of the workshop, and will
use the concepts properly in their own words to discuss empowerment,
positive, negative experiences of empowerment and effective communication.
3. Use effective speaking and listening strategies on discussion in role plays.
Url’s
www.mapnp.org/library/guiding/motivate/basics.htm
www.accel-team.com/motivation/index.html
www.workrelationships.com/site/articles/problememployee.htm
www.degerencia.com/articulos.php?artid=518
www.accel-team.com/communications/index.html
Assignments before Workshop Three
1. Perform a research and read information related to:
• Motivation: definition, theories and it’s characteristics
• Diversity in the working environment
MANA 321 Leadership and Supervision 28
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
• Empowerment
• Leadership
• The skills of a visionary leader
• Leadership styles
• Communication process: formal and informal
• Communication barriers
2. Be prepared to answer questions or participate in activities related to the
objectives of the workshop and the terms mentioned in Homework One.
(The following will be to hand in and then placed in the portfolio).
3. Answer and explain the following: Should workers or employees of different
organizations receive the same type of recognition for the job performed?
4. Identify and describe in writing four types of employee’s personalities
(behavior) that every supervisor should know and understand.
5. Indicate and explain in writing what style of leadership adapts the most to the
following types of employees: aggressive, unsecure, creative and impulsive.
6. Do not forget to work in your portfolio. See Appendix K to R for additional
information and rubrics.
Activities
1. The facilitator will review material of workshop two and will answer questions.
2. The facilitator will start a formal discussion on the objectives for this
workshop. The facilitator will ask students to participate on an activity of the
definition on the concept of motivation and analyze the premise if the
supervisor should motivate employees or should there be an auto-motivation.
Students will share their work experience.
3. The students will discuss the different theories and ways of motivating
employees, leadership styles, and the process of effective communication.
4. The facilitator will direct an activity called Three-Way Communication. The
class will divide in three groups, where each group will represent one of the
three forms of communication which are: person to person, by phone or by
email. The facilitator will give additional instructions the day of the workshop.
MANA 321 Leadership and Supervision 29
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
5. The class will be divided into two groups. Each group will prepare a drama of
the four types of employee personalities and one or two supervisors. This
activity should be instructional in nature.
6. Group presentations, during the last two hours of this workshop. Each group
will have 20 minutes to present. Time for a question and answer section
should be offered. Refer to Cooperative Work at the beginning of module.
7. The facilitator will discuss and explain the assignments for Workshop Four.
8. Final activity is for students to work and hand in the reflexive diary as in
Appendix B.
Assessment
1. The facilitator will use Appendix A for attendance and participation in class.
2. Students will write and answer the reflexive diary using Appendix B in
English.
3. Students will use Appendix I to grade their peers for the group presentations.
Hand in the rubric to the facilitator at the end of the class.
MANA 321 Leadership and Supervision 30
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Taller Cuatro
Objetivos Específicos
Al finalizar el Taller Cuatro, el estudiante:
1. Diferenciará y distinguirá los conceptos de grupo y de equipos.
2. Especificará los mecanismos para prevenir accidentes dentro de las
organizaciones.
3. Mencionará sugerencias para mantener seguridad dentro del área de trabajo
para el bienestar y salud del empleado.
4. Definirá el término de estrés y enumerará las posibles causas y síntomas.
5. Definirá el concepto de conflicto e identificará las fuentes generales.
6. Evaluará y aplicará las diferentes maneras de disciplinar de acuerdo a la
naturaleza del problema.
7. Definirá e identificará los pasos hacia el concepto de disciplina progresiva.
8. Enseñará como un supervisor puede desarrollar habilidades para la
negociación efectiva.
Objetivos de Lenguaje
Los estudiantes podrán:
1. Leer y resumir efectivamente seleccionando y usando estrategias para
entender los conceptos de modelos del proceso de resolución de conflicto,
ventajas y desventajas e interpretar la lectura en el lenguaje usado en el
taller.
2. Expresarse oralmente usando analogías, ilustraciones, ejemplos personales,
para explicar y detallar situaciones de conflicto por medio de conducta
asertiva.
3. Estrategias de escritura para un ensayo, usando variedad de vocabulario
profesional con corrección gramatical, puntuación y buen uso de los verbos.
4. Discutir dentro de los grupos al igual que toda la clase con un mínimo de
esfuerzo haciendo uso correcto de gramática, sintaxis y verbos.
5. Usará estrategias para describir, evaluar y expandir en actividad de debate
de resistencia a cambios.
Direcciones Electrónicas
MANA 321 Leadership and Supervision 31
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
www.gestiopolis.com/canales/derrhh/articulos/24/flntd.htm
www.stickyminds.com/sitewide.asp?ObjectId=2769&Function=DETAILBROWSE&O
bjectType=ART
www.degerencia.com/articulos.php?artid=4
www.degerencia.com/articulos.php?artid=158
http://www.managementhelp.org/grp_skll/grp_cnfl/grp_cnfl.htm
Tareas a realizar antes del Taller Cuatro
1. Leer y estudiar información relacionada a :
• Supervisión de grupo: formal e informal.
• Equipos de trabajo vs. grupos de trabajo.
• Líderes que emergen.
• Reconocimiento de ejecutoria: métodos y rol de supervisión.
• Seguridad en el ambiente de trabajo.
• El rol del supervisor en la prevención de accidentes y violencia en el lugar
de trabajo.
• Administración de estrés
• Gerencia de conflicto.
• Proceso de disciplina.
2. Asista al Taller Cuatro preparado para discutir los tópicos asignados en la
Tarea 1. (Las siguientes tareas son para entregar y posteriormente para
incluir en el portafolio)
3. Seleccione una de las premisas del Anejo E y escriba un ensayo, de no
menos de 2 páginas del cuerpo del ensayo.
4. Piense en un conflicto laboral donde usted haya estado involucrado(a)
recientemente o alguien que usted conoce. Escriba una breve descripción
del mismo (sin incluir nombres de personas) y conteste las siguientes
preguntas: ¿en qué forma el supervisor manejó la situación?, ¿Cuál fue la
forma más efectiva?, ¿Cómo hubiera usted manejado la situación?
MANA 321 Leadership and Supervision 32
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Actividades
1. El facilitador repasará el material discutido del taller anterior y contestará
preguntas.
2. El facilitador comenzará la discusión formal del Taller Cuatro con la lectura
de los objetivos para este taller. El facilitador discutirá con la participación
de los estudiantes, el concepto del rol del supervisor en grupos formales e
informales, la diferencia entre grupos y equipos de trabajo y líderes que
emergen.
3. Ejercicio de grupo: La clase se dividirá en grupos de cuatro o cinco
estudiantes. El facilitador distribuirá un caso para ser analizado con el tópico
de grupos vs. equipos. El tiempo para éste ejercicio es de 20 minutos.
4. Discusión activa de los siguientes temas: reconocimiento de ejecutoria y el
método de evaluación, rol de supervisión, seguridad en el ambiente de
trabajo y la prevención de accidentes y violencia en el trabajo.
5. Los estudiantes compartirán sus experiencias de trabajo sobre sus
ejecutorias, la función del supervisor, el nivel de satisfacción y el método de
medir la ejecución y satisfacción.
6. Los estudiantes compartirán voluntariamente su respuesta a las preguntas de
la Asignación 4.
7. El facilitador comenzará una discusión formal de los tópicos de gerencia de
estrés, gerencia de conflicto y el proceso de disciplina.
8. Ejercicio de grupo: La clase se dividirá en grupos de 3. El facilitador
distribuirá un ejercicio de negociación en que cada pareja discutirá hasta
llegar al punto de una negociación. Cada pareja tendrá 10 minutos para
negociar y 10 minutos para informar los acuerdos o desacuerdos si no
llegaron a negociación.
9. El facilitador proveerá un ejemplo de resistencia al cambio. Los estudiantes
debatirán el mismo desde ambas perspectivas: gerencia y empleados.
10. Los estudiantes verbalmente ofrecerán ejemplos de situaciones con
empleados y crearán una lista en la pizarra de posibles acciones
disciplinarias.
MANA 321 Leadership and Supervision 33
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
11. Explicación de las tareas a ser realizadas para el Taller Cinco.
12. Actividad final: los estudiantes contestarán las preguntas del diario reflexivo.
Avalúo
1. El facilitador utilizará el Anejo A para asistencia y participación de clase.
2. Los estudiantes contestarán el diario reflexivo con el Anejo B.
3. El estudiante utilizará el Anejo E para escoger una premisa para el ensayo.
MANA 321 Leadership and Supervision 34
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Workshop Five
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and students
should use the language assigned
for each homework and activity.
Specific Objectives
At the end of Workshop Five, the student will be able to:
1. Mention possible rationales for employees to resist change and identify
mechanisms to reduce this resistance to change.
2. Differentiate between the concepts of creativity and innovation.
3. Identify different steps in a negotiation.
4. Recognize the importance of negotiation in any conflict.
Language Objectives
The student will be able to:
1. Use effectively the appropriate language for the oral presentation with
information, details, illustrations and analogies.
2. Perform verbal interviews in two organizations and use methods of
interpretation, applicable theories or concepts, including relevant questions
with comments on observations.
3. Express orally eloquently using similarities for the activities of this workshop
and using the language correctly for individual activities; ask questions,
observe and make comments that are meaningful for negotiation.
4. Use writing strategies and the appropriate language for the essay using
effective grammar, accentuation, syntaxes and correct verbs.
URLs
www.gestiopolis.com/canales2/rrhh/1/cambio.htm
www.gestiopolis.com/canales/derrhh/articulos/13/nocastigues.htm
www.degerencia.com/articulos.php?artid=100
www.gestiopolis.com/canales5/emp/pymecommx/50.htm
MANA 321 Leadership and Supervision 35
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Assignments before Workshop One
1. Perform a research and read information related to:
• Managing change and innovation.
• The supervisor role in labor relations.
2. Be prepared to discuss Assignment One.
3. Explain in an essay: How can supervisors stimulate innovation in
employees? The essay will be written in Spanish, no less than 2 pages on
body of the essay and using APA style. Essay will be handed to the facilitator
(See Appendix C).
4. Be prepared for the drama in class that will be performed in English.
5. Complete the reflexive diary using Appendix B and hand it in to the
facilitator. The reflexive diary will be written in English.
6. You must be giving the final touches to the portfolio. See Appendix K to R
for additional information.
Activities
1. The facilitator will briefly discuss any questions or doubts on Workshop Four
in Spanish.
2. The facilitator will start a discussion on Workshop Five with the concepts of
Assignment One. This activity will be in Spanish.
3. Evaluation of the course will be done by the student’s representative.
4. Students will watch this video regarding conflict management. If for some
reason the link does not work, the facilitator will look for another video or will
verbally offer an example to be analyzed (http://youtube.com/watch?v=LC-
bikVHBBY). Analyze the video. What do you think the supervisor should
have done?
5. During the last 2 hours, groups of students will perform dramas based on the
case studies assigned for this workshop. Each group will have 20 minutes to
present their case in English. Each group will also hand in to the facilitator a
written report as specified at the cooperative work section at the beginning of
the module.
MANA 321 Leadership and Supervision 36
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
6. Students will give the final touches to their portfolio and will hand it in to the
facilitator.
7. Final activity is for students to work in their last reflexive diary entry
(Appendix B).
Assessment
1. The facilitator will use Appendix A for attendance and participation in class.
2. Students will use Appendix B for reflexive diary.
3. Students will follow Appendix C for the essay preparation and the facilitator
will use Appendix D to evaluate the essay or written report.
4. The facilitator will use Appendix J to evaluate the individual oral
presentation.
MANA 321 Leadership and Supervision 37
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejos/Appendixes
MANA 321 Leadership and Supervision 38
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo A/Appendix A
MATRIZ VALORATIVA PARA EVALUAR LA PARTICIPACIÓN EN CLASE
NOMBRE: _______________________________ CURSO: ______________
1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______ Puntuación Total: __________ ____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo ____ 0 = Faltó al taller; _____ 1-5 = Participación: Poca a regular; _____ 6-10= Buena a excelente
Taller 1 Taller 2 Taller 3 Taller 4 Taller 5 CRITERIOS 1 2 1 2 1 2 1 2 1 2
1. Contribuye frecuentemente a las discusiones en clase
2. Demuestra interés en las discusiones en clase
3. Contesta preguntas del (la)facilitador(a) y sus compañeros
4. Formula preguntas pertinentes al tema de la clase
5. Viene preparado(a) a clase
6. Contribuye a la clase con material e información adicional
7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase
8. Demuestra atención y apertura a los argumentos de sus compañeros
9. Contesta preguntas y planteamientos de sus compañeros
10. Demuestra iniciativa y creatividad
Comentarios _______________________________________________________________
MANA 321 Leadership and Supervision 39
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo B/Appendix B
DIARIO REFLEXIVO: Taller ______
Nombre:______________________________ Fecha ____________________ Después de cada taller, termina las siguientes expresiones en forma breve:
1. Durante el día de hoy me sentí… 2. Al finalizar el taller de hoy, he llegado a las siguientes conclusiones… 3. Mi contribución al taller de hoy fue... 4. Al finalizar el taller de hoy, me surgieron las siguientes interrogantes:
MANA 321 Leadership and Supervision 40
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
REFLEXIVE DIARY: Workshop ______
Name:______________________________ Date ____________________ After each workshop, finish each expression in a brief form:
1. During the class I felt … 2. At end of workshop today, I reached to the following conclusion…. 3. My contribution to today’s workshop was…. 4. At the end of today’s workshop I had the following questions:
MANA 321 Leadership and Supervision 41
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo C/Appendix C
EL ENSAYO
El ensayo es una composición donde se exponen, analizan y comentan de
manera clara ideas alrededor de un tema que el escritor del ensayo maneja.
Generalmente es mucho más breve y menos profundo que un tratado, manual o
monografía. Está compuesto por al menos un párrafo introductor, tres o más párrafos
de apoyo a la idea central del tema y un párrafo de cierre o de conclusión. Todos los
párrafos del ensayo cuentan con una idea central (oración temática) y de varias ideas
secundarías que defienden, explican y amplían la idea central.
El ensayo puede ser de diferentes temas y usualmente el punto de vista
personal. Pueden ser subjetivos, de exposición ó narrativos. Los ensayos pueden
criticar, manifestar, argumentar, pueden incluir cualquier recolección de información
que puede ser filosófica o de cualquier categoría y generalmente no incluyen notas al
pie de página ni bibliografía si son escritos como opinión personal. Para propósito de
éste curso, evitar plagio y considerar la veracidad de la información escrita todo ensayo
debe incluir bibliografía si contiene información de otro autor y no opinión personal del
estudiante. La política de la Universidad establece, que toda información copiada o
parafraseada debe incluir bibliografía para darle crédito al autor o publicador.
El objetivo del ensayo, más que imponer soluciones es plantearlas y señalar
posibilidades. Entre sus principales características están: El no requerir un lector
especializado para poder ser leído. El ser claro y ordenado (hipótesis, desarrollo del
tema, conclusiones, sugerencias y bibliografía) y presentar la opinión del autor. El
ensayo será escrito en el estilo APA.
MANA 321 Leadership and Supervision 42
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
The Essay
The essay is a composition to expose, analyze and comment clearly the ideas
of a subject that the writer will manage. Generally, it is short and composed of no less
that an introductory paragraph, three or more paragraphs for the central idea and a
paragraph for the conclusion. All paragraphs should talk about the subject, several
ideas that can defend, explain, and give more detail of the central idea.
The essay can be of any subject and usually a personal point of view. They can
be subjective, expository and narrative. Essays can criticize manifest, argument or
include any recollection of information that could be philosophical or other category and
generally do not include notes at the bottom of page or bibliography if they are written
based on the personal opinion. For the purpose of this course, avoid plagiarism, and
consider the veracity of the information, essays will include bibliography if contains
information from another author and not personal opinion of student. As the University
policy states, all quoted or paraphrased material must be properly cited, with credit
given to its author or publisher.
The objective of an essay more than impose a solution is to present and indicate
possibilities. Within the essay’s principal characteristics is: that it does not require a
specialized reader. To be clear and in an orderly form the essay should include
Introduction, body or the subject development, conclusion, suggestions and
bibliography. Essays should be written in the APA Style.
MANA 321 Leadership and Supervision 43
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo D/Appendix D
MATRIZ VALORATIVA PARA EVALUAR ENSAYO
Nombre de estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación del estudiante
Contenido
Párrafo u oración de introducción
es claro y correctamente usado.
10
Detalles relevantes con la clase
están expuestos en el ensayo.
10
Presenta información que se
establece de manera persuasiva,
proveyendo ejemplos precisos y de
relevancia al tema.
10
Las oraciones son consistentes y las
ideas fluyen ligeramente al leer el
ensayo.
10
El escritor establece una relación
con el tema, proveyendo una clara
perspectiva que mantiene la
atención del lector.
10
La conclusión refleja el resultado
del trabajo escrito.
10
Presenta en forma organizada la
comprensión del tema del ensayo.
10
Lenguaje
Demuestra buen uso del idioma
usando buen vocabulario, sintaxis y
flujo de ideas.
10
Usa apropiada y correctamente la
gramática.
10
Maneja apropiada y correctamente
el uso de verbos.
10
Puntos Total 100 (70% contenido y
30% lenguaje)
Puntuación Total del
Estudiante: _______
Firma del Estudiante: _________________ Firma del Facilitador:____________________
MANA 321 Leadership and Supervision 44
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
RUBRIC TO EVALUATE AN ESSAY
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
Introductory statement is clear and
well stated.
10
Major or relevant details from class
are exposed in essay
10
Present information and support it in a
persuasive and sophisticated way,
providing precise and relevant
examples.
10
Sentences are cohesive and ideas flow
as the essay or written work is read.
10
Establish a writer's relationship with
the subject, providing a clear
perspective on the subject matter and
engaging the audience's attention.
10
Draw conclusions that reflect the
relationships or significant outcomes
of the discussion.
10
Demonstrate a comprehensive grasp
of significant ideas, using them
appropriately to reach a higher level
of understanding in an organized
manner.
10
Language
Demonstrate a command of standard
English (vocabulary used, syntax and
flow of ideas).
10
Uses grammar appropriately and
correctly.
10
Manages and uses verbs appropriately
and correctly.
10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: ____________________Facilitator’s Signature:___________________
MANA 321 Leadership and Supervision 45
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo E/Appendix E
PREMISAS PARA LA REDACCION DE ENSAYOS
1. “ Los buenos supervisores nacen, no se hacen.” En acuerdo, desacuerdo y
sustente.
2. ¿Por qué el mejor empleado no siempre es el mejor supervisor?
3. ¿Qué es diversidad laboral y cómo ha cambiado en los últimos 50 años?
4. ¿Cuál es la diferencia entre eficiencia gerencial y efectividad gerencial?
5. Las organizaciones existen para generar dinero. Son entidades económicas
y no se deben involucrar con situaciones sociales. En acuerdo o desacuerdo
y sustente.
6. Para cualquier trabajo, ¿por qué la autoridad debe ser igual (en la misma
medida) que la responsabilidad?
MANA 321 Leadership and Supervision 46
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo F/Appendix F
Case Studies for Evaluation
Case 1
Tom operates the paper cutter in an editorial company. He has had personal problems
at home, which makes him not concentrate as he should at work. As a result his
production has been poorly reduced, which has also bottled neck and has reduced
other workers ahead of him as well, who expect to receive the paper cut. His supervisor
knows about his problem and tells him: “I know that things have not been good lately.
But don’t worry about your production. We can cover it.”
Case 2
Mary maintains a firm discipline in the accounting department of a bank, were her high
performance has been very effective. One of her employees is interested in learning
more about the all areas and processes in a bank to be prepared for a position
increase. Mary tells him: “I think it is an excellent idea and I will help you as I can, only
if your production does not decrease as a result”.
Case 3
Joseph has resigned recently to the position of supervisor for the inspection department
of a big manufacturing company. When he became supervisor he started by
prohibiting any conversation in the inspection area. He told his inspectors: “Your job is
to verify the specifications on installed motors. Any conversation will distract and can
cause big losses. If you want to talk, do it on your time off”.
MANA 321 Leadership and Supervision 47
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo G/Appendix G Guide for case analysis: Recommendations that will help you with case analysis.
1. There is no specific way to prepare a case analysis in a standard form, it will depend
on:
a. The nature of the case.
b. The necessity of details and evidence to support the case.
c. The purpose of the analysis.
2. We pretend to analyze the cases more than resolve them.
3. Focus on the central idea.
4. The student should provide a detail explanation of the points in which the data,
reference of theories is supported by. The analysis is based on the information
given, not with what we think the case speculates.
5. The analysis should be brief and concise. Important information should not be
eliminated, but be clear in the style to use.
6. The analysis should include the following:
a. Brief summary of the case.
b. What is the problem or situation that is considered? First and secondary
situation.
c. Analyze the cause of the problem.
d. How can you resolve this case? What things have you learned of the case?
This includes:
i. Identification of action to follow to resolve the case, what administrative
alternatives based on theories or management practices?
ii. Make recommendations, indicate how they will be implemented and
justify them.
MANA 321 Leadership and Supervision 48
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Guía para el análisis de casos: Recomendaciones que te servirán de ayuda para
realizar un análisis de caso
1. No hay una forma de preparar el análisis que sea la mejor o la estándar, la forma en
que se haya la presentación del análisis va a depender de:
a. La naturaleza del caso
b. La necesidad de detalles y evidencia de apoyo
c. El propósito ara el cual se hace el análisis
2. Los casos pretendemos analizarlos más que resolverlos.
3. Debemos enfocarnos en el asunto central.
4. Debemos argumentar explicando detalles de los elementos del caso, la cual debe
estar apoyada por evidencia de datos, referencias o fuente teóricas de
interpretación del caso mismo. El análisis se hace partiendo de la información que
nos brinda el caso, sin especular sobre lo que habrá querido decir la persona que lo
escribió sino utilizando la información que se nos presenta.
5. El análisis debe ser breve y conciso. Para hacerlo conciso no debemos eliminar
áreas de información importantes, sino ser claros en nuestro estilo.
6. En el análisis de casos debes incluir las siguientes partes:
a. Preparar un breve resumen del caso.
b. ¿Cuál es el problema o situación que se plantea en el caso? Problema
principal y secundario.
c. Analizar las causas del problema
d. ¿Cómo se puede resolver el problema o qué cosas aprendemos de lo
narrado en el caso? Esto incluye:
i. Identificar diversos cursos de acción para resolver el problema o
información relacionada con el caso que podemos integrar como
alternativas gerenciales basándose en fuentes teóricas o prácticas.
ii. Hacer recomendaciones, indicar cómo se implantarán y justificar las
mismas.
MANA 321 Leadership and Supervision 49
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo H/Appendix H RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and
interesting. Identifies purpose,
objectives and principal ideas
included in the paper
10
Presentation of ideas is organized,
coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and
arguments are based in sources
presented, consulted or discussed in
class.
10
The paper demonstrates substance,
logic and originality.
10
The author presents his point of view
in a clear, convincing and well based
manner.
10
Contains well-constructed sentences
and paragraphs that facilitate lecture
and comprehension.
10
Language
Demonstrate a command of standard
English (vocabulary used, syntax and
flow of ideas).
10
Uses grammar appropriately and
correctly.
10
Manages and uses verbs appropriately
and correctly.
10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: ____________________Facilitator’s Signature:___________________
MANA 321 Leadership and Supervision 50
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo I/Appendix I
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _________________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: ______________________
Criterio Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
Evaluación de cada estudiante sobre sus compañeros de grupo. Estas reuniones o actividad son fuera del salón de clase.
MANA 321 Leadership and Supervision 51
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
RUBRIC TO EVALUATE PARTICIPATION IN GROUP
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organizing of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
Student evaluation on group member’s participation. These meeting or activities are out of the classroom.
MANA 321 Leadership and Supervision 52
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo J/Appendix J
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL
ORAL
Nombre del estudiante: ________________________Fecha:_________________
Criterio Puntos Puntuación del estudiante
Contenido Realiza una introducción efectiva del tema
identificando el propósito, objetivo e ideas
principales que se incluyen en la
presentación.
10
La presentación es organizada y coherente y
puede seguirse con facilidad.
10
El presentador demuestra dominio del tema
o materia de la presentación al explicar con
propiedad el contenido y no incurrir en
errores.
10
Las ideas y argumentos de la presentación
están bien fundamentados en los recursos
presentados, consultados o discutidos en
clase.
10
Capta la atención e interés de la audiencia
y/o promueve su participación, según
aplique.
10
Proyección efectiva, postura corporal
adecuada, manejo de la audiencia, manejo
del tiempo asignado.
10
Usa varias estrategias para hablar o definir
conceptos, interpretaciones, aplicaciones y
evaluación de procesos o experiencias en el
contenido del curso.
10
Lenguaje
Pronunciación de las palabras es clara y de
manera correcta para que se entienda el
lenguaje utilizado.
10
Uso correcto de la gramática y conjugación
de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar
el mensaje adecuadamente.
10
Total de Puntos 100 (70% de
contenido y 30%
Lenguaje)
Puntuación del
Estudiante:
________
Firma del Estudiante: _________________ Firma del Facilitador: ____________________
MANA 321 Leadership and Supervision 53
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name: _____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the
theme identifying the objectives, ideas
and principles that are included in the
presentation.
10
The presentation is organized and
coherent, and could be easily followed
10
The presenter demonstrates domain of the
theme or subject by means of properly
explaining content without incurring in
errors
10
The ideas and arguments of the
presentation are well founded by the
resources presented, consulted or
discussed in class
10
Capture of the attention and interest of the
audience and/or promote their
participation, as applicable
10
Effective personal projection, corporal
posture and manage of the audience;
10
Uses a variety of speaking strategies to
define concepts, interpretation, application
and evaluation of processes using
experience on concepts or content of
class.
10
Language
Student pronounces words in a clear and
correct manner so as to make the correct
language used understood to others.
10
Correct use of grammar and verb
conjugation.
10
Use of correct use of vocabulary words to
express message.
10
Total Points 100 (70% of content
and 30% of language)
Student’s Total Score:
________
Student’s signature: __________________Facilitator’s Signature: __________________
This evaluation is for the individual presentation within the group.
MANA 321 Leadership and Supervision 54
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo K/Appendix K
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font,
size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition”
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
include a brief description, date produced, date submitted, and date evaluated
(Appendix M).
MANA 321 Leadership and Supervision 55
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix L).
4. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix P). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
5. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix Q).
• After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio
samples will be destroyed; otherwise, they will be returned to their original
authors (Appendix R).
MANA 321 Leadership and Supervision 56
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo L/Appendix L: PORTFOLIO INFORMATIONAL SHEET (to be placed in front)
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
MANA 321 Leadership and Supervision 57
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo M/ Appendix M
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
MANA 321 Leadership and Supervision 58
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo N/Appendix N
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
MANA 321 Leadership and Supervision 59
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo O/Appendix O
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
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Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
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
MANA 321 Leadership and Supervision 61
Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.
Anejo P/Appendix P
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez
Anejo Q/Appendix Q
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
MANA 321 Leadership and Supervision 63
Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez
Anejo R/Appendix R
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period of
time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature
MANA 321 Leadership and Supervision 64
Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez
Anejo S/Appendix S APA Style Guide
The American Psychological Association (APA) is in charge of creating formal
styles for referencing material. They started to write instructions on how to prepare
manuals in 1929. Since then, the APA group has become one of the leading
authorities in publication styles. In this guide you will find a description of reference
styles and examples that may be used to reference books, web sites, journals, and
newspapers.
References are important because they inform the reader about the source
you used to obtain the information. If the reader needs more information, he/she
may take a look at the references and try to locate them.
Do not forget that it is illegal to copy and paste information direct from a
source. That is called plagiarism and is a violation of the author’s copyrights (this
includes pictures, photos, tables, graphs, etc.). If you find an article or book with
something you want to use in your document, change the contents to your own
words instead of copying from the source. Just paraphrase! Always give credit to
the source by referencing the original work.
Remember, all references must be single spaced. After the reference’s first
line, all lines will be indented 5 spaces (press the Tab key once). One blank line
should be left between references. Never use bold or underline in your references.
The use of italics is limited to certain sections of the reference depending on the
source. Follow punctuation as it is shown in the examples. These examples are
designed to help you add references to your document in the right format.
Line Spacing and Font Style
The font used in your documents should be the following:
1. Font Type: Arial or Times New Roman
2. Style: Normal
3. Size: 12.
To change the font type, style or size, go to the Formatting Toolbar of the software
application you are using.
Line Spacing Icon
MANA 321 Leadership and Supervision 65
Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez
You should leave 1.5 spaces in between lines. To change the line spacing, click the
previous icon located in your formatting toolbar.
Reference Style for Books Books are one of the best recommended sources to use in any type of research;
however it is important to keep in mind the year of publication. For example, you do
not want to use a reference that has more than 10 years in areas of study related to
technology, medicine, or education.
Author Last Name, Name First Letter. (Year of publication). Book Title in Italics. City
of publication, State: Publication Company.
Examples
1. Book with one author, first edition Jelen, B. (2007). Using Excel 2007. Indianapolis, IN: Que Publishing.
2. Book with one author, more than one edition Castro, E. (2000). HTML for the World Wide Web. (4th ed.). Berkeley, CA: Peachpit
Press.
3. Book with more than one author, first edition Heid, J. & Malina, T. (2004). Sell it on eBay. Berkeley, CA: Peachpit Press.
Other sources you can visit for additional information:
The OWL and Writing Lab at Purdue University
http://owl.english.purdue.edu/owl/resource/560/07/
The University of North Carolina Greensboro
http://library.uncg.edu/depts/ref/handouts/apa.asp
Universidad Interamericana de Arecibo (Spanish)
http://www.arecibo.inter.edu/sss/apa_files/frame.htm
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Reference Style for Web Sites
First, keep in mind that a Web site reference should come from serious, reputable
and professional sources. It is not recommended to use an individual’s web site as
a reference. It is also important the reference should have the author’s name,
publication date (at least the year) and the title. Always verify that the document
does not have spelling or grammar errors.
Author’s Last Name, Name First Letter. (Year, Month and Day of publication). Article
Title. Name of the periodical in Italics. Full retrieval date, from site link
1. Website article with publication’s month and year Gaby, B. (2005, May). Break Free: a User's Guide to Wireless Technology Today
and Tomorrow. California CPA. Retrieved June 28, 2006, from http://findarticles.com/p/articles/mi_m0ICC/is_9_73/ai_n15727422
2. Website article with publication’s month, day and year
Willmott, D. (2005, October 12). A Brief History of Windows. PC Magazine.
RetrievedJune 28, 2006, from http://www.findarticles.com/p/search?qt=computer+history&qf=free&qta=1&tb=art&x=0&y=0&sn=10
3. Website article without author
Name of periodical. (Year, Month and day of publication). Article
Title in Italics. Full retrieval date, from site link
Airline Industry Information. (2004, April 14). Manchester Airport introduces IRIS technology. Retrieved June 30, 2006, from http://www.findarticles.com/p/articles/mi_m0CWU/is_2006_April_14/ai_n16124940
Reference Style for Magazines and Newspapers
Author Last Name, Name First Letter. (Year, Month and day of publication). Article
Title. Name of the Newspaper in Italics, page #.
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Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez
1. Newspaper article Balona, D. M. (2006, June 28). Science Teaching to get Boost. Orlando Sentinel, pp.
34-36.
2. Newspaper Article, no author Zelaya dice que Falta Rentabilidad en la Región para Refinería. (2006, June 28). El
Sentinel, pp.12-15.
Referencing an Image, Photo, Chart or Graph If you use an image, picture, table or chart in your document that was taken from
another source, you have to disclose the source.
Reference Section of your Research Your references will be located in the Reference section of your document/research.
They will be sorted alphabetically in ascending order. Additionally, they should be
single spaced (this is the only place in your document where single space will be
used). Leave one blank line in between references.
References
Airline Industry Information. (2004, April 14). Manchester Airport introduces IRIS
technology. Retrieved June 30, 2006, from
http://www.findarticles.com/p/articles/mi_m0CWU/is_2006_April_14/ai_n16124940
Balona, D. M. (2006, June 28). Science Teaching to get Boost. Orlando Sentinel, pp. 34-
36.
Castro, E. (2000). HTML for the World Wide Web. (4th ed.). Berkeley, CA: Peachpit
Press.
Zelaya dice que Falta Rentabilidad en la Región para Refinería. (2006, June 28). El
Sentinel, pp.12-15.
References American Psychological Association. (2001). Publication Manual of the American
Psychological Association. (5th ed.). Washington, DC: Author.