sistema universitario ana g. méndez school for ... 720 dlp...taller cuatro ... orlicky’s material...

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

MANA 720

Production and Operations Management Gerencia de Producción y Operación

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

MANA 720 Production and Operations Management 2

Prep. 2008 Pedro R. Nieves, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

prontuario ........................................................................................................................3

Study Guide...................................................................................................................12

Workshop One...............................................................................................................20

Taller Dos ......................................................................................................................24

Workshop Three ............................................................................................................28

Taller Cuatro..................................................................................................................32

Workshop Five/Taller Cinco ..........................................................................................36

Anejo A/Appendix A.......................................................................................................41

Anejo B/Appendix B.......................................................................................................44

Anejo C/Appendix C ......................................................................................................46

Anejo D/Appendix D ......................................................................................................48

Anejo E/Appendix E.......................................................................................................50

Anejo F/Appendix F .......................................................................................................52

Anejo G/Appendix G......................................................................................................54

Anejo H/Appendix H ......................................................................................................56

Anejo I/Appendix I .........................................................................................................57

Anejo J/Appendix J........................................................................................................58

Anejo K/Appendix K.......................................................................................................59

Anejo L/Appendix L .......................................................................................................61

Anejo M/Appendix M .....................................................................................................62

Anejo N/Appendix N ......................................................................................................63



PRONTUARIO

Título del Curso Gerencia de Producción y Operación

Codificación MANA 720

Duración Cinco Semanas o según aplique

Prerrequisito Ninguno

Descripción

Se le presenta al estudiante de Gerencia de Producción y Operación: la función y su

relación con el plan estratégico en las compañías. Se le enseña al estudiante técnicas y

herramientas que puede utilizar para la producción eficiente de servicios y producto

terminado. El énfasis será en la Gerencia de materiales: Una Ciencia Administrativa

que se relaciona con planificación, control de materiales y el flujo del producto en el

proceso de producción: La adquisición (de materia prima), conversión (de materia

prima a producto terminado) y la distribución (Logística externa). Este curso incluye el

tópico de Administración de Calidad total (Total Quality Management, or TQM),

Re-diseño, y Globalización.

Objetivos Generales Al Finalizar el curso el/la estudiante:

1. Presentarle al estudiante la importancia de Operación y Gerencia de Materiales

en Manufactura y compañías de servicio.

2. La integración de Operación y Gerencia de Materiales con las otras funciones de

la administración.

3. Más énfasis en Materiales, Compras y Logística-La Gerencia de Cadena de

Suministro (SCM, Supply Chain Management, área de mayor demanda para la

fuerza laboral al momento en Gerencia de Operación), incluyendo la relación en

la planificación y control del flujo de material.

4. El estudiante puede aprender cómo la Gerencia de Producción y Operación

afectan decisiones de otras áreas funcionales como mercadeo, gerencia de

recursos humanos, finanzas y contabilidad.

5. La importancia de ésta ciencia en Estados Unidos, y cómo enfrenta la

competencia con otros países como Japón, Singapore y la comunidad Europea.



6. ¿Cómo la Gerencia de Producción y Operación nos ayuda a la producción de

servicios y productos con alta calidad y bajo costo?

7. Presenta al estudiante conceptos, filosofías, problemas, situaciones y modelos

matemáticos disponibles para manejar la función operacional de servicios y

compañías manufactureras.

8. Desarrolla una manera de pensar crítica y activa para reconocer y evaluar

problemas usando análisis cuantitativo y análisis cualitativo.

9. Uso de servicio de “Internet” y “software” disponible para ayudar en el proceso

de decisión y buscar recomendaciones a los dilemas de negocios.

10. Reconoce la importancia de la ética, temas ambientales, responsabilidad social y

aspectos legales de la función de producción.

Texto y Recursos

Starr, M. (2006). Foundations of Production and Operation Management. Mason, OH:

Cengage Learning-Atomic Dog.

Martinich, J. S. (1997). Production & Operation Management: An Applied Modern

Approach. Wiley.

Vollmann, T. E., Berry, W. L., & Whybark, D. C.. (1992). Manufacturing Planning &

Control Systems, (3rd Ed.), Richard D. Irwin: Homewood, Il.

APA (2001). Publication Manual of the American Psychological Association, (5th Ed.)

ISBN: 1-55798-790-4

Referencias y material suplementario

APICS Dictionary, (2002). (10th Ed.)

Dobler, D. W., & Burt, David N. (1996). Purchasing and Supply Management : Text and

Cases (6th Ed.) The Mcgraw Hill Companies Inc., New York.

McNair, C. J., Mosconi, W., N., & Thomas, F. (1989 Ed.) Beyond the Bottom Line

Measuring World Class Performance. Buisness One Irvwin Homewood, IL.

Oden, H. W., Langenwalter, G. A., & Lucier, R. A. (1993). Handbook of Material &

Capacity Requirements Planning (1rst Ed.). McGraw Hill Inc.

Plossl, G. W. (1994). Orlicky’s Material Requirements Planning. (2nd Ed.) Mcgraw Hill,

Inc., New York.



Plossl, G. W. (1994). Production and Inventory Control Principles and Techniques. (2nd

Ed.) Prentice Hall: Englewood Cliffs, New Jersey.

Plossl, G. W., Lunn, F., &, Neff, S. (1994). MRP Integrating Material Requirement

Planning and Modern Business. Mcgraw Hill Inc., New York.

Terry, H. (1994). Manufacturing Strategy: Text and Cases. (2nd Ed.). Irwin, IL

Wallace, T. F. (1985). MRPII: Making it Happen The implementers’ Guide to Success

with Manufacturing Resource Planning. Oliver Wight Limited Publications Inc.

Wantuck, Kenneth A. (1989). Just in Time for America a Common Sense Production

Strategy KWA Media, Southfield, Michigan.

Wight, Oliver W. (Revised 1987 Ed.) The Executive’s Guide to Successful MRP II

Prentice Hall: Englewood Cliffs, New Jersey.

Revistas académicas (material suplementario)

APICS Performance Advantage

Production & Inventory Management Journal

Business Week

Harvard Business Review

Human Resource Management

The Journal of Business Strategy

Wall Street Journal

Management Science

International Journal of Production Research

Journal of Industrial Engineer

Operations Research

Journal of Operations Management

Industry Week

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 estará basada en

la ejecución de las siguientes actividades de acuerdo a su peso relativo:

Asistencia y Participación en clase 10% 60 ptos

2 Pruebas para hacer en la casa 10% 60 ptos



4 Ensayos para entregar 30% 180 ptos

Presentaciones en grupos 50% 300 ptos

Total Puntos 100% 600 ptos

A través de nuestros Cinco (5) talleres, se ofrecerán 2 pruebas como parte de trabajos

para hacer en la casa con un valor de 10% como parte de la nota final, 4 ensayos con

los conceptos o definiciones que se discutirán en el taller para ser entregados con un

valor adicional de 30% y presentaciones en grupos de los temas discutidos en el taller.

Cada estudiante será evaluado tanto en grupo como individualmente como lo evalúan

las rúbricas que están al final del módulo.

La escala de evaluación a utilizar será a base de porciento (%). La suma de los puntos

acumulados por el estudiante, dividido entre la suma del valor total de los posibles

puntos a acumular (600). Luego se cambiará a la escala regular de nota.

Curva de Evaluación

PORCIENTO (%) PUNTOS NOTA

100-90% 600-540 A

89-80% 539-480 B

79-70% 479-420 C

69-60% 419-360 D

59-00% 359-0 F

Descripción de las normas del curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del

Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los

lenguajes serán alternados en cada taller para asegurar que el curso se ofrece

50% en inglés y 50% en español. Para mantener un balance, el módulo debe

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

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



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

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

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

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

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

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

español según aplique.

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

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

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

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

taller deberá presentar una excusa razonable al facilitador. El facilitador

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

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

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

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

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

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

opciones:

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

la nota existente.

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

dos por debajo de la nota existente.

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

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

una excusa válida y verificable, el facilitador determinará una actividad

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

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.



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

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

trabajo de excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

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

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

honestidad académica).

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

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

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

su correo electrónico, teléfonos, y el horario disponibles.

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

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

comportamiento que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre

ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu



• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o

añadir algunas de ser necesario.



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.



STUDY GUIDE

Course Title Production and Material Management

Code MANA 720

Time Length Five Weeks or as applicable

Prerequisite None

Description

To introduce the students in the Production and Operations Management: function and

his relation in the company’s strategic plans. Show to students the techniques and tools

available for efficiency services and finished good production. The emphasis will be in

material Management: A Management Sciences related to planning and control of

material and product flow in the production process: Acquisition (raw material),

conversion (from raw material to finished good) and distribution (external Logistics).

This course includes the topics of total Quality Management, Reengineering, and

Globalization.

General Objectives

1. Present to students the importance of Production and Operations management in

Manufacturing and Services companies.

2. The integration of Operation and Material Management with the other business

functions.

3. More emphasis in the Material, Purchasing and Logistics-Supply Chain

Management (areas of mayor demands for workforce at this time in Operation

Management), including its relation in the planning and control of the material

flow.

4. The student could learn how Operation and Material Management decisions

affect other functional areas like marketing, human resources management,

finance and accounting.

5. The importance of this science for PR and USA to face the global competition

with countries like Japan, Singapore and European Community.

6. How the Operation and Material Management help us to produce services and

product with high quality and low cost?



7. To present to students the concepts, philosophies, problems situations and the

mathematical models available to manage the operational function in services

and manufacturing companies.

8. To develop a critic and active thinking in order to recognize and evaluate

problems using both, quantitative and qualitative analysis.

9. Using the Internet service and software available to, help in the decision process

and finding recommendations to business dilemmas.

10. Recognize the importance of the ethics, environmental issues, social

responsibility and legal aspects in the Production Function.

Texts and Resources

Starr, M. (2006). Foundations of Production and Operations Management. Mason, OH:

Cengage Learning-Atomic Dog.

Martinich, J. S. (1997). Production & Operations Management: An Applied Modern

Approach. Wiley.

Vollmann, T. E., Berry, W. L., & Whybark, D. C.. (1992). Manufacturing Planning &

Control Systems, (3rd Ed.), Richard D. Irwin: Homewood, Il.

APA (2001). Publication Manual of the American Psycological Association, (5th Ed.)

ISBN: 1-55798-790-4

References and Supplementary Materials

APICS Dictionary, (2002). (10th Ed.)

Dobler, D. W., & Burt, David N. (1996). Purchasing and Supply Management : Text and

Cases (6th Ed.) The Mcgraw Hill Companies Inc., New York.

McNair, C. J., Mosconi, W., N., & Thomas, F. (1989 Ed.) Beyond the Bottom Line

Measuring World Class Performance. Buisness One Irvwin Homewood, IL.

Oden, H. W., Langenwalter, G. A., & Lucier, R. A. (1993). Handbook of Material &

Capacity Requirements Planning (1rst Ed.). McGraw Hill Inc.

Plossl, G. W. (1994). Orlicky’s Material Requirements Planning. (2nd Ed.) Mcgraw Hill,

Inc., New York.

Plossl, G. W. (1994). Production and Inventory Control Principles and Techniques. (2nd

Ed.) Prentice Hall: Englewood Cliffs, New Jersey.

Plossl, G. W., Lunn, F., &, Neff, S. (1994). MRP Integrating Material Requirement



Planning and Modern Business. Mcgraw Hill Inc., New York.

Terry, H. (1994). Manufacturing Strategy: Text and Cases. (2nd Ed.). Irwin, IL

Wallace, T. F. (1985). MRPII: Making it Happen The implementers’ Guide to Success

with Manufacturing Resource Planning. Oliver Wight Limited Publications Inc.

Wantuck, Kenneth A. (1989). Just in Time for America a Common Sense Production

Stategy KWA Media, Southfield, Michigan.

Wight, Oliver W. (Revised 1987 Ed.) The Executive’s Guide to Successful MRP II.

Prentice Hall: Englewood Cliffs, New Jersey.

Magazines

APICS Performance Advantage

Production & Inventory Management Journal

Business Week

Harvard Business Review

Human Resource Management

The Journal of Business Strategy

Wall Street Journal

Management Science

International Journal of Production Research

Journal of Industrial Engineer

Operations Research

Journal of Operations Management

Industry Week

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:

Attendance and Participation on Workshops 10% 60 points

2 Take home tests 10% 60 points

4 Essays or other special assignments 30% 180 points

Work team presentation 50% 300 points



Total Points 100% 600 points

During the five workshops we will have 2 Take home tests with a value of 10% of the

final grade, 4 Essays or special assignments with concepts or definitions of what will be

discussed in each workshop with a value of 30% and work team presentations of topics

being discussed in workshops. Each student will be evaluated in his group and also

individually using the criteria forms that are appended at the end of the module.

The grade scale will be used in percentages (%). The sum of all points accumulated by

the student will be divided by the total value of possible points. The points will be

changed to the % of grade.

Evaluation Curve

Grade Percentage (%) Points Grade

100-90% 600-540 A

89-80% 539-480 B

79-70% 479-420 C

69-60% 419-360 D

59-00% 359-0 F

Description of course policies

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

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

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

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

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

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

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

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

workshop’s time and activities between the two languages. If students have difficulty

with asking a question in the target language in which the activity is being

conducted, students may choose to use their preferred language for that particular



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

particular day. This should only be an exception as it is important for students to use

the assigned language. The 50/50 model does not apply to language courses where

the delivery of instruction must be conducted in the language taught (Spanish or

English only).

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

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

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

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

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

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:

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

on the students existing grade.

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

based on the students existing grade.

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

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

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

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

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

components as the oral presentation or special activity that was missed.



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

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

assessment will be done collectively as well as individually.

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

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

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

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

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

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

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

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

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

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

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

the classrooms.

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

community established by the institution and in this course.

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

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu



• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

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

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

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

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

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

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

around which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

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

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

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

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

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

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

of the world.

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



Workshop One

Specific Objectives

At the end of the Workshops, each student will be able to:

1. Identify goals and objectives of Workshop One, as well as its content and

expectations.

2. Describe and discuss the competitiveness, globalization, operational

perspectives, industry types and production systems.

3. Identify and define the following concepts:

a. Productive Systems

b. Competitive and Operational Strategies

c. Industry Classification

d. Types of Production

e. General Production Concepts

f. Product Design Selection Process

Language Objectives

1. After reading a selection, the student will be able to summarize the main ideas

using correct grammar and spelling in English.

2. Given a work-related scenario, the student will compose an essay proposing a

solution using a variety of vocabulary, including technical jargon in an appropriate

manner.

3. Given a real life case study, the student will explain in one’s (his/her) own words

the problem that is presented and how to resolve it in English.

4. The student will work in cooperative groups to present a project in English.

Electronic Links (URLs):

Free Management Library:

http://www.mapnp.org/library/

International Labor Organization Portal:

http://www.ilo.org/global/lang--en/index.htm

Mexican Ministry of the Economy Organization:

http://www.economia.gob.mx/?NLanguage=en&P=2

Benchmarking:



http://www.monografias.com/trabajos3/bench/bench.shtml

http://management.about.com/cs/benchmarking/a/Benchmarking.htm

http://www.benchmarkingnetwork.com/

Cost Forecasting and Cost Analysis:

http://www1.worldbank.org/disted/Management/Benefits/fore-01.html

American Society for Quality:

http://www.asq.org

Quality Portal:

http://www.qualitydigest.com/

Malcolm Baldrige National Quality Program:

http://www.quality.nist.gov/

International Organization for Standardization:

http://www.iso.org/iso/home.htm

Portales de ISO 9000:

http://www.praxiom.com/

http://www.iso.org/iso/iso_catalogue/management_standards/iso_9000_iso_14000/iso_

9000_essentials.htm

Operational Management Sites:

http://www.bettermanagement.com/topic/subject.aspx?f=409&s=1253

http://www.geocities.com/WallStreet/Exchange/9158/indiceal.htm

Assignments before Workshop One

1. Explore the module. Pay close attention to the rubrics, since they will be used to

assess your knowledge, language skills and participation.

2. Students will explore the websites posted on the URL section of this workshop

and search information about the basic operational management concepts to be

covered in workshop one.

3. Using the electronic links and book references provided above (or other links

books, dictionaries or sources), define the following concepts:

• Productive System

• Product vs. Service

• Operational Management on Service Industries



• Operational Management Evolution

• Strategies:

o Cost Strategy

o Quality Strategy

o Delivery Strategy

• Productivity

• ISO 9000

• Benchmarking

• Industry Classification

o Extraction

o Refinery

o Manufacturing

o Distribution

o Service

• Types of Production

• General Concepts:

o Custom Orders

o Assembly

o Design and Manufacturing

• Production Design Selection Process

4. Review the Library reserved books for this course for definitions, concepts and

methods for this workshop.

Activities

1. Introduction of the course, module, students, and facilitator (Ice-Breaker activity).

2. Election of the student representative.

3. The facilitator will clarify any questions regarding assignments, homework and

activities for each workshop.

4. The facilitator will provide a general introduction of the discipline that will serve as

a base for all the workshop’s activities.

5. The facilitator will direct the formation of working groups of three to four students

to discuss the assigned homework and present themes, models, case studies or



concepts during each workshop. These working groups will give a 10 to 15

minutes presentation to the rest of the group. Individual and group participation

will be assessed.

6. Each group will select a spokesperson to initiate the discussion from the previous

activity.

7. Once the spokesperson presents, the rest of the students will participate and

expand the discussion of the concepts including the incorporation of personal

experiences. The rest of the group will ask questions to the presenting team.

8. The facilitator will provide feedback and will expand and support each

presentation as deemed necessary.

9. The facilitator will review the assignment prior to Workshop Two.

10. Each student will complete the Auto Evaluation Sheet (Appendix E) and the

Reflective Diary (Appendix F) for Workshop One.

Assessment

The students will do an assessment by filling out the auto evaluation sheets located in

Appendix E. The students must also complete the Reflexive Diary located in Appendix

F. These activities must be included in the student portfolio to be submitted in Workshop

Five (5).



Taller Dos

Objetivos Específicos

Al finalizar el Taller, cada estudiante:

1. Identificará las metas y objetivos del Taller Dos, así como su contenido y

expectativas.

2. Definirá la industria de servicio y su importancia para la economía.

3. Explicará la diferencia entre Servicio y Producción.

4. Explicará aplicaciones de estrategias competitivas en la industria de servicio.

5. Definirá Gerencia de Inventario e identificará los tipos y clasificación de

inventarios.

6. Definirá y explicará modelos de inventario y su relación con pronósticos.

Objetivos del Lenguaje:

1. Después de leer una selección, el estudiante podrá resumir las principales ideas

utilizando lenguaje y gramática correcta en español.

2. Dado un estudio de caso, el estudiante compondrá un ensayo que propone una

solución utilizando un vocabulario variado, incluyendo jerga técnica apropiada y

relacionada al tema.

3. Dado un estudio de caso, el estudiante explicará en sus propias palabras el

problema que es presentado y cómo resolvérselo en español.

4. El estudiante trabajará en grupos para presentar un proyecto en el idioma

español.

Direcciones Electrónicas

Biblioteca Gratuita de Gerencia:


Portal de Organización Internacional del Trabajo:

http://www.ilo.org/public/spanish/region/ampro/cinterfor/temas/calidad/doc/cedefop1.ht

m

Portal de Secretaría Economía Gobierno de Méjico:

http://www.economia.gob.mx/?P=305

“Benchmarking”:




Portal de Estrategias de Producción:

http://csim.mty.itesm.mx/english/archivos/Modulo%2001%20-%20II%20-

%20Arturo%20Molina.pdf

Portal de Ingeniería Industrial:

http://basicamente.usta.edu.co/numero1/Articulos/aplicaciones/Inventarios.htm

http://www.washington.edu/students/crscat/inde.html

Métodos de Valuación de inventario:

http://www.bibliotecavirtual.com.do/Contabilidad/ValuacionInventarios.htm

Módulos de Inventario:

http://www.investigacion-operaciones.com/Modelo%20Inventarios.htm

http://www.monografias.com/trabajos14/inventarios/inventarios.shtml

Modelos de Inventario:

http://www.inf.utfsm.cl/~mcriff/fio/INVENTARIO.html

http://www.gestiopolis.com/canales/financiera/articulos/21/eoq.htm

Asignaciones antes del Taller

1. Cada estudiante deberá visitar y familiarizarse con el contenido y los enlaces de

Internet asignados para el Taller Dos en la sección anterior. Deberá buscar las

siguientes definiciones y conceptos:

• Tipos y clasificaciones de Inventario.

o Materia Prima

o “WIP”

o Productos Terminados

o Mantenimiento, reparación y operaciones de inventario

o Inventario en Exceso y Obsoleto

o Inventario Inactivo

Modelos de Inventario

o Costos Relevantes

o Modelo EOQ

o Modelo No-Instantáneo

o Modelo de Precio descontado

o Modelo con Atraso (“Backorder”)



o Acción de Seguridad

Pronóstico:

o Definición y relación con Gerencia de Inventario

o Relación con Planificación

2. Revise las definiciones, conceptos y métodos de este taller, en los libros

reservados en la biblioteca para el curso.

3. Cada estudiante preparará un corto ensayo de no más de 5 páginas a doble

espacio con las definiciones asignadas en la primera tarea del taller dos. El

ensayo deberá ser escrito siguiendo las normas de APA y entregado al

facilitador.

4. Cada grupo, originalmente formado durante el taller uno, deberá consultar con

el facilitador para seleccionar un concepto, definición o tópico, relacionado al

taller dos, y deberá presentar una organización real o imaginaria, o

seleccionar un caso de libro de texto. Deberá preparar una presentación oral

(grupal) de 10 o 15 minutos.

Actividades

1. El facilitador iniciará la discusión general del taller preguntando a los estudiantes un

resumen de los conceptos, tareas y actividades de aprendizaje del Taller Uno.

2. El facilitador aclarará dudas y comenzará la discusión del Taller Dos de acuerdo a

las tareas asignadas para el Taller. Específicamente, el facilitador se enfocará en la

información obtenida en las direcciones electrónicas del Taller Dos.

3. El facilitador discutirá las definiciones de los conceptos y presentará ejemplos de

modelos.

4. Cada estudiante deberá presentar informalmente su ensayo al resto de la clase y

luego lo entregará al facilitador.

5. El facilitador coordinará presentaciones grupales de 10-15 minutos cada una.

6. El facilitador proveerá comentarios y expandirá cada presentación según sea

necesario.

7. El facilitador entregará el examen para ser devuelto al inicio del Taller Tres.

8. El facilitador explicará el contenido de la tarea del Taller Tres.



9. El estudiante completará la hoja de Auto Evaluación (Anejo E) y el Diario Reflexivo

correspondiente al Taller Dos (Anejo F).

Avalúo

El estudiante hará su avalúo llenando la Hoja de Auto evaluación que aparece en el

Anejo E. También redactará el Diario Reflexivo hallado en Anejo F. Estas actividades

serán incluidas en el Portafolio del estudiante que será entregado en el Taller Cinco.



Workshop Three

Specific Objectives

At the end of the workshop, each student will be able to:

1. Define the plan of production or capacity, its sources and the strategies that

apply.

2. Integrate the philosophies of production for storage and low production custom

orders in production planning.

3. Define the Supply Chain Distribution and its relation with suppliers.

4. Define Purchasing/Procurement Management and its functions.

5. Identify the difference among Distribution Resources planning (DRP, Distribution

Resources Schedule) vs. The Point to order.

6. Define Just in Time (JIT) purchases, and the flow of electronic information.

Language Objectives


using correct grammar and spelling in English.



manner.

3. Given a real life case study, the student will explain in one’s (his/her) own words

the problem that is presented and how to resolve it in English.

4. The student will work in cooperative groups to present a project in English.

Electronic Links (URLs):

Free Management Library


International Labor Organization Portal:

http://www.ilo.org/global/lang--en/index.htm

Mexican Ministry of the Economy Organization:

http://www.economia.gob.mx/?NLanguage=en&P=2

Benchmarking:


Industrial Engineering Portal:



http://basicamente.usta.edu.co/numero1/Articulos/aplicaciones/Inventarios.htm

http://www.washington.edu/students/crscat/inde.html

Supply Chain Management

http://www.osmosislatina.com/administracion/scm.htm

http://www.scmr.com/

Portal del Just in time (JIT):

http://www.strategosinc.com/just_in_time.htm

http://www.valuebasedmanagement.net/methods_jit.html

Material Requirements Planning (MRP):

http://www.aaxnet.com/topics/mrp.html

Portal de Planificación de Capacidad:

http://www.teamquest.com/pdfs/whitepaper/tqwp23.pdf

Strategic Planning:

http://www.managementhelp.org/plan_dec/str_plan/str_plan.htm

Assignments before Workshop Three

1. Find on the Internet or other resources the definitions of the following concepts:

• Production or Capacity Plan:

o Demand Management

o Production level or Capacity source strategies, mixed strategies

o Integrate the concepts of production for storage and special order

production in the production plan.

• Supply Chain Management (SCM):

o Procurement Management

o Procurement Planning

o Distribution resources Planning

o Point of Purchase

o Just in Time Purchases

o Electronic information Flow

2. Library reserved books may be used as reference for this workshop.



3. Each student should navigate and be familiarized with the content of the

websites assigned and be able to perform a search of the terms being discussed

during the workshop.

4. Each student should prepare a short essay from their findings during Assignment

One. The essay will be turned in to the facilitator and should be no longer than

five pages at double space according to the APA guidelines.

5. Each group formed in the first workshop will consult with the facilitator to select a

topic of Workshop Three and will create a presentation in PowerPoint. This

presentation will take no more than 15 minutes per group.

6. You should be working with your portfolio (see Appendixes G to N).

Activities

1. The facilitator will start the class with a short review.

2. The facilitator will expand and clarify any questions regarding the content of each

one of the homework, tasks and activities of the workshop.

3. The facilitator will begin the discussion with a general introduction of the topics of

the workshop.

4. Several students will briefly discuss the definitions they found.

5. Students will meet in groups of three to discuss their essays. They will collect

the most important information from each essay and will briefly present it to the

class.

6. Using a constructivist activity, the facilitator will help students understand the

Supply Chain Distribution, the Purchasing/Procurement Management,

Distribution Resources planning and scheduling and the Just in Time (JIT)

purchases.

7. The facilitator will collect and discuss the take home exams.

8. The facilitator will coordinate the presentation of each group (no more than 15

minutes) and will provide feedback if considered necessary. Each group must

turn in a copy of their presentation.

9. The facilitator will discuss the homework for the next workshop.

10. Each student will complete the Auto Evaluation Sheet (Appendix E) and the

Reflective Diary (Appendix F) for Workshop Three.



Assessment

The students will do an assessment by filling out the auto evaluation sheets

found in Appendix E. The students must also complete the Reflexive Diary found in

Appendix F. These activities must be included in the student portfolio to be submitted in

Workshop Five (5).



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, cada estudiante:

1. Definirá la integración del plan de la Producción, la Planificación de

Requerimientos de Materiales y la Planificación de Capacidad.

2. Identificará los tipos de demanda para la planificación de requerimiento de

materiales.

3. Identificará la diferencia entre el Inventario de Manufactura y el Inventario de

Distribución.

4. Definirá los niveles de esquema de la estructura del producto y otros conceptos

para estas estructuras.

5. Comprenderá los conceptos como la Planificación de Requerimientos de

Capacidad, Planificación de Ensamblaje Final, Planificación de Recursos para la

Manufactura.

Objetivos del Lenguaje

1. Después de leer una selección, el estudiante podrá resumir las principales ideas

utilizando lenguaje y gramática correcta en español.

2. Dado un estudio de caso, el estudiante compondrá un ensayo que propone una

solución utilizando un vocabulario variado, incluyendo jerga técnica apropiada y

relacionada al tema.

3. Dado un estudio de caso, el estudiante explicará en sus propias palabras el

problema que es presentado y cómo resolvérselo en español utilizando

gramática correcta.

4. El estudiante trabajará en grupos para presentar un proyecto en el idioma

español utilizando enunciación correcta.

Enlaces Electrónicos:

Biblioteca Gratuita de Gerencia:


Gerencia de Operaciones:

http://www.monografias.com/trabajos16/gerencia-de-operaciones/gerencia-de-

operaciones.shtml



Cadena de Suministro y Gerencia de Operaciones:

http://www.monografias.com/trabajos31/cadena-suministros/cadena-suministros.shtml


“El Prisma”: Ingeniería Industrial:

http://www.elprisma.com/apuntes/apuntes.asp?page=1&categoria=604

Programa Maestro de Producción:

http://www.business.com/directory/management/operations_management/planning_and

_scheduling/master_production_scheduling_mps/

Planificación de Requerimientos de Materiales:

http://www.tecnun.es/asignaturas/op2/pagina_4.html

Planificación de Requerimientos de Capacidad, Planificación de Ensamblaje Final,

Planificación de Recursos para la Manufactura:

http://usuarios.iponet.es/ddt/erp.htm

Planificación de Capacidad:

http://www.pom.edu/p304/ch8ppt/sld001.htm

Asignaciones antes del Taller Cuatro

1. Cada estudiante deberá visitar y familiarizarse con el contenido y los enlaces de

Internet asignados para el Taller Cuatro en la sección anterior. Deberá buscar

las siguientes definiciones y conceptos:

• Programa Maestro de Producción

• Integración de Plan de Producción y Planificación de Requerimientos y de

Materiales

• Planificación de Capacidad

• Planificación de Requerimientos de Materiales:

o Tipos de Demanda y clasificación

o Estructura del Producto

o Ensamblaje

o Relación Vertical y Horizontal entre productos

o Inventario de Manufactura

o Inventario de Distribución

• Algoritmos de “MRP”



• Reglas de Tamaño de Lote

• Costos de Inventario

2. Revise las definiciones, conceptos y métodos de este taller, en los libros

reservados en la biblioteca para el curso.

3. Cada estudiante preparará un corto ensayo de no más de 5 páginas a doble

espacio con las definiciones asignadas en la primera tarea del Taller Cuatro. El

ensayo deberá ser escrito siguiendo las normas de APA y entregado al

facilitador.

4. Observe el siguiente video http://youtube.com/watch?v=LeeTy3YaMu0 y haga un

resumen escrito de lo más importante del mismo. Si el video no abre, busque

información sobre inventario “Just in Time” y haga un reporte de no menos de

tres páginas.

5. Cada grupo, originalmente formado durante el taller uno deberá seleccionar un

concepto, definición o tópico, relacionado al Taller Cuatro, y deberá presentar

una organización real o imaginaria, o seleccionar un caso de libro de texto.

Deberá preparar una presentación oral (grupal) de 10 o 15 minutos.

Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. El facilitador aclarará dudas y comenzará la discusión del Taller Cuatro de

acuerdo a las tareas asignadas para este Taller. Específicamente, el facilitador

se enfocará en la información obtenida en las direcciones electrónicas del Taller

Cuatro.

3. El facilitador discutirá las definiciones de los conceptos y presentará ejemplos de

modelos de inventario.

4. Cada estudiante deberá presentar informalmente su ensayo al resto de la clase

y luego lo entregará al facilitador.

5. El facilitador coordinará las presentaciones grupales de 10-15 minutos cada una.

6. El facilitador proveerá comentarios y expandirá cada presentación según sea

necesario.

7. El facilitador entregará el segundo examen para ser devuelto al inicio del Taller

Cinco.



8. El facilitador explicará el contenido de la tareas del Taller Cinco.

Avalúo

El estudiante hará su avalúo llenando la Hoja de Auto Evaluación que aparece en el

Anejo E. También redactará el Diario Reflexivo hallado en Anejo F. Estas actividades

serán incluidas en el Portafolio del estudiante que será entregado en el Taller Cinco.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives

At the end of the workshop, each student will be able to:

1. Describe the Just in Time (JIT) philosophy and discuss de historic evolution of

JIT.

2. Analyze how to eliminate inventory residual with JIT and perform purchases

using JIT.

3. Integrate the JIT mentality into Management and social responsibility.

Language Objectives


using correct grammar and spelling in English or Spanish.



manner.

3. The student will work in cooperative groups to present a project in English or

Spanish.

Electronic Links (URLs)

Website for Free Management Library:


Website for Operations Management, (Include concepts discussed in all five

workshops):

http://www.monografias.com/trabajos16/gerencia-de-operaciones/gerencia-de-

operaciones.shtml

Website for Supply Chain Management and Operations Management:

http://www.monografias.com/trabajos31/cadena-suministros/cadena-suministros.shtml




“El Prisma”: Industrial Engineering Portal:

http://www.elprisma.com/apuntes/apuntes.asp?page=1&categoria=604

Master Production Schedule:

http://www.business.com/directory/management/operations_management/planning_and

_scheduling/master_production_scheduling_mps/

Material Requirement Planning:

http://www.tecnun.es/asignaturas/op2/pagina_4.html

Manufacturing Resource Planning, MRPII, Enterprise Resource Planning, ERP and

Material Requirement Planning, MRP:

http://usuarios.iponet.es/ddt/erp.htm

Capacity Planning, CRP:

http://www.pom.edu/p304/ch8ppt/sld001.htm

Assignments before Workshop Five

1. Each student must visit, and be familiar with the content and links of each

specific Web Site and/or Internet address assigned for Workshop Four as shown

in the preceding section. Should look for the following definitions and concepts:

• Just in Time:

o Origin and Philosophy

o Waste Elimination

o Networking Relation with suppliers

o Group Technology

o Jidoka

o Small Lot sizes and Uniform MPS

o Line balance and Kanban

o Minimize set-up time

o Flexible workforce (cross trained)

o Total preventive Maintenance (TPM)

• Management Participation:

o Lifetime employment

o Unions

o Employee attitude



o Automatic Robotics

o Bottom Round Management

o Subcontractor Network

o Quality Cycles and team work

o Engineering changes

o Just in Time (JIT) Purchasing

o Social Responsibility

o Reengineering

2. Library reserved books will be used as reference for this workshop.

3. Each student should navigate and be familiarized with the content of the

websites assigned and be able to perform a search of the terms being discussed

during the workshop.

4. Each student should prepare a short essay from their findings during Assignment

One. The essay will be turned in to the facilitator and should be no more than five

pages at double space according to the APA guidelines.

5. Each group formed in the first workshop will consult with the facilitator to select a

topic of Workshop Five to be presented at the front of the group. This should not

take more than 15 minutes per group.

6. Give the final touches to your portfolio (see Appendixes G to N).

Activities

1. The facilitator will start the class with a short review.

2. The facilitator will expand and clarify any questions regarding the content of each

one of the homework, tasks and activities of the workshop. He will focus and

discuss the experiences found during the multiple website navigation.

3. Students will meet in groups to share and discuss their vocabulary (Assignment

One).

4. The facilitator will begin the discussion with a general introduction of the topics of

the workshop.

5. Students will verbally discuss the essays prepared for the workshop.

6. The facilitator will collect and discuss the take home exams.



7. The facilitator will coordinate the presentation of each group for 15 minutes and

will provide feedback if estimates necessary of the topics presented. In order to

be evaluated individually and by group, each group will turn in a copy of its

presentation.

8. Each student will complete the course’s final evaluation.

9. Each student will complete and turn in a Reflexive Diary for Workshop Five.

10. Students will hand in the Portfolio.

11. Closing activity – to be determined by the facilitator.

Assessment

The students will do an assessment by filling out the auto evaluation sheets

found in Appendix E. The students must also complete the Reflexive Diary found in

Appendix F. These activities must be included in the student portfolio to be submitted in

Workshop Five (5).



Anejos/Appendixes



Anejo A/Appendix A

MATRIZ VALORATIVA PARA PRESENTACIONES ORALES

CURSO:______________________ PT_________SECCIÓN_______________

NOMBRE:________________________________________________________

FECHA:__________________________________________________________

GRUPO:_________________________________________________________

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. Realiza una introducción efectiva del tema.

2. Identifica el propósito, los objetivos e ideas principales que se incluyen en la presentación.

3. La presentación es organizada y coherente y puede seguirse con facilidad.

4. El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

5. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

6. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical. 7. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

8. Se cumplen los objetivos o propósitos anunciados en la introducción. 9. La presentación es interesante y amena. 10. La presentación demuestra creatividad.

11. Dicción clara, sin muletillas o barbarismos y tono adecuado.

12. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.

13. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

14. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

15. Cumple con el tiempo asignado; no se extiende demasiado ni es demasiado breve.



Appendix A

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL

ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos Puntuación del estudiante

Contenido Realiza una introducción efectiva del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la

presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad.

10

El presentador demuestra dominio del tema

o materia de la presentación al explicar con

propiedad el contenido y no incurrir en

errores.

10

Las ideas y argumentos de la presentación

están bien fundamentados en los recursos

presentados, consultados o discutidos en

clase.

10

Capta la atención e interés de la audiencia

y/o promueve su participación, según

aplique.

10

Proyección efectiva, postura corporal

adecuada, manejo de la audiencia, manejo

del tiempo asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de

manera correcta para que se entienda el

lenguaje utilizado.

10

Uso correcto de la gramática y conjugación

de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar

el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the

theme identifying the objectives, ideas

and principles that are included in the

presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of the

theme or subject by means of properly

explaining content without incurring in

errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of the

audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies to

define concepts, interpretation, application

and evaluation of processes using

experience on concepts or content of

class.

10

Language

Student pronounces words in a clear and

correct manner so as to make the correct

language used understood to others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary words to

express message.

10

Total Points 100 (70% of content

and 30% of language)

Student’s Total Score:

________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo B/Appendix B

MATRIZ VALORATIVA EVALUACIÓN DE PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ FECHA:___________________

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:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

__________________________________________________________

Firma Facilitador:_________________________________



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:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo C/Appendix C

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content.

10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total Puntos 100 (70% contenido y 30% lenguaje)

Puntuación Total: _______

Student’s Signature: ____________________Facilitator’s Signature:________________



Anejo D/Appendix D

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criterio Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

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

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

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

10

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

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteria Points Students Points

Attended all the meetings and activities of the group.

10

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

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

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

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100



Anejo E/Appendix E HOJA DE AUTOEVALUACIÓN DEL ESTUDIANTE

Nombre del Estudiante________________________________Taller #._________________

Tema:_____________________________________________Fecha :__________________

Estimado Estudiante: Esta autoevaluación no constituye parte de la calificación del curso. Sin

embargo, nos ayudará a reflexionar sobre los aspectos más importantes del mismo. Su sincera

contestación facilitará el proceso en el salón de clases y proveerá a l facilitador información valiosa sobre

el ambiente y las estrategias usadas en el salón de clases.

CRITERIOS Puntuación Participación: (mostré interés, formulé y contesté preguntas, aporté para el beneficio de la clase) 1 - 2 - 3 - 4

Vine preparado para la clase de hoy : (Traje materiales asignados y pude formular y responder a preguntas) 1 - 2 - 3 - 4

Estuve receptivo(a) (escuché atentamente la opinión o presentación de mis compañeros(as). 1 - 2 - 3 - 4

Facilitación de la clase (propicié con mi actitud a un ambiente saludable y creativo en el salón de clases). 1 - 2 - 3 - 4 4- Totalmente de acuerdo 3- De acuerdo 2- Parcialmente de acuerdo 1-Necesito mejorar

Observaciones: Contesta las siguientes preguntas: 1. ¿Qué aprendí? 2. ¿Qué puedo mejorar?

3. ¿Qué recomendaciones puedo hacerle al facilitador/ profesor ?



STUDENT AUTOEVALUATION SHEET Student Name__________________________________Workshop#______________ Topic:_________________________________________Date :__________________ Students: This auto evaluation is not going to be considered as part of the course grade. However, it will help us think about the important aspects of the course. Your sincere response will help the process in the classroom and will provide valuable information to the facilitator in reference to the environment and tactics used in the classroom.

CRITERIA Score Participation: (showed interest, asked and answered questions, participated in benefit to the class) 1 - 2 - 3 - 4

Came prepared for today’s class: (Brought the assigned material and I was able to ask and answer questions) 1 - 2 - 3 - 4

I was receptive (listen diligently the opinion and presentation of my fellow students). 1 - 2 - 3 - 4

Facilitation of the class (provided with my attitude a good and creative environment in the classroom). 1 - 2 - 3 - 4 4- Completely Agree 3- Agree 2- Partially Agree 1-Need Improvement

Observations: Answer the following questions: 1. What did I learn? 2. What can I improve?

3. What recommendations I can suggest to the facilitator?



Anejo F/Appendix F

Diario Reflexivo

Instrucciones:

El propósito del diario reflexivo es provocar en el estudiante una actitud de reflexión o

análisis de las experiencias vividas en cada clase o al concluir una actividad educativa.

Esta reflexión le permitirá al estudiante a aplicar lo aprendido a su experiencia del diario

vivir, así como a analizar las implicaciones de lo aprendido en su desempeño

profesional.

Este instrumento deberá completarse al concluir cada una de las sesiones lectivas. Se

incluirán estos documentos como parte del portafolio.

Preguntas guías:

1. ¿Cuál fue el tema discutido en clase que me impactó más como profesional?

2. ¿Qué aplicación puedo dar de lo que aprendí en mi desempeño profesional?



Reflexive Diary

Instructions:

The purpose of the reflexive diary is to create in the students an attitude of reflection or

analysis of the experiences learned in class or at the conclusion of an activity. This

reflection will allow the students to apply the knowledge acquired in class to the regular

day to day living as well as to analyze the implications and applications of the class

material to their professional life.

This tool must be competed at the conclusion of each section. It must be included as

part of the portfolio.

Questions:

1. Which was the topic discussed in class that create the most impact in my

professional life?

2. How I can apply the knowledge learned in class to my professional life?



Anejo G/Appendix G

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

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

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

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

placed at the beginning of the portfolio.

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

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

APA, Fifth Edition”

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

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

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

(Appendix I).



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

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

to the end of the portfolio.

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

of the binder for identification purposes (Appendix H).

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 L). 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 M).

• 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 N).



Anejo H/Appendix H

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

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

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo I/Appendix I

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo J/Appendix J

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo K/Appendix K

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?



� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted

02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro

Orlando Campus



Anejo L/Appendix L

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

Student’s response and comments



Anejo M/Appendix M

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo N/Appendix N

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

sistema universitario ana g. méndez school for ... 720 dlp...taller cuatro ... orlicky’s material...

Documents