mana 401 business policies polÍticas … 401 dlp... · la nota final de cada ... representa ética...
TRANSCRIPT
Prep. 05. SMP Natalia S. Ruiz, MAOM. Revised 10/08 Bernardo Gil, MBA
Sistema Universitario Ana G. Méndez
Florida Campuses
School for Professional Studies
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
MANA 401
BUSINESS POLICIES
POLÍTICAS EMPRESARIALES
© Sistema Universitario Ana G. Méndez, 2008
Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved.
MANA 401 Business Policies 2
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario ........................................ ......................................................................... 3
Study Guide ....................................... ..................................................................... 13
Workshop One ...................................... ................................................................. 23
Taller Dos ........................................ ....................................................................... 26
Workshop Three .................................... ................................................................. 29
Taller Cuatro ..................................... ...................................................................... 33
Workshop Five / Taller Cinco ...................... .......................................................... 36
Anejo A/Appendix A ................................ .............................................................. 40
Anejo B/Appendix B ................................ .............................................................. 42
Anejo C/Appendix C ............................... .............................................................. 44
Anejo D/Appendix D ................................ .............................................................. 46
Anejo E /Appendix E ............................... ............................................................... 47
Anejo F / Appendix F .............................. ............................................................... 48
Anejo G / Appendix G .............................. .............................................................. 50
Anejo H / Appendix H .............................. .............................................................. 51
Anejo I /Appendix I ............................... .................................................................. 52
Anejo J / Appendix J .............................. ................................................................ 53
Anejo K /Appendix K ............................... .............................................................. 55
Anejo L / Appendix L .............................. ............................................................... 56
Anejo M / Appendix M ............................. .............................................................. 57
Anejo N/Appendix N ................................ .............................................................. 58
Anejo O/Appendix O ................................ .............................................................. 60
Anejo P/Appendix P ................................ ............................................................... 62
Anejo Q/Appendix Q ................................ .............................................................. 64
Anejo R / Apppendix R ............................. ............................................................. 66
Anejo S / Appendix S .............................. ............................................................... 67
Anejo T/Appendix T ................................ ............................................................... 68
Anejo U/Appendix U ................................ .............................................................. 69
MANA 401 Business Policies 3
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Prontuario
Título del Curso Business Policies
Codificación MANA 401
Duración Cinco Semanas
Pre-requisito MANA 340
Descripción
Este curso les permite a los estudiantes integrar los conocimientos adquiridos
en mercadeo, finanzas, economía, contabilidad, producción y relaciones
humanas dentro de un marco teórico conceptual estratégico determinante en la
toma de decisiones. El mismo se utiliza en la formulación de estrategias y
políticas para dirigir las operaciones internas y externas de una organización.
Recalca en la aplicación práctica de los conceptos en casos concretos y
considera la perspectiva global organizacional en el medio ambiente actual.
Objetivos Generales
1. Desarrollar las destrezas conceptuales que le permitan al estudiante integrar
aprendizajes previos acerca de los aspectos organizacionales.
2. Desarrollar el marco de análisis que permita al estudiante identificar los
asuntos centrales y problemas complejos de las organizaciones mediante el
estudio de casos, sugerir cursos de acción y presentar recomendaciones
para el futuro.
3. Desarrollar un conocimiento del rol corporativo en la gerencia estratégica.
4. Desarrollar la habilidad de analizar y evaluar los aspectos cuantitativos y
cualitativos que inciden en el desempeño de las personas responsables por
las decisiones estratégicas.
5. Cubrir la brecha entre la teoría y la práctica mediante el desarrollo de la
comprensión acerca de cuando y como utilizar conceptos y técnicas
aprendidas en cursos previos en mercadeo, contabilidad, finanzas,
gerencias, producción y sistemas de información.
6. Desarrollar un conocimiento de los conceptos de gerencia estratégica
básicos, investigación y marcos teóricos.
7. Desarrollar las destrezas analíticas y de toma de decisiones al lidiar con
problemas conceptuales complejos en forma ética.
MANA 401 Business Policies 4
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
8. Desarrollar un entendimiento de la economía mundial globalizada y su
impacto potencial en las actividades comerciales.
9. Desarrollará un proyecto final que consistirá de un plan estratégico y un
análisis financiero de una compañía de su preferencia.
Texto y Recursos
Charles W. l. Hill & Gareth R. Jones, C. (2007). Strategic Management: an
Integrated Approach. (8th ed.) South-Western College Pub.
Referencias y material suplementario
Beitler, M. (2006). Strategic Organizational Change (2nd ed.). New York: Practitioner
Press International.
Bossidy, L & Charan, R. (2002). Execution: The Discipline of Getting Things Done.
(1 ra ed.) New York: Crown Publishing Group
Collin, J. (2003). Good to Great: Why Some Companies Make the Leap... and
Others Don't. New York: HarperBusiness/HarperCollins.
David, F. (2008). Strategic Management Concept & Cases. (12th ed.) New Jersey:
Prentice Hall
Hammer, M. & Champy, J. (2003). Reengineering the Corporation: A Manifesto for
Business Revolution. (1ra ed.) New York: HarperCollins Publishers
Huselid, M, A., Ulrich, D et al. (2001). The HR Scorecard: Linking People, Strategy,
and Performance. Massachusetts: Harvard Business School Publishing
Koch, R. (2005). The 80/20 Individual: How to Accomplish More by Doing Less. (1ra
ed.) New York: Doubleday & Company
Krajewski, L. & Ritzman, L. (2000). Administración de Operaciones Estrategia y
Análisis. (5ta ed.) New Jersey: Prentice
Kumar, N. (2004). Marketing as Strategy: Understanding the CEO's Agenda for
Driving Growth and Innovation. Ohio: Harvard Business School Publishing
Mintzberg, H., Ahlstrand, B. W., et al. (1998). Strategy Safari: A Guided Tour
Through the Wilds of Strategic Management. New York: Simon & Schuster
Adult Publishing Group
Neff, T. J. & Citrin, J. M. (2005). You're in Charge - Now What?: The 8-Point Plan.
New York: Crown Publishing Group
MANA 401 Business Policies 5
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Pande, P. S., Cavanagh, R. R., et al. (2000). The Six Sigma Way: How GE,
Motorola, and Other Top Companies are Honing Their Performance. Ohio:
McGraw-Hill
Schilling, M. A. (2004). Strategic Management of Technological Innovation. Ohio:
McGraw-Hill
Senge, P. M., Roberts, C., et al. (1994). The Fifth Discipline Fieldbook: Strategies
and Tools for Building a Learning Organization. (1ra ed.) New York:
Doubleday & Company
Sherman, S., Sperry, J., et al. (2003). The Seven Keys to Managing Strategic
Accounts. Ohio: McGraw-Hill
Watkins, M. (2003). The First 90 Days: Critical Success Strategies for New Leaders
at All Levels. Massachusetts: Harvard Business School Publishing
Evaluación
La nota final de cada estudiante estará basada en la participación de todas las
actividades de aprendizaje tanto individual como grupal. La nota final de cada
estudiante estará basada en la ejecución de las siguientes actividades de acuerdo a
su peso relativo:
Criterio Puntos Porciento
Asistencia y puntualidad 200 20%
Participación y contribución en clase 200 20%
Portfolio del curso: Debe incluir las tareas asignadas y
actividades documentadas para cada taller
200 20%
Trabajo Final Individual
Plan Estratégico (debe ser hecho en español)
Análisis del estado financiero (debe ser hecho
en inglés)
200
200
40%
Total 1,000 100%
NOTA: Las matrices valorativas a utilizarse en cada actividad se incluyen como
anejos. Los estudiantes serán evaluados en términos de su dominio del contenido
del curso, en adición de su dominio de los lenguajes de español e inglés.
MANA 401 Business Policies 6
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
La Curva Estándar a ser utilizada es la siguiente:
A: 100 - 90 %
B: 89 - 80 %
C: 79 - 70 %
D: 69 - 60 %
F: 50 - 0 %
Descripción de la evaluación:
1. Asistencia y puntualidad: La asistencia es mandatoria y la puntualidad
representa ética profesional. El facilitador llevará un registro de la misma para
cada taller y, al finalizar el curso, utilizará el Anejo N para evaluar a cada
estudiante.
2. Participación y Contribución en clase: Es responsabilidad del estudiante
asistir a clases preparado para discutir los temas del día (lecturas, preguntas
asignadas, diario actualizado, etc.) y debe participar activamente haciendo
contribuciones efectivas. El Facilitador evaluará la participación de cada
estudiante en cada taller y tomará en cuenta el grado de participación, si ésta
demuestra que el estudiante se preparó para la clase y su contribución al
desarrollo de la misma. Los estudiantes se autoevaluarán y evaluarán a sus
compañeros a través de las actividades de avalúo. La participación en clase a
través del curso debe darse utilizando el idioma del taller correspondiente. El
Facilitador evaluará la participación y contribución de cada estudiante al
finalizar el curso utilizando el Anejo O .
3. Portafolio del curso : Cada estudiante deberá preparar un portafolio del curso
donde reflexionará sobre los temas del curso y como éste se va desarrollando
(ver Anejo F hasta el Anejo M). Es importante que cada estudiante trabaje este
portafolio a partir de la primera semana de clases, lo mantenga actualizado y lo
traiga a clase cada semana para que lo pueda utilizar y el Facilitador lo pueda
revisar. Utilice el mismo tipo de letra para todas sus tareas. El estilo APA
recomienda Times New Roman, Courier New o Arial, tamaño 12, a doble
espacio. El Portafolio deberá incluir los siguientes componentes:
a. Página de Título o Portada: La misma debe ser escrita utilizando el estilo
MANA 401 Business Policies 7
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
APA.
b. Tabla de Contenido: Luego de la página de titulo, los estudiantes
deberán de presentar una Tabla de Contenido incluyendo todas las
partes del portafolio.
c. Introducción: En la introducción del portafolio, los estudiantes podrán
reflexionar, criticar y analizar los trabajos del portafolio en general. Se
debe de realizar una comparación crítica entre los componentes del
porfolio. Además, se requiere que los estudiantes expongan la
importancia y el significado y aplicaciones en su trabajo/profesión de los
trabajos recolectados para el portafolio. Esta sección del portafolio
requiere que el estudiante se involucre en un alto nivel de reflexión y
evaluación en torno a los trabajos individuales del portafolio, así como
del portafolio visto como una sola unidad, a la luz de sus objetivos/metas.
Durante este proceso reflexivo, el estudiante deberá sintetizar todos sus
documentos, interpretarlos y avaluarlos, de manera que tenga sentido,
tanto para el propio estudiante como para el que lo lea. La introducción
del portafolio debe incluir:
i. El grado de logro en cuanto a las metas del estudiante.
ii. El crecimiento intelectual y académico que el estudiante obtuvo a
través del desarrollo del portafolio.
iii. El significado y aplicación que posee su recopilación de trabajos
como una totalidad.
d. Tareas semanales: Cada estudiante incluirá las tareas semanales:
estudios de casos, investigaciones, trabajos especiales, etc. que requiere
este modulo. Las mismas serán entregadas al finalizar cada taller y el
Facilitador devolverá las tareas en la siguiente clase con las correcciones
y recomendaciones a las mismas. El estudiante podrá revisar, corregir y
mejorar esas tareas en función de los comentarios del Facilitador y lo
aprendido en clase. Las tareas deberán ser preparadas en el idioma del
taller.
e. Actividades de avalúo: Los estudiantes deberán incluir todas las
actividades de avalúo realizadas en clase. Las mismas serán evaluadas
por el Facilitador en relación al conocimiento adquirido por el/la
MANA 401 Business Policies 8
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
estudiante sobre lo discutido en clase y en relación al dominio del
lenguaje del respectivo taller.
f. Apéndices: Los estudiantes debe incluir todos los documentos utilizados
en la preparación del portafolio.
g. Reflexión/Experiencia Personal/Conclusión: En esta fase, los estudiantes
habrán de analizar de forma crítica y exponer su punto de vista con
respecto a la importancia de los componentes colectados en el portafolio.
Los estudiantes deberán poner por escrito este autoanálisis de cada
elemento de su portafolio. Es importante que los estudiantes escriban
comentarios en torno a sus trabajos creados en el portafolio, incluyendo
aquellas partes del portafolio que necesitan ser mejoradas. Los
estudiantes se deben preguntar, durante la evaluación de sus trabajos en
el portafolio, lo siguiente:
i. ¿Cuál es la importancia y aplicación de este portafolio?
ii. ¿Qué destrezas aprendió en el desarrollo de este portafolio?
iii. ¿En qué destreza debe trabajar más para mejorar este trabajo
desarrollado para mi portafolio?
iv. ¿Qué componentes del portafolio le atrajeron mas y por que?
v. ¿Qué componentes del portafolio no le gustaron y por que?
Se debe recalcar que los estudiantes pueden libremente y sin miedo
comentar sobre sus logros, limitaciones y críticas constructivas en torno a
sus trabajos. Los estudiantes pueden trabajar en grupo durante el desarrollo
de su reflexión ante su portafolio. Los estudiantes también deben sentirse
libres de comentar sobre los trabajos de sus compañeros de clase.
h. Referencias: Las mismas deben ser redactadas utilizando el estilo APA.
NOTA: El portafolio del curso deberá entregarse en la quinta semana del
curso. Sin embargo, el estudiante debe ir preparando el mismo según
progresa el curso. La presentación es importante y debe estar preparado y
organizado profesionalmente. Debe incluir cada una de las secciones
debidamente organizadas y rotuladas. El mismo será evaluado por e
facilitador utilizando el Anejo I y el Anejo J .
4. Trabajo final: Cada estudiante realizará un proyecto final que consta de dos
partes: la primera parte es un plan estratégico y la segunda parte un análisis
MANA 401 Business Policies 9
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
financiero para la empresa en donde trabajan o de alguna de preferencia. Los
estudiantes deben entregar cada semana el estudiante entregue la parte
correspondiente del plan (detalles en los Anejos P y O ). La primera parte (Plan
Estratégico) debe ser hecha y presentada en español y la segunda parte en
ingles (Análisis Financiero).
Nota 1: Ambas partes del proyecto deben contener un informe escrito en formato
APA y harán una presentación oral de un máximo de 20 minutos por cada
estudiante. Las presentaciones deben ser mostradas utilizando Power Point.
Recuerde ser impactante y creativo en las presentaciones. Coordinar con el Centro
de Recursos para el Aprendizaje para grabar las presentaciones orales en video
(ver Anejo U).
Nota 2 : El Facilitador evaluará las presentaciones orales utilizando el Anejo C y los
trabajos escritos con el Anejo B y las listas de cotejo del Anejo R y el Anejo S. .
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el 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
MANA 401 Business Policies 10
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
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 mas 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 valida y verificable, el facilitador determinara una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
MANA 401 Business Policies 11
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
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 esta prohibido durante las sesiones de clase; de haber
una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la información
deseada. Entre ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
MANA 401 Business Policies 12
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, 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 intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del
avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los
estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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.
MANA 401 Business Policies 13
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Study Guide
Course Title Business Policies
Code MANA 401
Time Length Five Weeks
Pre-requisite MANA 340
Description
Business Policies is an advance course in which the students will learn the
concept of top management analysis. It is designed to expose students to
corporative problems in various business scenarios. In addition the class will
integrate skills developed in previous core courses like Human Resources,
Accounting, Economics, Finance, Information Management, and Marketing.
General Objectives
1. Develop conceptual skill so that a student is able to integrate previously learned
aspects of corporations.
2. Enable a student to identify central issues and problems in complex cases; to
suggest alternative courses of action; and to present well-supported
recommendations for future action.
3. To develop an understanding on strategic management concepts; to develop an
understanding of the roles and responsibilities of the Board of Directors, Chief
Executive Officer, and other key managers in strategic management position.
4. Develop the ability to analyze and evaluate, both quantitatively and qualitatively,
the performance of the people who are responsible for strategic decisions.
5. Bridge the gap between theory and practice by developing an understanding of
when and how to apply concepts and techniques learned in earlier courses on
marketing, accounting, finance, management, production, and information
systems
6. Develop research capabilities necessary to gather and interpret key
environmental data.
7. Develop and refine analytical and decision-making skills for dealing with complex
conceptual problems in an ethical manner.
8. Develop an understanding of the emerging world economy and its potential
impact on business activities in any location.
MANA 401 Business Policies 14
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
9. Develop a final project that includes a strategic plan and a financial analysis of a
company of his/her choice.
Texts and Resources
Charles W. l. Hill & Gareth R. Jones, C. (2007). Strategic Management: an
Integrated Approach. (8th ed.) South-Western College Pub.
References and Supplementary Material
Beitler, M. (2006). Strategic Organizational Change (2nd ed.). New York: Practitioner
Press International.
Bossidy, L & Charan, R. (2002). Execution: The Discipline of Getting Things Done.
(1 ra ed.) New York: Crown Publishing Group
Collin, J. (2003). Good to Great: Why Some Companies Make the Leap... and
Others Don't. New York: HarperBusiness/HarperCollins.
David, F. (2008). Strategic Management Concept & Cases. (12th ed.) New Jersey:
Prentice Hall
Hammer, M. & Champy, J. (2003). Reengineering the Corporation: A Manifesto for
Business Revolution. (1ra ed.) New York: HarperCollins Publishers
Huselid, M, A., Ulrich, D et al. (2001). The HR Scorecard: Linking People, Strategy,
and Performance. Massachusetts: Harvard Business School Publishing
Koch, R. (2005). The 80/20 Individual: How to Accomplish More by Doing Less. (1ra
ed.) New York: Doubleday & Company
Krajewski, L. & Ritzman, L. (2000). Administración de Operaciones Estrategia y
Análisis. (5ta ed.) New Jersey: Prentice
Kumar, N. (2004). Marketing as Strategy: Understanding the CEO's Agenda for
Driving Growth and Innovation. Ohio: Harvard Business School Publishing
Mintzberg, H., Ahlstrand, B. W., et al. (1998). Strategy Safari: A Guided Tour
Through the Wilds of Strategic Management. New York: Simon & Schuster
Adult Publishing Group
Neff, T. J. & Citrin, J. M. (2005). You're in Charge - Now What?: The 8-Point Plan.
New York: Crown Publishing Group
Pande, P. S., Cavanagh, R. R., et al. (2000). The Six Sigma Way: How GE,
Motorola, and Other Top Companies are Honing Their Performance. Ohio:
McGraw-Hill
MANA 401 Business Policies 15
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Schilling, M. A. (2004). Strategic Management of Technological Innovation. Ohio:
McGraw-Hill
Senge, P. M., Roberts, C., et al. (1994). The Fifth Discipline Fieldbook: Strategies
and Tools for Building a Learning Organization. (1ra ed.) New York:
Doubleday & Company
Sherman, S., Sperry, J., et al. (2003). The Seven Keys to Managing Strategic
Accounts. Ohio: McGraw-Hill
Watkins, M. (2003). The First 90 Days: Critical Success Strategies for New Leaders
at All Levels. Massachusetts: Harvard Business School Publishing
Evaluation
The final grade of each student will be based on the participation of all individual and
group learning activities. The final grade will be based on the execution of the
following activities and their relative weight:
Criteria Puntos Porciento
Attendance and punctuality 200 20%
Participation y contribution to the class 200 20%
Course portfolio: Must include all assignments and
activities for each Workshops
200 20%
Individual Final Work
Formal Strategic Plan (must be in Spanish)
Formal Financial Analysis (must be in English)
200
200
40%
Total 1,000 100%
NOTE: The rubrics to be used for these evaluations are included at the end of the
module. The student will be evaluated in terms of their dominion of the content of the
course and, also the dominion of the languages both English and Spanish.
The standard curve to be used is the following:
A: 100 - 90 %
B: 89 - 80 %
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C: 79 - 70 %
D: 69 - 60 %
F: 50 - 0 %
Evaluation Description:
1. Attendance and punctuality: Attendance is mandatory, and being punctual
reflects a professional ethic. The facilitator will register the student’s
performance for both in every workshop. At the end of the course, the
Facilitator will evaluate each student with the rubric in Appendix N .
2. Class participation and contribution: All students are expected to attend
class prepared to discuss workshop topics (readings, assigned questions, up
to date class diary) and, to actively participate in class. The Facilitator will
evaluate the students’ participation in each workshop, taking into
consideration the degree of participation, if it demonstrates that the student
prepared for class and how much this participation contributed to the class’
development. The students will self assess their participation through the
assessment activities. Class participation throughout the course should be in
the language of the workshop. At the end of the course, the Facilitator will
evaluate the student’s overall class participation using Appendix O .
3. Course portfolio : Students should prepare a course portfolio (2” white binder
with front cover) where they would reflect upon course topics and
development (see Appendixes F thru M ). It is important that all students
work on the portfolio from the first week of class, keep it up to date and, bring
it to class for discussion and Facilitator’s revision. The Portfolio should include
the following sections:
a. Title Page or Cover Page : It should be written APA style.
b. Table of content: After the Title Page , the students would include a
Table of Content including all parts of the portfolio.
c. Introduction: In the introduction of the portfolio, the students would
reflect, criticize and analyze all the components of it. They should write
a critic comparison between all the components of the portfolio. Also, it
is require that the students expose the importance, meaning, and
applications of all the components of their portfolios to their job or
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profession. This section of the portfolio requires that the students get
involve in a high level of reflection and assessment regarding their
individual assignments, and also as an accomplishment of their
objectives and goals. During the process of reflection, the students
should synthesize, interpret, and assess all the documents, so that the
introduction would have sense, not only for their own interpretation but
also for the reader. The introduction of the portfolio should include:
i. The level of accomplishment of the students’ goals.
ii. The intellectual and growth of the students through time.
iii. The meaning and application of the recompilation of all the
assignments of the portfolio as a whole.
d. Weekly assignments: Assignments before every workshop are a
fundamental component of class participation. The students will
complete these assignments in the language of the workshop, and turn
them in at the end of it. The Facilitator will return the assignments on
the next workshop with the suggested corrections. The students should
revise, correct and improve these assignments, based upon the
Facilitator’s comments. They should show what was learned in class
and, include this in their portfolios.
e. Assessment Activities : The student will include all the assessment
activities completed in class. The Facilitator will evaluate these
activities in relationship with the student’s gain in knowledge of the
topics discussed in class. They will also be evaluated for their
performance in the dominant language of the workshop.
f. Reflexion/ Personal and Academic Experience/Conclus ion : The
students should analyze, criticize, and explain their point of view
regarding all the components of their portfolio. They should write a self
assessment for each component. It is important that the students write
their comments in the development of their portfolios, including those
that need improvement. During the self assessment, the students
should answer the following:
i. What is the importance and meaning of their portfolios?
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ii. What skills they learned during the development of their
portfolios? What skills they need to get better in order to
improve their portfolios?
iii. What components of their portfolios they like the most and why?
What components they did not like and why?
The students can freely and without fear make any comment regarding their
goals, limitations, and critics about their work. Also, they can work in groups
during the reflexion on their portfolios, and make any comments on their
peers’ portfolios.
g. Appendixes: The students should include, for every workshop, all
documents used to prepare their portfolios.
h. References : Students should write their references using APA style.
Note: The Course Portfolio should be handed in, during the last week of class.
However, the students should begin preparing the portfolio as the course develops,
to avoid accumulating last minute work. Presentation is important; it should be well
organized and professionally prepared. It should include each one of the sections
explained above, appropriately labeled. The Facilitator will evaluate the portfolio
using Appendix I and Appendix J .
4. Individual Final Work: Each student will be required to prepare a
comprehensive final project consisting of two major sections: The first part is
fomal strategic plan of a business of his/her choosing and the second part is a
formal financial analysis for the chosen business. For details instructions and
additional information, please refer to Appendix P and Appendix O .
Note 1: Both sections of the project should have a written report, using APA format,
and an oral presentation of a maximum of 20 minutes per student. Oral
presentations must be showed using Power Point as a visual aid tool. Remember
that the presentations must be creative! Coordinate with the Learning Resource
Center to videotape the oral presentations (see Appendix U).
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Note 2: The Facilitator will evaluate the oral presentations using Appendix C , and
the written reports using Appendix B and the checklists on Appendix R and
Appendix S .
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-
Based Dual Language Immersion Model® designed to promote each
student’s development as a Dual Language Professional. Workshops will be
facilitated in English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
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.
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Assignments required prior to the workshop must be completed and turned in on
the assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an
equivalent activity is possible. This activity must include the same content and
language components as the oral presentation or special activity that was
missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not
be plagiarized. That is, the student must be the author of all work submitted. All
quoted or paraphrased material must be properly cited, with credit given to its
author or publisher. It should be noted that plagiarized writings are easily
detectable and students should not risk losing credit for material that is clearly
not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
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11. Children or family members that are not registered in the course are not allowed
to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module,
do not stop your investigation. There are many sea rch engines and other
links you can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
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.
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Workshop One
Content Objectives
At the end of this workshop, the student will be able to:
1. Explain the concept of strategy.
2. Understand the different strategic roles among management and the
responsibilities of each management level.
3. Identify each of the components during the Strategic Management-Making
Process.
4. Discuss the impact of the corporate Mission on the development of strategic
management.
5. Present examples of barriers during management decision making.
6. Identify the three components of a business Vision.
Language Objectives
At the end of this workshop, the student will be able to:
1. Sustain and defend a line of argument providing appropriate support using
English as the language of communication.
2. Engage in the writing process to communicate ideas and points of view with
correct grammar, punctuation, syntax and correct use of verbs.
3. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
Electronic Link (URL’s)
http://www.smsweb.org/
http://smallbusiness.yahoo.com/resources/
http://www.gestiopolis.com/recursos/documentos/fulldocs/rrhh/evaenrrhh.htm
http://www.nonprofits.org/npofaq/03/22.html
http://www.mapnp.org/library/plan_dec/str_plan/models.htm
http://www.quintcareers.com/creating_personal_mission_statements.html
http://www.tendencias21.net/index.php?action=article&id_article=68213&id_rubrique
=1755
Assignment before Workshop One
1. Read the module (at least thru the first workshop) and attend to class prepared to
make questions about any subject you need to clarify and to discuss all the
concepts assigned for reading.
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
2. Search a read information regarding the following concepts
• Strategic Leadership
• Competitive Advantage
• Corporate Mission, Vision and Values 3. Be prepared for a class activity or discuss in class about the concepts mentioned
on assignment 2.
4. Write your personal Mission statement in no more than 100 words.
5. Watch the following video http://youtube.com/watch?v=NPBz46wc4tw . Be
prepared to discuss it in class.
6. Prepare part one of the Strategic Plan (see Appendix P).
Activities
1. The facilitator will start the workshop with an icebreaker activity.
2. The facilitator will explain the course MANA 401 objectives, methodology,
expectations and evaluation criteria. During the process, the facilitator will
confirm all students attending are properly registered to the course. Also, the
facilitator will verify all students have the course module and reference material.
The facilitator will provide contact information in case students need support.
3. The facilitator will explain details of appendixes to hand in or assignments of all
five workshops to be handed in.
4. The facilitator and the students will create teams for the group activities.
5. The facilitator will direct the class to select a representative student.
6. Review the assignments and activities for each workshop.
7. Activity to begin discussion of subjects assigned for reading. The facilitator will
choose among: Reading summary, essay writing, group work and written
questions. This activity will last 20 minutes maximum.
8. The facilitator will discuss with the students all concepts for reading prior the first
workshop and verify the interactive activity. Discussion will be developed on
Power Point presentation, interaction with students and other methods used by
the facilitator.
7. The students will present, through an activity designed by the facilitator, how to
use strategic planning on the different levels of corporate managers.
MANA 401 Business Policies 25
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
8. The facilitator will select some students to present their personal Mission
statement.
9. Facilitator will divide the class in 4-5 groups (5 people max. on each group). Each
will prepare a Corporate Mission & Vision and Values for one of the following:
• Restaurant
• Medical Office
• Retail store
• Non-profit Organization
• Hotel
9. Explanation of the tasks to be completed for Workshop Two.
Assessment
The students answer the questions on their reflexive dairy. (Appendix E)
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Taller Dos
Objetivos de Contenido
Al finalizar este taller, el estudiante podrá:
1. Entender las diferentes herramientas de análisis para desarrollar un plan
estratégico gerencial (SWOT, PEST, 5 Fuerzas de Porter).
2. Identificar y explicar las diferentes fuerzas en el macro ambiente que hacen
surgir oportunidades y amenazas estratégicas.
3. Examinar las causas internas para los logros y fracasos competitivos.
4. Familiarizarse con el concepto de cadenas de valor y mostrar ejemplos de
distintas actividades de creación de valores en una compañía.
5. Discutir cómo una empresa puede construir y mantener una ventaja
competitiva mediante la selección de sus estrategias funcionales.
6. Exponer la importancia de cada una de las “Cinco Fuerzas de Porter”.
Objetivos de Lenguaje
Al finalizar el Taller, el estudiante podrá:
1. Utilizar el español como idioma de comunicación oral y escrita en su
participación en clase.
2. Identificar los conceptos relevantes al material escrito y utilizarlos
correctamente.
3. Producir retroalimentación efectiva basada en las presentaciones orales de
otros estudiantes de forma clara y con uso correcto de vocabulario, gramática
y uso de verbos.
Direcciones electrónicas
http://www.marketingteacher.com/Lessons/lesson_PEST.htm
http://www.netmba.com/strategy/pest/
http://www.marketingteacher.com/Lessons/lesson_swot.htm
http://www.marketingteacher.com/Lessons/lesson_fivefoces.htm
http://ezinearticles.com/?Porters-Five-Forces-Analysis&id=15116
http://www.mindtools.com/pages/article/newTMC_08.htm
http://www.tutor2u.net/business/strategy/competitive_advantage.htm
http://www.tutor2u.net/business/strategy/porter_five_forces.htm
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
http://www.tutor2u.net/business/strategy/competitor_analysis.htm
http://www.tutor2u.net/business/strategy/core_competencies.htm
http://www.quickmba.com/marketing/plan/
Tareas a realizar antes del Taller Dos
1. Buscar y leer información relacionada a los objetivos del taller, incluyendo los
siguientes términos o conceptos:
• Análisis FODA (SWOT Analysis)
• Internal / External Factors
• Análisis PEST
• 5 Fuerzas de Porter
2. Leer el resumen de los capítulos 2 al 4 en el siguiente enlace:
http://college.hmco.com/business/hill/strategic/6e/students/summaries/index.h
tml
3. Haz un análisis escrito (a manera de ensayo), utilizando la herramienta de las
5 Fuerzas de Porter, sobre una de las siguientes industrias:
• Aerolíneas
• Entretenimiento
• Educación
• Bienes Raíces
Prepara una presentación Power Point que resuma el análisis, la cual
deberás presentar en clase.
4. Prepara la parte Dos del Plan Estratégico (Anejo P ).
5. Prepara la parte Uno del Análisis Financiero (Anejo Q ).
Actividades
1. El facilitador presentará los objetivos del taller
2. Los estudiantes ofrecerán sus presentaciones Power Point.
3. La clase se dividirá en grupos. Harán una dinámica en que simularán un
noticiero de television. Introducirán las nuevas herramientas de análisis en el
MANA 401 Business Policies 28
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Mercado: SWOT, PEST y las 5 Fuerzas de Porter. Explicarán cada técnica y
darán ejemplos de cada una.
4. Los estudiantes observarán el siguiente video:
http://www.youtube.com/watch?v=jwByObQz1fU acerca del mercado de
bienes raíces y recomendarán estrategias para solucionar el problema. Si el
enlace no funciona, el facilitador mostrará otro ejemplo o artículo relacionado.
5. La clase discutirá el impacto de factores internos y externos en el nivel de
matrícula de la Universidad de AGM-Metro Orlando en los próximos 10 años.
6. Explicación de las tareas a completar para el taller 3.
7. Actividad final: Los estudiantes contestarán las preguntas del diario reflexivo.
Avalúo
1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo E )
2. Entregará el diario reflexivo (Anejo E ) al finalizar el Taller.
3. El Facilitador evaluará la participación de cada estudiante utilizando el Anejo O.
4. El facilitador verificará las anotaciones del estudiante y llenará la parte
correspondiente a los talleres 1 y 2 del Registro para el Desarrollo del Proyecto
Final (Anejo T)
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Workshop Three
Content Objectives
At the end of this workshop, the student will:
1. Recognize and discuss tools for strategic analysis: Porter’s Five Forces,
Value Chain Strategies, Horizontal and Vertical Integration, Ansoff Matrix,
BCG Growth-Share Matriz, GE/Mc Kinsey Matriz and Core Competencies.
2. Identify the advantages and disadvantages of the different tools for strategic
analysis.
3. Explain the impact of corporate strategies on different departments, like
Human Resources, Finance, Marketing and IT.
Language Objectives
At the end of this workshop, the student will:
1. Establish feedback based upon oral presentations from the other students
using correct vocabulary, grammar and syntax.
2. Apply English oral communication skills to the assigned activities and
presentations.
3. Demonstrate a written organizational pattern that provides for a logical
progression of ideas, including correct use of punctuation syntax, verb usage
and grammar.
URL’s
http://www.tutor2u.net/business/strategy/value_chain_analysis.htm
http://www.quickmba.com/strategy/generic.shtml
http://www.netmba.com/strategy/value-chain/
http://www.frozennorth.org/C509291565/E668712860/
http://www.marketingteacher.com/Lessons/lesson_ansoff.htm
http://www.netmba.com/strategy/matrix/bcg/
http://www.quickmba.com/strategy/matrix/ge-mckinsey/
http://www.bain.com/management_tools/tools_competencies.asp?groupcode=2
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Assigments before Workshop 3
1. Read the module and attend to class prepared to make questions about any
subject you need to clarify and to discuss all the concepts assigned for
reading.
2. Prepare part three of the Strategic Plan (see Appendix P ).
3. Prepare part two of the Financial Analysis (see Appendix Q ).
4. Prepare a table with the name of the following strategic tools on the first
column:
a. SWOT Analysis
b. Porter’s Five Forces,
c. Value Chain Analysis,
d. Vertical Integration
e. Horizontal Integration
f. Ansoff Matrix
g. BCG Growth-Share Matrix
h. GE/Mc Kinsey Matrix
i. Core Competencies.
On the second column, briefly describe the strategic tool.
Activities
1. The facilitator will review the last workshop’s material and will clarify any doubts
related to the assignments.
2. Several students will present their tables (Assigment 4).
3. Case studies. Class will divide in 2-4 groups (max 5 students per group). The
facilitator will distribute one of the following cases to each group. Each group will
analyze the assigned case and present in front of the class.
a. Case A – You are a group of partners looking to open a restaurant in
Orlando, Florida. You must analyze the Orlando restaurant market in
order to create a restaurant with a competitive advantage. Using one of
the tools for strategic planning, define one strategy for the new
restaurant and explain why you chose a specific tool and the reason
for the recommended strategy. Describe the type of restaurant you will
open and why you selected this type of restaurant.
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
b. Case B – You are the management group for Walgreens. Your
company have just launched a new product that will allow, at the
customer request, to have liquid prescription drugs for kids to taste like
cherry, strawberry, banana, etc. Being the only ones to launch this
product, Walgreens have been able to maintain a high profit margin.
After 3 years since you are selling the product, other competitors, like
CVS, Publix and Wal-Mart have the same product at much better price.
Answer the following questions:
• Describe the business strategy of your business
• Describe the external factors of your industry.
• What types of competitive tacticts would you use to protect
your business strategy?
• What new strategy you recommend?
4. Every group will share their case studies results. A list of strategies, factors and
tactics will be generated by case. Each group will recommend strategies.
5. The facilitator will discuss the advantages and disadvantages of the different
tools for strategic analysis.
6. The class will be divided into four different groups that will represent: Human
Resources, Finance, Marketing and IT. Each group will develop a list of
strategies to make each department succeed in a competitive environment.
Groups can plan a TV commercial, newspaper add or create a flyer.
7. The facilitator will clarify any doubts.
8. Explanation of the tasks to be completed for Workshop Four.
Assessment
1. Each student will also write a Reflective Diary of what he/she learned during
the workshop (Refer to Appendix E ). The diary should discuss the thoughts
provoked when thinking about the type of strategic plan he/she would like to
establish for the Final project as well as the learning process throughout the
workshop.
2. The Facilitator would assess student participation in content and language
through the workshop using Appendix O .
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
3. The Facilitator would assess student progress on the Final Project, using
Apendix T, “Final Project Development Log”.
4. The facilitator will send the Progression Follow up Template chart to students
electronically. Students will respond the chart with their reaction before
Workshop Four.
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
Taller Cuatro
Objetivos de contenido
Al finalizar el Taller, el estudiante:
1. Conocerá la importancia de la competencia global.
2. Entenderá cómo compañías internacionales toman decisiones en cuanto a
qué mercado entrar y a qué tipo de escala.
3. Describirá las razones para un desempeño pobre y sugerir alternativas para
mejorar pobres desempeños de una empresa.
4. Definir y describir lo que es ética de negocios y cómo los gerentes pueden
mejorar el desempeño ético de la empresa.
Objetivos de lenguaje
Al finalizar el Taller, el estudiante podrá:
1. Examinar y analizar el material asignado para el taller correctamente y utilizar
los conceptos relacionados al área apropiadamente.
2. Integrar detalles e ilustraciones de forma oral durante la discusión de las
tareas asignadas demostrando buen uso de la gramática y vocabulario.
3. Expresar ideas claras haciendo buen uso del idioma asignado (Español).
Direcciones electrónicas
http://www.fastcompany.com/magazine/67/newface.html
http://www.quickmba.com/strategy/global/
http://www.quickmba.com/strategy/global/marketentry/
http://www.qsuonline.com/cart/McGrawBooksCart4.html#WhosWhoinChina
http://www.opm.gov/er/poor/understanding.asp
http://management.about.com/cs/generalmanagement/a/Enron091902.htm
http://www.roberthalflegal.com/RHL/EthicsFirst
http://www.corpgov.net/forums/commentary/entine1.html
http://www.globalchange.com/corporategovernance.htm
MANA 401 Business Policies 34
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Tareas a realizar antes del taller Cuatro
1. Leer información referente a los objetivos del taller.
2. Observe el siguiente video. Tome notas y prepárese para discutirlo en clase
http://www.youtube.com/watch?v=wLNwkBAruh8. Si el enlace no funciona,
busque dos artículos relacionados a la globalización del mercado en relación
a productos o servicios, resúmalos y tráigalos a clase.
3. Preparar un ensayo de no más de 2 páginas. Selecciona una empresa que
haya tenido problemas por haber fallado en tomar en cuenta los derechos de
sus inversionistas al momento de hacer una decision estratégica importante,
causando grandes pérdidas económicas. Prepara una presentación en
Power Point sobre el caso para presentar en clase.
4. Hacer la parte tres del Análisis Financiero según el Anejo Q .
5. Hacer la parte cuatro del Plan Estratégico según el Anejo P .
Actividades
1. El facilitador repasará rápidamente el material discutido en el taller anterior y
contestará cualquier duda relacionada a las asignaciones.
2. Los estudiantes discutirán el video o artículos resumidos y pondrán atención
especial a la importancia de la globalización, sus problemas y beneficios.
3. Los estudiantes llevarán a cabo sus presentaciones en Power Point.
4. Una breve sesión de preguntas y repuestas seguirá a cada presentación.
5. La clase se dividirá en tres grupos. Un grupo asumirá que trabaja para una
compañía en la industria de gaseosas que ha desarrollado una línea de
productos de bebidas carbonatadas con sabor a frutas. El otro grupo trabaja
para una compañía de comida rápida que desarrollo una línea de
emparedados y el tercer grupo trabaja para una tienda de ropa que desarrollo
una línea de trajes de baños. Todas las compañías tienen una presencia
significativa en el mercado local y ahora están planificando desarrollar una
estrategia para expandir a nivel global. Necesitan decidir lo siguiente:
MANA 401 Business Policies 35
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
a. Que tipo de estrategia global vas a seguir: multi-doméstica,
internacional o transnacional
b. Qué mercados vas a entrar primero
c. Qué estrategia vas a utilizar (franquicia, licencia, subsidiaria, alianza
estratégica, etc.
d. ¿Que información necesitas para poder tomar este tipo de decisiones?
e. Basado en lo que sabes, ¿qué estrategia recomendarías?
6. Un miembro de cada grupo discutirá las respuestas a las preguntas de la
actividad anterior.
7. Los estudiantes discutirán lo que es ética de negocios y c cómo los gerentes
pueden mejorar la misma.
8. Explicación de las tareas a completar para el taller 5.
Avalúo
1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo E )
2. Entregará el diario reflexivo (Anejo E ) al finalizar el Taller.
3. El facilitador verificará las anotaciones del estudiante y llenará la parte
correspondiente al taller 4 del Registro para el Desarrollo del Proyecto Final
(Anejo T)
MANA 401 Business Policies 36
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Workshop Five / Taller Cinco
NOTA: Este taller será bilingüe. Las actividades se discutirán en inglés y las presentaciones orales podrán ser en el idioma de preferencia del estudiante. Las tareas a realizar antes del taller pueden ser preparadas en el idioma de preferencia del estudiante.
NOTE: This will be a bilingual workshop. The activities will be in English and the oral presentations may be presented in the language elected by student. Assignments prior to the workshop may be prepared in the language that the student chooses.
Content Objectives
At the end of this workshop, the student will be able to:
1. Describe the most popular tools for strategic management.
2. Understand the Six Sigma strategy and implementation.
3. Explain the importance of leadership when implementing corporate strategies.
4. Understand the Learning Organization concept.
Language Objectives
At the end of this workshop, the student will be able to:
1. Sustain and defend a line of argument providing appropriate support using
English as the language of communication demonstrating command of the
language (grammar, syntax, vocabulary and verb usage).
2. Engage in the writing process to communicate ideas and points of view, using
correct command of language (grammar, syntax, word choice, verb usage,
etc.).
URL’s
http://www.improve.org/tqm.html
http://www.infed.org/thinkers/senge.htm
http://www.isixsigma.com/sixsigma/six_sigma.asp
http://www.omegascoreboard.com/key_account_strategy_vac_beta1.shtml
http://www.strategy-business.com/
http://www.carlisle.army.mil/usacsl/index.asp
http://www.sba.gov/managing/growth/planning.html
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Assigments before Workshop Five
1. Prepare Part Five of the Strategic Plan (Appendix P ).
2. Prepare Part Four of the Financial Analysis (Apendix Q ).
3. The student must be prepared to present his/her Final Work in PowerPoint
based on the facilitator’s instructions. Both the written work and oral
presentation of the Financial Analysis of the plan must be in English. Both
the written work and the oral presentation of the Strategic Plan must be in
Spanish.
4. It is important to bring two copies of your Final Project. One copy will have all
the student identification information on the cover page. The second copy will
have the student identification number instead of the name.
5. The student will review the evaluation rubric for oral presentations.
6. The student will bring his/her Portfolio compiling all written assignments and
research projects that were done throughout the course. Refer to Appendix
J for evaluation methodology.
7. Give the final touches to the portfolio.
8. Look for articles related to the Six Sigma strategy and its implementation.
Bring them to class.
Important Note : The facilitator must ensure that all oral present ations of the
final projects are videotaped.
Activities
1. Students will turn in the Portfolio.
2. The facilitator will review the material covered in last Workshops and will
answer any question related to the assignments (in English).
3. The facilitator will discuss the importance of Strategic management (in
English).
4. Students will talk about the Six Sigma strategy and its implementation.
5. The facilitator will provide instructions on the order of the presentations.
6. After the presentations have been completed, the facilitator will do an
executive summary of the concepts learned during the course
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Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
7. The facilitator will submit one copy of the written report (the one containing
the student’s identification number in full) of the final project to the
Coordinator of Assessment and Placement in accordance with the
institutional assessment policy.
Assessment:
1. Students will answer the course evaluation form provided by the Student
Representative.
2. Each student will resume its experience for this course and how it will impact
their profesional carrees.
3. The Facilitator would assess student attendance and punctuality through the
course in content and language using Appendix N .
MANA 401 Business Policies 39
Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA
ANEJOS / APPENDIXES
MANA 401 – Strategic Management 40
Prep. 10-07-06. Pedro Nieves, Orlando Portalatín, Natalia S. Ruiz & María Vázquez
Appendix A
RUBRIC TO EVALUATE PARTICIPATION IN GROUP
NAME: ________________________ FINAL GRADE: ________________ TITLE: ________________________ DATE: _________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A 1. Attended group meetings and
activities.
2. Collaborated in planning group meeting and activities.
3. Demonstrated disposition to cooperate with the group.
4. Contributes frequently to group discussion.
5. Actively participated in meetings and activities.
6. Demonstrated interest in group discussions and activities.
7. Arrived prepared to group meetings, activities and discussions.
8. Demonstrated attention and opening towards arguments from classmates.
9. Demonstrated leadership in group activities
10. Formulated pertinent questions in group discussions.
11. Contribuyó al grupo con material e información adicional.
12. Demonstrates initiative and creativity in group activities.
13. Completed assigned tasks. 14. Significantly contributed to work
presented by the group.
MANA 401 – Business Policies 41
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RÚBRICA PARA EVALUAR PARTICIPACIÓN EN GRUPO
NOMBRE:___________________________NOTA FINAL ___________________ TITLE: _____________________________FECHA:_____________________________ 0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-EXCELENTE N/A-NO APLICA
CRITERIOS 0 1 2 3 4 5 N/A 1. Asistió a las reuniones o
actividades del grupo.
2. Colaboró en la planificación y celebración de las reuniones o actividades de grupo.
3. Demostró disposición para cooperar con el grupo.
4. Contribuyó frecuentemente a las discusiones del grupo
5. Participó activamente en las reuniones y actividades.
6. Demostró interés en las discusiones y actividades del grupo.
7. Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
8. Demostró atención y apertura a los puntos y argumentos de sus compañeros.
9. Demostró liderazgo en las actividades del grupo.
10. Formuló preguntas pertinentes a las discusiones del grupo.
11. Contribuyó al grupo con material e información adicional.
12. Demostró iniciativa y creatividad en las actividades de grupo.
13. Completó las tareas asignadas. 14. Contribuyó significativamente al
trabajo que presentó el grupo
MANA 401 – Business Policies 42
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Anejo B/Appendix B
RUBRICA PARA ENSAYOS / TRABAJOS ESCRITOS
NOMBRE: _________________________ NOTA FINAL: __________ FECHA: ____________________________
Criterios Valor en Puntaje Puntuación del Estudiante
Contenido
La introducción es clara y formulada correctamente
10
Detalles principales están incluidos y expuestos en el ensayo
10
Presenta una tesis, sustentándola de un modo persuasivo y sofisticado, proveyendo ejemplos precisos y relevantes.
10
Las oraciones son coherentes y fluyen mientras el ensayop es leído
10
Se establece una relación entre el escritor y el tema, proveyendo una clara perspectiva de la materia, logrando la atención del lector.
10
Desarrolla conclusiones que reflejan los resultados de la discusión.
10
Demuestra comprensión de las ideas del tema, utilizándolas apropiadamente y de un modo organizado para alcanzar un alto nivel de entendimiento.
10
Lenguaje Demuestra dominio del lenguaje español (vocabulario, sintaxis, flujo de ideas).
10
Utiliza la gramática correctamente.
10
Maneja y utiliza los verbos correctamente.
10
Total Puntos 100 (70% contenido y 30% lenguaje)
Puntuación total del estudiante: _______
Student’s Signature: __________________________
Facilitator’s Signature: _________________________
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RUBRIC FOR ESSAY / WRITTEN PRESENTATION
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
Introductory statement is clear and well stated
10
Major or relevant details are exposed in essay
10
Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.
10
Sentences are cohesive and ideas flow as the essay 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: _________________________
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Anejo C/Appendix C
RUBRICA PARA PRESENTACION ORAL
NOMBRE: _______________________ NOTA FINAL: __________FECHA:______
Criterio Valor Puntuación Total del Est .
Contenido
El presentador provee una variedad de tipos de contenido apropiados para el trabajo, tales como generalizaciones, detalles, ejemplos y varias formas de evidencia.
10
El presentador toma en cuenta el conocimiento y la experiencia del la audiencia
10
El presentador utiliza argumentos adaptados a los valores y motivaciones de la audiencia
10
El presentador muestra dominio del tema para enfatizar o mejorar el significado del mensaje
10
El presentador muestra el trabajo de una forma entusiasta, creativa y organizada
10
El volumen del presentador varia adecuadamente para enfatizar aspectos principales
10
La pronunciación es clara. El presentador minimiza disfluencias y muletillas, tales como “este”, “eh”, “entonces”, “tu sabes”
10
Lenguaje
El estudiante pronuncia las palabras clara y correctamente de manera que el lenguaje se entiende por todos.
10
Uso correcto de gramática y conjugación de verbos
10
Uso correcto de vocabulario adecuado para la presentación
10
Puntuación Total 100 (70% of contenido y
30% de lenguaje)
Puntuación Total del Est. :
________
Comentarios al dorso del papel
MANA 401 – Business Policies 45
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RUBRIC FOR ORAL PRESENTATION
NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________
Criteria Value Points Student Total Score
Content
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener
10
The speaker uses arguments which are adapted to the values and motivations of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively, enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you know."
10
Language
Student pronounces words in a clear and correct manner so as to make language 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:
________
Comments on the back of this page
MANA 401 – Business Policies 46
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Anejo D/Appendix D
Learning Journal
Student Name: _______________________ Journal #: _____
Date: _______________
Criteria Day One Day Two Day
Three
Day Four Day Five
Student turned in the journal on time assigned
Student answers questions without deviating from the topic; ideas are well connected and follow a sequence
Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class
Sentences are written using appropriate syntax, punctuation, verb usage, and grammar
Total Points
Student’s Signature: ____________________________
Facilitator’s Signature: ___________________________
Legend: 5 = Excellent 4 = Good 3 = Satisfactory 2 = Need some improvements 1 = Deficient 0 = Do not meet criteria
MANA 401 – Business Policies 47
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Anejo E /Appendix E
DIARIO REFLEXIVO/ REFLEXIVE JOURNAL : Taller /Workshop ______
Diario Reflexivo: Taller _____________________________
1. ¿Qué esperaba del taller de hoy?
2. ¿Qué aspectos de lo discutido en clase puedo aplicar a mi vida profesional?
3. ¿Cuáles fueron mis limitaciones o mis fortalezas en el taller de hoy?
4. ¿Cómo evalúo mi participación en el taller de hoy?
Reflexive Journal:
Workshop _______________________
1. What was I expecting from today’s workshop?
2. What aspects from today’s workshop can be applied to my professional life?
3. Which were my limitations or strengths in today’s workshop?
4. How can I evaluate my participation during today’s workshop?
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Anejo F / Appendix F
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or reaction
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
a. Documentation will be posted in a binder or in a digital version (e-
portfolio).
b. 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.
c. 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”
d. 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 H ).
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e. Introduction and conclusion of the income and outcome of the portfolio.
f. A list of references and appendixes of all assignments included will be
added to the end of the portfolio.
g. The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix G ).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix K ). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix L ).
• 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 M ).
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Anejo G / Appendix G
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del
Este � Universidad
Metropolitana � Universidad del
Turabo Check one: � Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Anejo H / Appendix H
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Students can make a Table of Contents instead.
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Anejo I /Appendix I
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
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Anejo J / Appendix J
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by
Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo K /Appendix K
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Anejo L / Appendix L
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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
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Anejo M / Appendix M
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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 Date
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Anejo N/Appendix N
MATRIZ VALORATIVA PARA ASISTENCIA Y PUNTUALIDAD
NOMBRE: __________________________ NOTA FINAL _____________
FECHA: ____________________________
La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional.
El facilitador llevara un registro de las mismas para cada taller y, al finalizar el curso,
utilizará este anejo para evaluar a cada estudiante.
Asistencia y puntualidad: ______ x 2= _____%
_____ 0= Faltó a 4 o mas talleres o falto a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llegó tarde a tres o mas talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= Asistencia perfecta
Comentarios:
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RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY
NAME: _______________________________ FINAL GRADE ____________
DATE: _______________________________
Attendance is mandatory, and being punctual reflects a professional ethic. The
facilitator will register the student’s performance for both in every workshop. At the end
of the course, the Facilitator will evaluate each student with this rubric.
Attendance and Punctuality: ______ x 2= _____%
_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2
workshops
_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more
workshops
_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more
workshops
_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops
_____ 4= Attended all workshops but was late in 1 or 2 workshops
_____ 5= Perfect attendance
Comments:
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Anejo O/Appendix O MATRIZ VALORATIVA PARA PARTICIPACIÓN EN CLASE
NOMBRE: _________________________ NOTA FINAL: __________ FECHA: ____________________________ Participación en clase: ______ x 2= _____% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
Criterios 0 1 2 3 4 5 N/A 1. Participa activamente de todas las actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones Presentadas en la clase.
4. Viene preparado/a a clase.
5. Contribuye a la clase con material e información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE 8. Contribuye frecuentemente a las discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus Compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
Comentarios:
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RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________ Class Participation: ______ x 2 =_____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY
Criteria 0 1 2 3 4 5 N/A 1. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class discussion. 4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE 8. Contributes frequently to class discussion in the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
Comments:
________________________________________________________________.
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Anejo P/Appendix P
Plan Estratégico
Objetivos Específicos
Un plan estratégico es una guía de cómo una organización o empresa alcanzará
sus metas. El plan establece el fundamento de lo que ocurrirá en la organización y sus
expectativas empresariales. Sirve además como una herramienta sistemática que
ayuda a la gerencia a resolver problemas, a establecer planes de mercado y a
desarrollar productos. El desarrollo del plan promueve la habilidad del estudiante a
pensar estratégicamente, analizar problemas y oportunidades, y formular alternativas
válidas basadas en el análisis. También le provee al estudiante un proceso sistemático
para tomar decisiones que resulta en la formulación de alternativas estratégicas que
sirven para resolver problemas empresariales.
Para cumplir con los requisitos de este componente, el estudiante analizará la
situación actual de una compañía existente de su preferencia y preparará un plan
estratégico escrito
Partes del Plan Estratégico
El plan estratégico debe ser desarrollado durante el curso. Se recomienda que
en cada taller el estudiante entregue la parte correspondiente del plan para que el
facilitador tenga oportunidad de proveer recomendaciones. El informe escrito final y la
presentación oral del Plan Estratégico deben ser presentados en español durante el
Taller Cinco. El plan consiste en las siguientes partes:
1. Portada
2. Índice (Tabla de Contenido)
3. Resumen Ejecutivo
4. Misión Corporativa
Asignación Taller 1:
a. Escoger una compañía
b. Buscar la misión y visión de la empresa
5. Hacer un diagrama (bosquejo) del plan estratégico a recomendar Análisis del
Mercado
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Asignación Taller 2
a. Hacer un análisis SWOT de la compañía
6. Análisis de las Unidades del Negocio
Asignación Taller 3
a. Buscar información financiera de la empresa
b. Buscar información de los recursos humanos de la empresa
c. Buscar información del plan de mercadeo de la empresa
d. Hacer un resumen de cada componente uno de los componentes
7. Estrategia Corporativa
Asignación Taller 4
a. Escoger una estrategia corporativa
b. Hacer el bosquejo del plan estratégico a diseñar por departamentos
c. Preparar un presupuesto detallando de las necesidades financieras para
implantar la estrategia corporativa
d. Preparar un resumen ejecutivo explicando el plan
Asignación Taller 5
a. Crear el plan corporativo estratégico de tres años tomando en
consideración los factores de Recursos Humanos, Mercadeo, Finanzas y
Contabilidad, y Sistemas de Información
8. Conclusión
9. Bibliografía
Nota importante: El facilitador debe asegurarse que la presentación oral del proyecto
final sea grabada en video y entregada al Coordinador de Avalúo y Ubicación (CAU) al
final del curso. CAU coordinará con la Directora del Centro de Recursos del
Aprendizaje (CRA) para facilitar los recursos tecnológicos disponibles para grabar las
presentaciones orales del proyecto final y guardar las cintas de video en el CRA para
ser usados por los evaluadores previo requerimiento al CRA.
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Anejo Q/Appendix Q
Organization’s Financial Analysis
Specific Objectives
The purpose of all financial analysis is to determine the financial effects on a
business based on current, past and possible future managerial business decisions.
Since all aspects of a business are interrelated, it is imperative that accurate
measurements be taken of its financial operations to determine future courses of
actions in order to make the best possible financial decisions. The most important point
is that every business must determine its own needs and obtain the best possible
financial information so that its operations may be analyzed to whatever degree deemed
appropriate. The financial analysis will review the organization’s recent performance, its
current status, and its outlook for the future.
To comply with this assessment requirement, the student will determine the
financial health (liquidity, activity, debt, and return) of the same organization selected for
the Business Strategic Plan.
Parts of the Analysis
The analysis must provide references to all supporting documentation, statistics,
market data, charts, etc. In addition, the written and oral portions of the analysis must
be presented in English during Workshop Five and cover the following elements:
Assignment Workshop 2 (Part 1)
1. Organization’s Structure
a. Description of the organization’s structure and business activities.
b. The company’s financial statements (Income Statement, Balance Sheet,
Cash Flow Statement, etc.)
Assignment Workshop 3 (Part 2)
2. Financial Statement Analysis
a. Determine the connection between the Income Statement and the
Balance Sheet as they reflect different business activities.
b. Relate line items in the Income Statement to business decisions and
strategies.
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c. Relate line items in the Balance Sheet to business decisions and
strategies.
Assignment Workshop 4 (Part 3)
3. Financial Ratio Analysis
a. Define and Calculate the following ratios:
i. Current Ratio
ii. Acid Test Ratio
iii. Debt to Equity Ratio
iv. Return on Investment Ratio
v. Working Capital
b. Using the above ratio results, indicate how well your company rates in a
relative sense.
Assignment Workshop 5 (Part 4)
4. Organization’s Financial Health Assessment
a. Provide a synopsis of your conclusions about the relative financial
performance and health of your company against industry benchmarks.
Important Note: The facilitator must ensure that the oral presentation of the final project
be videotaped and submitted to the Coordinator of Assessment and Placement (CAP)
at the end of the course. CAP will coordinate with the Director of the Learning Resource
Center (LRC) facilitate the technological resources to videotape oral presentations of
the final projects, and to keep videos in the LRC to be used by raters upon request.
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Anejo R / Apppendix R
Lista de Cotejo para la Evaluación del Plan Estraté gico
4 3 2 1 Criterios a considerarse
Incluyó página de presentación y tabla de contenidos.
Incluyó el Resumen Ejecutivo del Plan Estratégico (conteniendo todas sus partes)
Incluyó una descripción del negocio según requerido para el proyecto.
Incluyó una mission corporative según requerido para el proyecto.
Presentó su idea (plan estratégico) de forma clara, incluyendo todos los components requeridos para el proyecto
Presentó el plan de mercadeo ó plan de comunicación que se utilizará para la ejecución del plan estratégico
Incluyó análisis SWOT del negocio, según requerido para el proyecto
Incluyó la gestión financiera, proyecciones (capital, presupuesto, ROI)
Incluyó los posibles riesgos del plan estratégico
Incluyó el organigrama de la organización, con las proyecciones salariales del plan estratégico.
El plan tiene un formato lógico, descriptivo, demostrando buen juicio, profesionalismo, análisis y pensamiento critic al preparer el plan
Incluyó los detalles de cómo ejecutará el plan estratégico y qué recursos de equipo y personal necesitará para llevarlo a cabo eficientemente.
Utilizó el lenguaje correcto, directo y apropiado para la audiencia que lo evaluará.
El plan está libre de errores gramaticales, puntuación, ortografía, sintaxis, y sigió el format APA.
Utilizó lo aprendido en clase correctamente.
Expresó sus objetivos clara y persuasivamente
Incluyó una conclusión clara y detallada que expresa los resultados esperados del proyecto.
Scale: 4 = Outstanding, 3 = Good, 2 = Fair, 1 = Needs improvement Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston:
Pearson Education, Inc.
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Anejo S / Appendix S
Checklist for the Assesment of the Financial Analys is
4 3 2 1 Criteria to be considered
The organization structure was established in a clear and comprehensive way.
The financial statement analysis was established in a clear and comprehensive way and as requested.
The idea established in the strategic plan, complies with the financial analysis.
The student used the requested financial ratio analysis (current ratio, debt to equity ratio, return on investment ratio, etc.) to complete this project.
The competitors’ analysis has been presented as recommended.
The financial’ analysis has been presented as recommended
Demonstrates adequate preparation for this activity.
The student has included the financial analysis in the final project development log as part of the business follow-up.
Demonstrates leadership and entrepreneurship with this activity.
The analytical portion has been presented in an organized manner.
Spelling, grammar and the correct language are used.
The student followed APA style on the preparation of the written work
The organization’s financial health assessments were expressed clearly with a synopsis of the conclusions against industry benchmark.
Concepts and definitions given in class have been used.
The internet addresses have been used for this project.
Supporting documents have been used such as: statistics, financial data, charts, and tables.
Scale: 4 = Outstanding, 3 = Good, 2 = Fair, 1 = Needs improvement Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston:
Pearson Education, Inc.
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APPENDIX T: FINAL PROJECT DEVELOPMENT LOG / REGISTR O PARA EL DESARROLLO DEL PROYECTO FINAL
Directions: Complete the following final project development log on a weekly basis in the corresponding language:
Instrucciones: Complete el siguiente registro para el desarrollo del proyecto final semanalmente en el idioma correspondiente:
Workshop 1 Taller 2 Workshop 3 Taller 4 Workshop 5
Actions Accomplished/ Acciones Cumplidas (3 points)
Difficulties Found/ Dificultades Encontradas (2 points)
Student’s Signature/ Firma del Estudiante
Facilitator’s Feedback/ Retroalimentación del Facilitador
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Appendix U
Video Recording and Tape Reviewing Client Consent
I,___________________________, give my permission to videotape, audiotape reviewing and observation in class of this counseling session to ________________________, School for Professional Studies/ Florida Campuses Counseling and Guidance student in Practice. I understand that this procedure is just for educational and training purposes. This tape review, observation and discussions are important part of his/her education and will give a chance to improve his/her counseling skills. I also understand that tapes are used for educational and supervisory purposes only, and that any information within this interview will be treated with respect and confidentiality. _____________________ __________________ Client Signature Intern Student ________________________ __________________ Date Date *If client is under 18, parental signature is required. ________________________ _____________________ Parent/Tutor Signature Date **Important Note to student: If Videotaping Person is not a part of Site staff, you should create a document similar to this one in which this third party agree to keep confidentiality and should inform the client about the particular. Attach the document to this consent and keep it in file.