mana 340 production and operations management 340 dlp...taller cuatro ... materiales requeridos así...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MANA 340

Production and Operations Management

Administración de Producción y Operaciones

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

MANA 340 Production and Operations Management 2

Prep. 2005 Jorge Rivera, MBA Rev. 2009 Amilcar T. Martínez, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

PRONTUARIO ................................................................................................................ 3

STUDY GUIDE .............................................................................................................. 10

WORKSHOP ONE ........................................................................................................ 16

TALLER DOS ................................................................................................................ 19

WORKSHOP THREE .................................................................................................... 22

TALLER CUATRO......................................................................................................... 25

WORKSHOP FIVE/TALLER CINCO ............................................................................. 28

ANEJO A/APPENDIX A ................................................................................................ 32

ANEJO B/APPENDIX B ................................................................................................ 34

ANEJO C/APPENDIX C ................................................................................................ 36

ANEJO D/APPENDIX D ................................................................................................ 37

ANEJO E/APPENDIX E ................................................................................................ 39

ANEJO F/APPENDIX F ................................................................................................. 41

ANEJO G/APPENDIX G ................................................................................................ 42

ANEJO H/ APPENDIX H ............................................................................................... 43

ANEJO I/APPENDIX I ................................................................................................... 45

ANEJO J/APPENDIX J .................................................................................................. 46

ANEJO K/APPENDIX K ................................................................................................ 47

ANEJO L/APPENDIX L ................................................................................................. 48

ANEJO M/APPENDIX M ............................................................................................... 50

ANEJO N/APPENDIX N ................................................................................................ 51

ANEJO O/APPENDIX O ................................................................................................ 52



Prontuario

Título del Curso: Administración de Producción y Operaciones

Codificación : MANA 340

Duración: Cinco semanas

Pre-requisito : STAT 201

Descripción:

El curso Administración de Producción y Operaciones (MANA 340) está

diseñado para el estudiante de tercer año del Bachillerato en Administración de

Empresas con concentración en Gerencia. El curso está diseñado para proveer al

estudiante un trasfondo de la Administración de Producción y Operaciones y su

interrelación con otras funciones de apoyo en las organizaciones. Los tópicos a

explorarse incluyen: productividad y calidad; planificación de capacidad; administración

de materiales y planificación de producción; itinerarios y control; manufactura de clase

mundial. Los tópicos se explorarán desde dos perspectivas: cuantitativa y cualitativa.

Objetivos Generales

1. Describir el rol y la terminología utilizada en la Administración de Producción y

Operaciones.

2. Formular y analizar asuntos importantes de capacidad y distribución a largo

plazo, incluyendo la ubicación de las facilidades.

3. Evaluar asuntos de producción, tales como: el diseño de procesos; tipos y

enfoques de procesos; los factores que influyen en la capacidad; el rol de las

computadoras y la tecnología en los procesos de producción y diseño;

alternativas de medición de desempeño.

4. Determinar los insumos, las salidas y la naturaleza de la planificación de los

materiales requeridos así como las condiciones bajo las cuales el MRP es más

apropiado.

5. Explicar las implicaciones de los itinerarios incluyendo el distinguir las

necesidades de los itinerarios en volúmenes altos, bajos e intermedios.

6. Examinar e ilustrar estrategias de Administración de proyectos utilizando las

técnicas PERT/CPM y los diagramas de redes, incluyendo el análisis de redes

de tiempo constante.



7. Definir el término Calidad, explicar sus determinantes, los costos asociados con

la calidad, y discutir el concepto de Administración de Calidad Total.

Textos y Recursos

Heizer, J. & Render, B. (2007). Operations Management. (9na ed.) New Jersey:

Prentice Hall

Stevenson, W. (2008) . Operations Management. (10ma ed.) New York: McGraw-

Hill/Irwin

Meredith & Shafer (2006) Operations Management for MBAs. (3ra ed.) New Jersey:

Wiley

Goetsch & Davis (2009) Quality Management (6th ed.) New Jersey: Prentice Hall.

Referencias y material suplementario

APICS Journal

Business Week Magazine

Forbes Magazine

ISO Focus Magazine

JOURNAL OF OPERATIONS MANAGEMENT Logistics Information Magazine

Manufacturing Systems Magazine

Quality Progress Magazine

Supply Chain Management Journal

Wall Street Journal

Evaluación

La nota final estará basada en la participación y ejecución de cada estudiante en

todas las actividades de aprendizaje tanto individual como en grupo.

Actividades de Aprendizaje Taller Peso Puntos Refer encia

Asistencia y Participación, Diario

Reflexivo

Todos 10% 50 Anejo A y D

Ensayo Taller Uno Uno 10% 50 Anejo B y C



Presentación en grupo Dos 20% 100 Anejo E y F

Trabajo en grupo Tres 20% 100 Anejo E y G

Presentación Individual Cuatro 10% 50 Anejo E

Portafolio Todos 20% 100 Anejos H-O

Examen – Análisis de Caso Cinco 10% 100

Total 100% 550 Puntos

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 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 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 búsqueda de l a 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.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

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

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

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

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

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

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

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

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

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

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

conceptos primarios, no en hechos aislados.

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

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

dichos modelos.

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

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

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title Production and Operations Management

Code MANA 340

Time Length Five Weeks

Pre-requisite STAT 201

Description

Production and Operations Management is a course designed for students of

Bachelors Degree in Business Administration – Major: Management. This course is

designed to allow students to have an idea about Production and Operations

Management and their relationship with different organizations. The subjects to explore

will be: quality and productivity, capacity planning, materials management, production

control planning, scheduling and global manufacturing. The topics will be explored into

two perspectives: quantitative and qualitative.

General Objectives

1. Describe the role and terminology used in Production and Operations

Management.

2. Formulate and analyze important issues about capacity and long-term

distribution, including business locations.

3. Evaluate production issues like: process design; types of processes; factors

that affects the production capacity; the role of computer and technology into

manufacturing environment and different alternatives to measure the

performance in the industry.

4. Determine inputs/outputs using Material Requirement Planning (MRP)

techniques.

5. Explain the meaning of forecasting and scheduling at different levels.

6. Examine and illustrate business strategies using PERT/CPM techniques and

diagram including linear programming.

7. Define the term: Quality and explain the applications, cost involved and

discuss the concept Total Quality Management (TQM).



Texts and Resources

Heizer, J. & Render, B. (2007). Operations Management. (9th ed.) New Jersey:Prentice

Hall

Stevenson, W. (2008) . Operations Management. (10th ed.) New York: McGraw-Hill/Irwin

Meredith & Shafer (2006) Operations Management for MBAs. (3rd ed.) New Jersey:

Wiley

Goetsch & Davis (2009) Quality Management (6th ed.) New Jersey: Prentice Hall

References and Supplementary Materials

APICS Journal

Business Week Magazine

Forbes Magazine

ISO Focus Magazine

JOURNAL OF OPERATIONS MANAGEMENT

Logistics Information Magazine

Manufacturing Systems Magazine

Quality Progress Magazine

Supply Chain Management Journal

Wall Street Journal

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.

Learning Activities Week % Points Reference

Attendance and Participation,

Reflective Diary

All 10% 50 Appendix A&D

Essay Workshop One One 10% 50 Appendix B&C

Group Presentation Two 20% 100 Appendix E&F

Group Presentation Three 20% 100 Appendix E&G

Individual Presentation Four 10% 50 Appendix E



Portfolio All 20% 100 Appendixes H to O

Final Exam Five 10% 100

Total 100% 550 Points

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.



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 this Workshop, the student will be able to:

1. Define the general concept of the operations management.

2. Apply the concepts associated with productivity.

3. Manage the general cost principles to produce goods or services.

4. Identify the characteristics of quality in a product.

5. Explain the functions of the global market in relation to the operations

management concept.

6. Define the concept of projects management.

7. Explain the of production forecasting.

8. Explain the most common tools in decision making.

Language Objectives

1. Express ideas orally and in writing using English as the language of

communication.

2. Develop a written work using appropriate grammar, syntax and verb tense.

3. Use the reading process effectively.

Electronic Links (URLs)

http://www.apqc.org

http://asq.org

http://quality.nist.gov/

http://iso.ch/iso/

http://stats.bls.gov/

http://www.cse.dcu.ie/essiscope/sm2/charact.html

http://dictionary.bnet.com/definition/Quality.html?tag=col1;trackDictionary

http://www.bettermanagement.com/Library/Library.aspx?LibraryID=5970

http://www.slais.ubc.ca/PEOPLE/students/resumes/C_Payne/media_pdf/TQMTools.pdf

http://www.en.articlesgratuits.com/business-forecasting-id1433.php

http://www.decision-making-confidence.com/decision-making-tools-and-techniques.html



Assignments to do before Workshop One

1. Read about the subjects on the Specific Objectives section above in any of the

recommended textbooks and sources for the course. You may use any textbook

or reference source. Keep in mind the dates on which they were written. Use

recent references. It is recommended to use suggested references on the

Internet for this module.

2. Prepare a short essay (two pages) on ONE of the following topics: productivity,

cost, quality, global market, project management, forecasting, decision making.

Utilize the guidelines and specifications explained in Appendix C.

3. Besides utilizing all the electronic addresses provided in this workshop, the

student shall look into more information and read about techniques on

forecasting. We recommend bringing a calculator for exercises presented in

class.

4. Visit the following link to an article related to product quality, read it and

summarize it. If the link does not work, find another article related to the same

topic. Bring it to class.

http://mpra.ub.uni-muenchen.de/11142/1/MPRA_paper_11142.pdf

5. Find the definition of the following terms: operations management, productivity,

cost principles, global markets, quality, decision making and forecasting.

6. Start working with your portfolio (Appendixes H to O).

Activities

1. Introduction of the Facilitator. Individual introduction of the members of the group.

2. Ice breaker activity.

3. Discuss objectives, the course evaluation, explain and answer any questions

regarding the course, the module, evaluation forms, rubrics and its uses.

4. The group will select a representative for the course.

5. The Facilitator will collect the assigned essay for this Workshop.

6. The Facilitator will request volunteer students to explain to the rest of the class

the following concepts: operations management, productivity, cost principles,

global markets, quality, decision making and forecasting.

7. Students will discuss the summarized articles.



8. The Facilitator will cover areas not discussed by students in his/her own

presentation.

9. The Facilitator will assign the subject that each group will present in Workshop

#2.

10. The facilitator will assign topics for the final research project. Each group will

meet and will select a leader, and will assign individual tasks for the research

project.

11. As a method to explain the functions of customer service, the students will

describe the registration process at the University, including the supplies,

operations and products.

12. The facilitator will assign some exercises related to productivity for students to

analyze and solve.

13. The Facilitator will discuss the assignments for the next workshop.

Assessment

1. Reflexive Diary (Appendix D).

2. Written report rubric (Appendix B).

3. Class participation rubric (Appendix A).



Taller Dos

Objetivos Específicos

Al finalizar el Taller, el/la estudiante:

1. Explicar cómo diseñar bienes y servicios.

2. Entender cómo manejar recursos para lograr calidad superior a través de

procesos estadísticos de control.

3. Describir las tres estrategias mayores de procesos y capacidad de

planeamiento.

4. Entender cómo desarrollar estrategias de localización.

5. Evaluar la importancia de desarrollar una estrategia apropiada para diseñar

facilidades.

6. Definir los conceptos de Manejo de Calidad Total (TQM en inglés) tales como:

técnicas Taguchi/Paretto, Gráficas del flujo de procesos, diagramas de Causa y

Efecto, Control Estadístico de Procesos (SPC en inglés).

7. Reconocer los procesos de inspección.

8. Entender la secuencia de eventos utilizando gráficas de flujo de procesos.

Objetivos del lenguaje

1. Expresar ideas oralmente y por escrito utilizando español como leguaje de

comunicación.

2. Desarrollar trabajo escrito utilizando gramática, sintaxis y verbos de forma

apropiada.

3. Utilizar el proceso de lectura de forma eficiente

Direcciones Electrónicas

http://www.asq.org/

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

http://www.tqe.com/

http://www.ansi.org/

http://www.criticaltools.com

http://www.isixsigma.com/me/tqm/

http://www.minuteman.org/topics/tqm.html

http://www.geocities.com/maag111063/calidad23.html



http://www.espacioblog.com/myfiles/ruben1/Taguchi.ppt#256,1,Dr.GenichiTaguchi

http://www.infomipyme.com/Docs/GENERAL/Offline/GDE_03.htm

http://www.tuobra.unam.mx/publicadas/040710174743-Anexo.html

Tareas a realizar antes del Taller Dos

1. Cada estudiante debe visitar, navegar y familiarizarse con el contenido de las

direcciones electrónicas asignadas para el Taller Dos.

2. Proveer la definición de “calidad del producto” en sus propias palabras.

3. Buscar y analizar artículo escrito acerca de la “calidad” y resumir los puntos más

importantes.

4. Leer y estudiar información relacionada a la estrategia de diseño de facilidades

(layout strategies).

5. Cada grupo someterá un reporte escrito en español acerca del tópico asignado

en el Taller Uno.

6. Cada grupo hará presentación en español acerca del tópico asignado. Esta debe

durar de 25 a 30 minutos y la participación deberá ser igual entre todos los

miembros del grupo.

7. Revisar información relacionada a la gráfica del flujo de procesos (flow chart).

Estar preparado(a) para crear uno en la clase.

8. Continúe trabajando con su portafolio.

Actividades

1. El/la facilitador(a) pedirá a los estudiantes que resuman lo discutido en el Taller

Uno.

2. Cada grupo hará la presentación de sus tópicos asignados.

3. El/la facilitador(a) revisará el criterio de evaluación que será usado para esta

presentación.

4. Una vez finalizadas las presentaciones el/la facilitador(a) organizará nuevos

grupos para el próximo taller.

5. El/la facilitador(a) asignará tópicos para presentación durante el Taller Tres.

6. Los clase se divide en grupos para discutir un articulo provisto por El/la

facilitador(a) relacionado con el diseño de facilidades (layout).



7. El/la facilitador(a) presentará ejemplos de planeamiento de capacidad (capacity

planning) para así entender y resolver caso relacionado con las necesidades de

capacidad de una organización.

8. El/la facilitador(a) proveerá la situación que los estudiantes utilizarán para crear

una gráfica de flujo de procesos (flow chart).

9. El/la facilitador(a) discutirá los conceptos de Manejo de Calidad Total (TQM en

inglés) tales como: técnicas Taguchi/Paretto, diagramas de Causa y Efecto,

Control Estadístico de Procesos (SPC en inglés).

10. El/la facilitador(a) discutirá los objetivos y asignaciones para el Taller Tres.

Avalúo

1. Diario reflexivo – Anejo D

2. Matriz valorativa de trabajos escritos (Anejo B).

3. Matriz valorativa de participación en clase (Anejo A).



Workshop Three

Specific Objectives


1. Explain what job design is and will know the ergonomic guidelines and

measurements.

2. Understand the “Learning Curve”.

3. Know the importance of product distribution and the definition for sense of

urgency.

4. Know how to apply the most common techniques for inventory control.

5. Know the importance of product reliability.

6. Understand the basic elements of the capacity analysis.

7. Explain the importance of demand, offer, and point of equilibrium.

8. Know the most common tools to use for sampling and products approval. Know

the importance of this during the decision making process.

9. Understand the use and practical application of the lineal programming.

10. Know the most important criteria (advantages and disadvantages) of the

transportation models.

11. Interpret the use and manage of the learning curves.

12. Give an opinion and participate in the discussion of these basic concepts.

Language Objectives

1. Express ideas orally and in writing using English as the language of

communication.

2. Develop a written work using appropriate grammar, syntax and verb tense.

3. Use the reading process effectively.

Electronic Links (URLs)

http://www.acec.org

http://ame.org

http://inventorymanagement.com

http://www.poms.org/

http://www.sfsu.edu/~ergo/guidelines/ergo_long.html



http://enews.penton.com/enews/occupationalhazards/ergonomics/2008_01_15_e

rgonomics/view.html

http://www.technologystudent.com/designpro/ergo1.htm

http://cost.jsc.nasa.gov/learn.html

http://www.directives.doe.gov/pdfs/doe/doetext/neword/430/g4301-1chp21.pdf

http://www.businessdictionary.com/definition/capacity-analysis.html

http://www.economy-point.org/m/market-equilibrium.html

http://www.investopedia.com/university/economics/economics3.asp

http://www.export911.com/e911/purch/docINSP.htm

http://www.ethics.org/resources/decision-making-process.asp

http://www.virtualsalt.com/crebook5.htm

http://www.me.utexas.edu/~jensen/ORMM/computation/unit/mp_add/subunits/tra

n_add/index.html

http://dictionary.bnet.com/definition/learning+curve.html

Assignments to do before Workshop Three

1. Students must come prepared with a general idea of the subjects to be

discussed. Utilize the electronic websites provided.

2. Prepare presentation of topics assigned during the previous Workshop. Each

group must decide on how the presentation of the assigned topics will be, and

should have been previously discussed with the Facilitator. Therefore, this

activity must be planned ahead and should be the result of teamwork. Be

creative. You may extend your reference search as much as you’d like.

3. Each group will present its work utilizing the format provided in Workshop One.

4. Continue working with your portfolio.

5. The facilitator will schedule a visit of an Operations Manager from the area, who

will speak about challenges and opportunities in his career and in his place of

employment. He/she should contact the administrative office for procedures.

Activities

1. The facilitator will introduce the topics to be discussed in this workshop. Will

emphasize the concept (theory) application with the reality of the modern

industry.



2. There will be presentations on the assigned topics.

3. The students will use Operational Administration decisions, such as quality,

product, process, location, work design, and human resources, to review the

operations in organizations such as fast food restaurants, medical offices,

attorneys’ offices, education institutions, etc. The students will split into groups to

perform this exercise.

4. The facilitator will emphasize in the importance of operations planning in an

organization.

5. Students will listen to the Operations Manager’s presentation.

6. Assignment of the topics for Workshop Four. The facilitator will assign a topic to

each group as follows:

Inventory Control

MRP

JIT

Control Techniques and size management for lots.

Short term planning

Medium term planning

Long term planning

Preventive Maintenance

Predictive Maintenance

Time to change product or size

Equipment availability

Capacity Management Techniques (work shifts)

7. The Facilitator will summarize the findings or areas to improve and will review, as

needed, the subjects for the next workshop.

8. The facilitator will discuss the assignments for the next workshop.

Assessment

1. Reflexive Diary. (Appendix D)

2. Written report rubric.

3. Class participation rubric.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el/la estudiante:

1. Entenderá la importancia y beneficios en utilizar el Plan de Necesidades de

Materiales (“Material Requirement Planning”, MRP).

2. Conocerá las funciones básicas del manejo y control de inventario (“Inventory

Control”).

3. Aplicará conceptos básicos de la técnica de Justo a Tiempo (“Just-in-Time”, JIT).

4. Explicará las técnicas de tamaño de lotes (“Lot Sizes”).

5. Entenderá las ventajas del planeamiento a corto, medio y largo plazo.

6. Identificará los beneficios de la preparación de un programa efectivo de

mantenimiento de equipos y maquinaria.

7. Revisará los principios del manejo de la cadena de abastecimiento (supply-chain

management).

8. Describirá métodos de un manejo de inventario efectivo.

Objetivos del lenguaje

1. Expresar ideas oralmente y por escrito utilizando español como leguaje de

comunicación.

2. Desarrollar trabajo escrito utilizando gramática, sintaxis y verbos de forma

apropiada.

3. Utilizar el proceso de lectura de forma eficiente

Direcciones Electrónicas

http://www.mfgeng.com/

http://www.geocities.com/TimesSquare/1848/japan21.html

http://www.apics.org/

http://www.poms.org

http://rockfordconsulting.com/supply-chain-management.htm

http://logistics.about.com/od/supplychainintroduction/a/into_scm.htm

http://www.me.utexas.edu/~jensen/ORMM/omie/computation/unit/mrp_add/mrp.html

http://people.brunel.ac.uk/~mastjjb/jeb/or/mrp.html

http://www.rmdonovan.com/inventory_control.htm



http://www.cris.com/~kthill/sites.htm

http://personal.ashland.edu/~rjacobs/m503jit.html

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

http://scm.ncsu.edu/public/inventory/3systems.html#4

Tareas a realizar antes del Taller Cuatro

1. Revisar material discutido en talleres previos.

2. Buscar y leer información relacionada al Manejo de Inventario con demandas

dependientes e independientes.

3. Preparar informe escrito asignado en el Taller Tres y entregar al Facilitador.

4. Preparar informe para ser presentado oralmente. La presentación debe durar de

15 a 20 minutos. Se debe utilizar por lo menos cinco referencias para este

trabajo. Utilice estilo APA.

Actividades

1. El/la facilitador(a) pedirá a estudiantes que resuman lo discutido en el Taller

Tres.

2. Cada estudiante presentará su tópico asignado. El/la facilitador(a) clarificará

conceptos de ser necesario. Estos son:

a. Control de inventario

b. MRP

c. JIT

d. Técnicas de control y manejo del tamaño de los lotes

e. La planificación a corto plazo

f. La planificación a mediano plazo

g. La planificación a largo plazo

h. El mantenimiento preventivo

i. El mantenimiento predictivo

j. Tiempo de cambio de producto o tamaño

k. La disponibilidad del equipo

l. Manejo de técnicas de capacidad (turnos de trabajo)

3. Cada presentación demostrará experiencias obtenidas por los estudiantes a

través del desempeño en sus trabajos u ocupaciones.



4. El/la facilitador(a) introducirá un evento de simulación. La clase se dividirá en

grupos iguales. Cada grupo creará una empresa y presentará el tipo de producto

que ésta manufactura; el horario de producción; cómo se controla el inventario;

el manejo de almacenamiento; requisitos de materiales; y transportación de

productos terminados

5. El/la facilitador(a) presentará un caso o situación para ser analizado por los

estudiantes antes de someter decisiones al respecto.

6. El/la facilitador(a) asignará un caso de estudio para el análisis y evaluación por

los estudiantes. Resultados serán entregados en el Taller Cinco.

7. El/la facilitador(a) resumirá lo discutido en este Taller en relación a sus objetivos.

8. El/la facilitador(a) explicará tareas adicionales para el Taller Cinco.

Avalúo

1. Diario reflexivo – Anejo D

2. Matriz valorativa de trabajos escritos.

3. Matriz valorativa de participación en clase.



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


1. Understand Maslow Theory and compare with the Herzberg Theory. Explain the

relationship between both theories and the performance of the functions.

2. Know the performance measures most common used.

3. Know the importance of the electronic commerce and the use in modern

management, with special emphasis in decision making.

4. Explain the definition of re-engineering and continuous improvement, in

relationship to the process design.

5. Understand the robotics, with special emphasis on the social and economic

effects.

6. Know the importance of the simulations in the manufacturing business.

7. Explain the general concepts and use of the ISO ruling.

Language Objectives

1. Express ideas orally and in writing using English or Spanish as the language of

communication.

2. Develop a written work using appropriate grammar, syntax and verb tense both

in English and Spanish.

3. Use the reading process effectively in English and Spanish.

Electronic Links (URLs) http://www.iso.org/

http://home.earthlink.net/

http://www.brint.com

http://www.accel-team.com



http://www.netmba.com/mgmt/ob/motivation/maslow/

http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp

http://www.netmba.com/mgmt/ob/motivation/herzberg/

http://www.orau.gov/pbm/sample/sample.html

http://managementhelp.org/perf_mng/measure.htm

http://csrc.nist.gov/nissc/1998/proceedings/paperD14.pdf

http://www.robotics.org/

http://www.sixthsigma.com/leandes100.htm

Assignments to do before Workshop Five

1. Students must be prepared and familiarized with the subjects to discuss in this

workshop (in English).

2. Every student must hand in the case analysis that was distributed in the previous

workshop (in Spanish).

3. Students will develop a chart or a graph to compare the differences between the

Maslow and Herzberg theories (in English).

4. Students will define continuous improvement and will mention companies that

currently operate under this environment or companies that have obtained their

ISO 9000 Certification (in Spanish).

5. Review all the concepts that were presented in class, and to be prepared for the

final exam.

6. Give the final touches to your portfolio.

Activities

1. The facilitator will start the class with a short review (in English)

2. If deemed necessary the first part of this Workshop may be utilized in concluding

presentations from previous Workshop (English or Spanish).

3. The facilitator will introduce the subjects to be discussed (in English).

4. Students will hand in the assigned case from the previous Workshop.

5. The facilitator will present, in English, the Maslow Theory along with the

Herzberg Theory. Will discuss the importance to maintain motivation.

6. The facilitator will allow enough time to clear any students’ doubts or to see

different points of view (in Spanish).



7. Students will take their final exam. The contents of this exam will be presented in

both languages, English and Spanish.

8. The group representative will be allowed some time to administer the evaluation

of the program and of the course.

Assessment

1. Verbal assessment of the course by each of the students – in Spanish.

2. Written report rubric.

3. Class participation rubric.

4. Oral presentation rubric.

5. Portfolio rubrics (Appendixes H to O)



Anejos/Appendixes



Anejo A/Appendix A

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

Totales 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

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 B/Appendix B

MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS (Ensayos, resúmenes, etc.)

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo está 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 está 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: _______

Firma Estudiante: ____________________ Firma Facilitador:___________________



RUBRIC TO EVALUATE WRITTEN WORK (Essays, summaries, etc.)

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

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

10

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

10

The paper properly explains content. 10

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

10

The paper demonstrates substance, logic and originality.

10

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

10

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

10

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

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30%

language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo C/Appendix C

GUIAS ESPECÍFICAS PARA EL ENSAYO

1. Todo ensayo tiene una portada y una tabla de contenido.

2. Tiene una introducción donde se explica de forma abreviada en una o dos

páginas, ¿de qué trata su trabajo?

3. Todo trabajo tiene un alcance. Esto es, específicamente, ¿qué va a investigar?

Es decir, desde donde y hasta donde usted va a tratar el tema seleccionado.

Esto debe tomarle de dos a tres páginas, asumiendo que usted va a utilizar por

lo menos tres referencias. De utilizar más de cinco referencias, esto cambiará el

total de páginas de su trabajo.

4. Todo trabajo tiene una investigación. En ésta sección usted presenta el análisis

de los temas y las fuentes de información utilizadas. Para fines del primer

ensayo se le requiere un mínimo de tres fuentes de investigación. Puede utilizar

fuentes variadas, tales como: revistas, textos, artículos de Internet, periódicos,

entrevistas con profesionales del área o cualquier fuente (seria) de información

que goce de prestigio y credibilidad. En ésta sección su escrito debe de tener de

tres a cinco páginas.

5. Su trabajo debe tener una conclusión. Usted debe hacer un planteamiento

formal de lo investigado y lo encontrado. Esto debe tener de una a dos páginas

de extensión.

6. Todo trabajo de investigación tiene que tener una ficha bibliográfica, presentada

en orden alfabético. Utilice el estilo de APA. Debe tener de tres a cinco

referencias.

7. Incluya una sección de “Anejos”; Entregue copia de las referencias utilizadas.

8. Esta primera actividad tiene un valor de cincuenta puntos o el equivalente del

diez por ciento de su nota final.



Anejo D/Appendix D

DIARIO REFLEXIVO Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de

cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto

evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y

conteste las mismas en forma de ensayo con excelente gramática, ortografía y

puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



Reflective Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts, feelings, and

attitudes experienced after class discussion and assignments. This process will help

your self-assessment.

Using the following questions, reflect about what was presented in this workshop and

answer the questions following an essay style using excellent grammar, syntax and

punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…



Anejo E/Appendix E

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/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 F/Appendix F

TOPICS TO BE PRESENTED IN WORKSHOP TWO

Group 1 – Product or Service Design

Group 2 – Quality Control

Group 3 – Strategies of Processes

Group 4 – Capacity Planning

Group 5 – Product Selection

Group 6 – Facilities Location

Group 7 – Systems Installation

Group 8 – Total Quality Management (TQM)

Group 9 – The functions of Inspection



Anejo G/Appendix G

TEMAS A SER PRESENTADOS EN TALLER TRES

Grupo 1 – Cuan adecuados son los empleados seleccionados

en operaciones de clase mundial

Grupo 2 – Diseño de trabajo

Grupo 3 – Curva de aprendizaje

Grupo 4 – La importancia de los distribuidores

Grupo 5 – El comercio electrónico

Grupo 6 – Técnicas de control de Inventario

Grupo 7 – Confiabilidad de un producto

Grupo 8 – Diseño de procesos

Grupo 9 – Robótica

Grupo 10 – Análisis de Capacidad

Grupo 11 – Demanda, oferta y punto de equilibrio



Anejo H/ Appendix H

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 J ).



• 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 I ).

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 M ). 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 N ).

• 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 O ).



Anejo I/Appendix I

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

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



Anejo J/Appendix J

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo K/Appendix K

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 L/Appendix L

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 = Need s 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 M/Appendix M

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

Student’s response and comments

Prep. 02/05 Jorge Rivera, MBA / Rev. 02-09 Amilcar T. Martínez, MBA

Anejo N/Appendix N

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



Anejo O/Appendix O

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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