mana 401 business policies polÍticas … 401 dlp... · la nota final de cada ... representa ética...

Prep. 05. SMP Natalia S. Ruiz, MAOM. Revised 10/08 Bernardo Gil, MBA

Sistema Universitario Ana G. Méndez

Florida Campuses

School for Professional Studies

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MANA 401

BUSINESS POLICIES

POLÍTICAS EMPRESARIALES

© Sistema Universitario Ana G. Méndez, 2008

Derechos Reservados.

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

MANA 401 Business Policies 2

Prep. 2005. SMP Natalia S. Ruiz, MAOM. Revised 2008. Bernardo Gil, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ........................................ ......................................................................... 3

Study Guide ....................................... ..................................................................... 13

Workshop One ...................................... ................................................................. 23

Taller Dos ........................................ ....................................................................... 26

Workshop Three .................................... ................................................................. 29

Taller Cuatro ..................................... ...................................................................... 33

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

Anejo A/Appendix A ................................ .............................................................. 40

Anejo B/Appendix B ................................ .............................................................. 42

Anejo C/Appendix C ............................... .............................................................. 44

Anejo D/Appendix D ................................ .............................................................. 46

Anejo E /Appendix E ............................... ............................................................... 47

Anejo F / Appendix F .............................. ............................................................... 48

Anejo G / Appendix G .............................. .............................................................. 50

Anejo H / Appendix H .............................. .............................................................. 51

Anejo I /Appendix I ............................... .................................................................. 52

Anejo J / Appendix J .............................. ................................................................ 53

Anejo K /Appendix K ............................... .............................................................. 55

Anejo L / Appendix L .............................. ............................................................... 56

Anejo M / Appendix M ............................. .............................................................. 57

Anejo N/Appendix N ................................ .............................................................. 58

Anejo O/Appendix O ................................ .............................................................. 60

Anejo P/Appendix P ................................ ............................................................... 62

Anejo Q/Appendix Q ................................ .............................................................. 64

Anejo R / Apppendix R ............................. ............................................................. 66

Anejo S / Appendix S .............................. ............................................................... 67

Anejo T/Appendix T ................................ ............................................................... 68

Anejo U/Appendix U ................................ .............................................................. 69



Prontuario

Título del Curso Business Policies

Codificación MANA 401

Duración Cinco Semanas

Pre-requisito MANA 340

Descripción

Este curso les permite a los estudiantes integrar los conocimientos adquiridos

en mercadeo, finanzas, economía, contabilidad, producción y relaciones

humanas dentro de un marco teórico conceptual estratégico determinante en la

toma de decisiones. El mismo se utiliza en la formulación de estrategias y

políticas para dirigir las operaciones internas y externas de una organización.

Recalca en la aplicación práctica de los conceptos en casos concretos y

considera la perspectiva global organizacional en el medio ambiente actual.

Objetivos Generales

1. Desarrollar las destrezas conceptuales que le permitan al estudiante integrar

aprendizajes previos acerca de los aspectos organizacionales.

2. Desarrollar el marco de análisis que permita al estudiante identificar los

asuntos centrales y problemas complejos de las organizaciones mediante el

estudio de casos, sugerir cursos de acción y presentar recomendaciones

para el futuro.

3. Desarrollar un conocimiento del rol corporativo en la gerencia estratégica.

4. Desarrollar la habilidad de analizar y evaluar los aspectos cuantitativos y

cualitativos que inciden en el desempeño de las personas responsables por

las decisiones estratégicas.

5. Cubrir la brecha entre la teoría y la práctica mediante el desarrollo de la

comprensión acerca de cuando y como utilizar conceptos y técnicas

aprendidas en cursos previos en mercadeo, contabilidad, finanzas,

gerencias, producción y sistemas de información.

6. Desarrollar un conocimiento de los conceptos de gerencia estratégica

básicos, investigación y marcos teóricos.

7. Desarrollar las destrezas analíticas y de toma de decisiones al lidiar con

problemas conceptuales complejos en forma ética.



8. Desarrollar un entendimiento de la economía mundial globalizada y su

impacto potencial en las actividades comerciales.

9. Desarrollará un proyecto final que consistirá de un plan estratégico y un

análisis financiero de una compañía de su preferencia.

Texto y Recursos

Charles W. l. Hill & Gareth R. Jones, C. (2007). Strategic Management: an

Integrated Approach. (8th ed.) South-Western College Pub.

Referencias y material suplementario

Beitler, M. (2006). Strategic Organizational Change (2nd ed.). New York: Practitioner

Press International.

Bossidy, L & Charan, R. (2002). Execution: The Discipline of Getting Things Done.

(1 ra ed.) New York: Crown Publishing Group

Collin, J. (2003). Good to Great: Why Some Companies Make the Leap... and

Others Don't. New York: HarperBusiness/HarperCollins.

David, F. (2008). Strategic Management Concept & Cases. (12th ed.) New Jersey:

Prentice Hall

Hammer, M. & Champy, J. (2003). Reengineering the Corporation: A Manifesto for

Business Revolution. (1ra ed.) New York: HarperCollins Publishers

Huselid, M, A., Ulrich, D et al. (2001). The HR Scorecard: Linking People, Strategy,

and Performance. Massachusetts: Harvard Business School Publishing

Koch, R. (2005). The 80/20 Individual: How to Accomplish More by Doing Less. (1ra

ed.) New York: Doubleday & Company

Krajewski, L. & Ritzman, L. (2000). Administración de Operaciones Estrategia y

Análisis. (5ta ed.) New Jersey: Prentice

Kumar, N. (2004). Marketing as Strategy: Understanding the CEO's Agenda for

Driving Growth and Innovation. Ohio: Harvard Business School Publishing

Mintzberg, H., Ahlstrand, B. W., et al. (1998). Strategy Safari: A Guided Tour

Through the Wilds of Strategic Management. New York: Simon & Schuster

Adult Publishing Group

Neff, T. J. & Citrin, J. M. (2005). You're in Charge - Now What?: The 8-Point Plan.

New York: Crown Publishing Group



Pande, P. S., Cavanagh, R. R., et al. (2000). The Six Sigma Way: How GE,

Motorola, and Other Top Companies are Honing Their Performance. Ohio:

McGraw-Hill

Schilling, M. A. (2004). Strategic Management of Technological Innovation. Ohio:

McGraw-Hill

Senge, P. M., Roberts, C., et al. (1994). The Fifth Discipline Fieldbook: Strategies

and Tools for Building a Learning Organization. (1ra ed.) New York:

Doubleday & Company

Sherman, S., Sperry, J., et al. (2003). The Seven Keys to Managing Strategic

Accounts. Ohio: McGraw-Hill

Watkins, M. (2003). The First 90 Days: Critical Success Strategies for New Leaders

at All Levels. Massachusetts: Harvard Business School Publishing

Evaluación

La nota final de cada estudiante estará basada en la participación de todas las

actividades de aprendizaje tanto individual como grupal. La nota final de cada

estudiante estará basada en la ejecución de las siguientes actividades de acuerdo a

su peso relativo:

Criterio Puntos Porciento

Asistencia y puntualidad 200 20%

Participación y contribución en clase 200 20%

Portfolio del curso: Debe incluir las tareas asignadas y

actividades documentadas para cada taller

200 20%

Trabajo Final Individual

Plan Estratégico (debe ser hecho en español)

Análisis del estado financiero (debe ser hecho

en inglés)

200

200

40%

Total 1,000 100%

NOTA: Las matrices valorativas a utilizarse en cada actividad se incluyen como

anejos. Los estudiantes serán evaluados en términos de su dominio del contenido

del curso, en adición de su dominio de los lenguajes de español e inglés.



La Curva Estándar a ser utilizada es la siguiente:

A: 100 - 90 %

B: 89 - 80 %

C: 79 - 70 %

D: 69 - 60 %

F: 50 - 0 %

Descripción de la evaluación:

1. Asistencia y puntualidad: La asistencia es mandatoria y la puntualidad

representa ética profesional. El facilitador llevará un registro de la misma para

cada taller y, al finalizar el curso, utilizará el Anejo N para evaluar a cada

estudiante.

2. Participación y Contribución en clase: Es responsabilidad del estudiante

asistir a clases preparado para discutir los temas del día (lecturas, preguntas

asignadas, diario actualizado, etc.) y debe participar activamente haciendo

contribuciones efectivas. El Facilitador evaluará la participación de cada

estudiante en cada taller y tomará en cuenta el grado de participación, si ésta

demuestra que el estudiante se preparó para la clase y su contribución al

desarrollo de la misma. Los estudiantes se autoevaluarán y evaluarán a sus

compañeros a través de las actividades de avalúo. La participación en clase a

través del curso debe darse utilizando el idioma del taller correspondiente. El

Facilitador evaluará la participación y contribución de cada estudiante al

finalizar el curso utilizando el Anejo O .

3. Portafolio del curso : Cada estudiante deberá preparar un portafolio del curso

donde reflexionará sobre los temas del curso y como éste se va desarrollando

(ver Anejo F hasta el Anejo M). Es importante que cada estudiante trabaje este

portafolio a partir de la primera semana de clases, lo mantenga actualizado y lo

traiga a clase cada semana para que lo pueda utilizar y el Facilitador lo pueda

revisar. Utilice el mismo tipo de letra para todas sus tareas. El estilo APA

recomienda Times New Roman, Courier New o Arial, tamaño 12, a doble

espacio. El Portafolio deberá incluir los siguientes componentes:

a. Página de Título o Portada: La misma debe ser escrita utilizando el estilo



APA.

b. Tabla de Contenido: Luego de la página de titulo, los estudiantes

deberán de presentar una Tabla de Contenido incluyendo todas las

partes del portafolio.

c. Introducción: En la introducción del portafolio, los estudiantes podrán

reflexionar, criticar y analizar los trabajos del portafolio en general. Se

debe de realizar una comparación crítica entre los componentes del

porfolio. Además, se requiere que los estudiantes expongan la

importancia y el significado y aplicaciones en su trabajo/profesión de los

trabajos recolectados para el portafolio. Esta sección del portafolio

requiere que el estudiante se involucre en un alto nivel de reflexión y

evaluación en torno a los trabajos individuales del portafolio, así como

del portafolio visto como una sola unidad, a la luz de sus objetivos/metas.

Durante este proceso reflexivo, el estudiante deberá sintetizar todos sus

documentos, interpretarlos y avaluarlos, de manera que tenga sentido,

tanto para el propio estudiante como para el que lo lea. La introducción

del portafolio debe incluir:

i. El grado de logro en cuanto a las metas del estudiante.

ii. El crecimiento intelectual y académico que el estudiante obtuvo a

través del desarrollo del portafolio.

iii. El significado y aplicación que posee su recopilación de trabajos

como una totalidad.

d. Tareas semanales: Cada estudiante incluirá las tareas semanales:

estudios de casos, investigaciones, trabajos especiales, etc. que requiere

este modulo. Las mismas serán entregadas al finalizar cada taller y el

Facilitador devolverá las tareas en la siguiente clase con las correcciones

y recomendaciones a las mismas. El estudiante podrá revisar, corregir y

mejorar esas tareas en función de los comentarios del Facilitador y lo

aprendido en clase. Las tareas deberán ser preparadas en el idioma del

taller.

e. Actividades de avalúo: Los estudiantes deberán incluir todas las

actividades de avalúo realizadas en clase. Las mismas serán evaluadas

por el Facilitador en relación al conocimiento adquirido por el/la



estudiante sobre lo discutido en clase y en relación al dominio del

lenguaje del respectivo taller.

f. Apéndices: Los estudiantes debe incluir todos los documentos utilizados

en la preparación del portafolio.

g. Reflexión/Experiencia Personal/Conclusión: En esta fase, los estudiantes

habrán de analizar de forma crítica y exponer su punto de vista con

respecto a la importancia de los componentes colectados en el portafolio.

Los estudiantes deberán poner por escrito este autoanálisis de cada

elemento de su portafolio. Es importante que los estudiantes escriban

comentarios en torno a sus trabajos creados en el portafolio, incluyendo

aquellas partes del portafolio que necesitan ser mejoradas. Los

estudiantes se deben preguntar, durante la evaluación de sus trabajos en

el portafolio, lo siguiente:

i. ¿Cuál es la importancia y aplicación de este portafolio?

ii. ¿Qué destrezas aprendió en el desarrollo de este portafolio?

iii. ¿En qué destreza debe trabajar más para mejorar este trabajo

desarrollado para mi portafolio?

iv. ¿Qué componentes del portafolio le atrajeron mas y por que?

v. ¿Qué componentes del portafolio no le gustaron y por que?

Se debe recalcar que los estudiantes pueden libremente y sin miedo

comentar sobre sus logros, limitaciones y críticas constructivas en torno a

sus trabajos. Los estudiantes pueden trabajar en grupo durante el desarrollo

de su reflexión ante su portafolio. Los estudiantes también deben sentirse

libres de comentar sobre los trabajos de sus compañeros de clase.

h. Referencias: Las mismas deben ser redactadas utilizando el estilo APA.

NOTA: El portafolio del curso deberá entregarse en la quinta semana del

curso. Sin embargo, el estudiante debe ir preparando el mismo según

progresa el curso. La presentación es importante y debe estar preparado y

organizado profesionalmente. Debe incluir cada una de las secciones

debidamente organizadas y rotuladas. El mismo será evaluado por e

facilitador utilizando el Anejo I y el Anejo J .

4. Trabajo final: Cada estudiante realizará un proyecto final que consta de dos

partes: la primera parte es un plan estratégico y la segunda parte un análisis



financiero para la empresa en donde trabajan o de alguna de preferencia. Los

estudiantes deben entregar cada semana el estudiante entregue la parte

correspondiente del plan (detalles en los Anejos P y O ). La primera parte (Plan

Estratégico) debe ser hecha y presentada en español y la segunda parte en

ingles (Análisis Financiero).

Nota 1: Ambas partes del proyecto deben contener un informe escrito en formato

APA y harán una presentación oral de un máximo de 20 minutos por cada

estudiante. Las presentaciones deben ser mostradas utilizando Power Point.

Recuerde ser impactante y creativo en las presentaciones. Coordinar con el Centro

de Recursos para el Aprendizaje para grabar las presentaciones orales en video

(ver Anejo U).

Nota 2 : El Facilitador evaluará las presentaciones orales utilizando el Anejo C y los

trabajos escritos con el Anejo B y las listas de cotejo del Anejo R y el Anejo S. .

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el modulo debe especificar que se utilizaran ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el idioma

de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá

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

una excepción a las reglas pues es importante que los estudiantes utilicen el

idioma designado. Esto no aplica a los cursos de lenguaje que deben ser



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 bú squeda de la información

deseada. Entre ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.



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 Business Policies

Code MANA 401

Time Length Five Weeks

Pre-requisite MANA 340

Description

Business Policies is an advance course in which the students will learn the

concept of top management analysis. It is designed to expose students to

corporative problems in various business scenarios. In addition the class will

integrate skills developed in previous core courses like Human Resources,

Accounting, Economics, Finance, Information Management, and Marketing.

General Objectives

1. Develop conceptual skill so that a student is able to integrate previously learned

aspects of corporations.

2. Enable a student to identify central issues and problems in complex cases; to

suggest alternative courses of action; and to present well-supported

recommendations for future action.

3. To develop an understanding on strategic management concepts; to develop an

understanding of the roles and responsibilities of the Board of Directors, Chief

Executive Officer, and other key managers in strategic management position.

4. Develop the ability to analyze and evaluate, both quantitatively and qualitatively,

the performance of the people who are responsible for strategic decisions.

5. Bridge the gap between theory and practice by developing an understanding of

when and how to apply concepts and techniques learned in earlier courses on

marketing, accounting, finance, management, production, and information

systems

6. Develop research capabilities necessary to gather and interpret key

environmental data.

7. Develop and refine analytical and decision-making skills for dealing with complex

conceptual problems in an ethical manner.

8. Develop an understanding of the emerging world economy and its potential

impact on business activities in any location.



9. Develop a final project that includes a strategic plan and a financial analysis of a

company of his/her choice.

Texts and Resources

Charles W. l. Hill & Gareth R. Jones, C. (2007). Strategic Management: an

Integrated Approach. (8th ed.) South-Western College Pub.

References and Supplementary Material

Beitler, M. (2006). Strategic Organizational Change (2nd ed.). New York: Practitioner

Press International.

Bossidy, L & Charan, R. (2002). Execution: The Discipline of Getting Things Done.

(1 ra ed.) New York: Crown Publishing Group

Collin, J. (2003). Good to Great: Why Some Companies Make the Leap... and

Others Don't. New York: HarperBusiness/HarperCollins.

David, F. (2008). Strategic Management Concept & Cases. (12th ed.) New Jersey:

Prentice Hall

Hammer, M. & Champy, J. (2003). Reengineering the Corporation: A Manifesto for

Business Revolution. (1ra ed.) New York: HarperCollins Publishers

Huselid, M, A., Ulrich, D et al. (2001). The HR Scorecard: Linking People, Strategy,

and Performance. Massachusetts: Harvard Business School Publishing

Koch, R. (2005). The 80/20 Individual: How to Accomplish More by Doing Less. (1ra

ed.) New York: Doubleday & Company

Krajewski, L. & Ritzman, L. (2000). Administración de Operaciones Estrategia y

Análisis. (5ta ed.) New Jersey: Prentice

Kumar, N. (2004). Marketing as Strategy: Understanding the CEO's Agenda for

Driving Growth and Innovation. Ohio: Harvard Business School Publishing

Mintzberg, H., Ahlstrand, B. W., et al. (1998). Strategy Safari: A Guided Tour

Through the Wilds of Strategic Management. New York: Simon & Schuster

Adult Publishing Group

Neff, T. J. & Citrin, J. M. (2005). You're in Charge - Now What?: The 8-Point Plan.

New York: Crown Publishing Group

Pande, P. S., Cavanagh, R. R., et al. (2000). The Six Sigma Way: How GE,

Motorola, and Other Top Companies are Honing Their Performance. Ohio:

McGraw-Hill



Schilling, M. A. (2004). Strategic Management of Technological Innovation. Ohio:

McGraw-Hill

Senge, P. M., Roberts, C., et al. (1994). The Fifth Discipline Fieldbook: Strategies

and Tools for Building a Learning Organization. (1ra ed.) New York:

Doubleday & Company

Sherman, S., Sperry, J., et al. (2003). The Seven Keys to Managing Strategic

Accounts. Ohio: McGraw-Hill

Watkins, M. (2003). The First 90 Days: Critical Success Strategies for New Leaders

at All Levels. Massachusetts: Harvard Business School Publishing

Evaluation

The final grade of each student will be based on the participation of all individual and

group learning activities. The final grade will be based on the execution of the

following activities and their relative weight:

Criteria Puntos Porciento

Attendance and punctuality 200 20%

Participation y contribution to the class 200 20%

Course portfolio: Must include all assignments and

activities for each Workshops

200 20%

Individual Final Work

Formal Strategic Plan (must be in Spanish)

Formal Financial Analysis (must be in English)

200

200

40%

Total 1,000 100%

NOTE: The rubrics to be used for these evaluations are included at the end of the

module. The student will be evaluated in terms of their dominion of the content of the

course and, also the dominion of the languages both English and Spanish.

The standard curve to be used is the following:

A: 100 - 90 %

B: 89 - 80 %



C: 79 - 70 %

D: 69 - 60 %

F: 50 - 0 %

Evaluation Description:

1. Attendance and punctuality: Attendance is mandatory, and being punctual

reflects a professional ethic. The facilitator will register the student’s

performance for both in every workshop. At the end of the course, the

Facilitator will evaluate each student with the rubric in Appendix N .

2. Class participation and contribution: All students are expected to attend

class prepared to discuss workshop topics (readings, assigned questions, up

to date class diary) and, to actively participate in class. The Facilitator will

evaluate the students’ participation in each workshop, taking into

consideration the degree of participation, if it demonstrates that the student

prepared for class and how much this participation contributed to the class’

development. The students will self assess their participation through the

assessment activities. Class participation throughout the course should be in

the language of the workshop. At the end of the course, the Facilitator will

evaluate the student’s overall class participation using Appendix O .

3. Course portfolio : Students should prepare a course portfolio (2” white binder

with front cover) where they would reflect upon course topics and

development (see Appendixes F thru M ). It is important that all students

work on the portfolio from the first week of class, keep it up to date and, bring

it to class for discussion and Facilitator’s revision. The Portfolio should include

the following sections:

a. Title Page or Cover Page : It should be written APA style.

b. Table of content: After the Title Page , the students would include a

Table of Content including all parts of the portfolio.

c. Introduction: In the introduction of the portfolio, the students would

reflect, criticize and analyze all the components of it. They should write

a critic comparison between all the components of the portfolio. Also, it

is require that the students expose the importance, meaning, and

applications of all the components of their portfolios to their job or



profession. This section of the portfolio requires that the students get

involve in a high level of reflection and assessment regarding their

individual assignments, and also as an accomplishment of their

objectives and goals. During the process of reflection, the students

should synthesize, interpret, and assess all the documents, so that the

introduction would have sense, not only for their own interpretation but

also for the reader. The introduction of the portfolio should include:

i. The level of accomplishment of the students’ goals.

ii. The intellectual and growth of the students through time.

iii. The meaning and application of the recompilation of all the

assignments of the portfolio as a whole.

d. Weekly assignments: Assignments before every workshop are a

fundamental component of class participation. The students will

complete these assignments in the language of the workshop, and turn

them in at the end of it. The Facilitator will return the assignments on

the next workshop with the suggested corrections. The students should

revise, correct and improve these assignments, based upon the

Facilitator’s comments. They should show what was learned in class

and, include this in their portfolios.

e. Assessment Activities : The student will include all the assessment

activities completed in class. The Facilitator will evaluate these

activities in relationship with the student’s gain in knowledge of the

topics discussed in class. They will also be evaluated for their

performance in the dominant language of the workshop.

f. Reflexion/ Personal and Academic Experience/Conclus ion : The

students should analyze, criticize, and explain their point of view

regarding all the components of their portfolio. They should write a self

assessment for each component. It is important that the students write

their comments in the development of their portfolios, including those

that need improvement. During the self assessment, the students

should answer the following:

i. What is the importance and meaning of their portfolios?



ii. What skills they learned during the development of their

portfolios? What skills they need to get better in order to

improve their portfolios?

iii. What components of their portfolios they like the most and why?

What components they did not like and why?

The students can freely and without fear make any comment regarding their

goals, limitations, and critics about their work. Also, they can work in groups

during the reflexion on their portfolios, and make any comments on their

peers’ portfolios.

g. Appendixes: The students should include, for every workshop, all

documents used to prepare their portfolios.

h. References : Students should write their references using APA style.

Note: The Course Portfolio should be handed in, during the last week of class.

However, the students should begin preparing the portfolio as the course develops,

to avoid accumulating last minute work. Presentation is important; it should be well

organized and professionally prepared. It should include each one of the sections

explained above, appropriately labeled. The Facilitator will evaluate the portfolio

using Appendix I and Appendix J .

4. Individual Final Work: Each student will be required to prepare a

comprehensive final project consisting of two major sections: The first part is

fomal strategic plan of a business of his/her choosing and the second part is a

formal financial analysis for the chosen business. For details instructions and

additional information, please refer to Appendix P and Appendix O .

Note 1: Both sections of the project should have a written report, using APA format,

and an oral presentation of a maximum of 20 minutes per student. Oral

presentations must be showed using Power Point as a visual aid tool. Remember

that the presentations must be creative! Coordinate with the Learning Resource

Center to videotape the oral presentations (see Appendix U).



Note 2: The Facilitator will evaluate the oral presentations using Appendix C , and

the written reports using Appendix B and the checklists on Appendix R and

Appendix S .

Description of Course Policies

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

Based Dual Language Immersion Model® designed to promote each

student’s development as a Dual Language Professional. Workshops will be

facilitated in English and Spanish, strictly using the 50/50 model. This means

that each workshop will be conducted entirely in the language specified. The

language used in the workshops will alternate to insure that 50% of the

course will be conducted in English and 50% in Spanish. To maintain this

balance, the course module may specify that both languages will be used

during the fifth workshop, dividing that workshop’s time and activities between

the two languages. If students have difficulty with asking a question in the

target language in which the activity is being conducted, students may choose

to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

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

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

English only).

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

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

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

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

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

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

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

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

assign extra work to compensate for the missing class time.



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 sea rch engines and other

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

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

necessary.



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

Content Objectives

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

1. Explain the concept of strategy.

2. Understand the different strategic roles among management and the

responsibilities of each management level.

3. Identify each of the components during the Strategic Management-Making

Process.

4. Discuss the impact of the corporate Mission on the development of strategic

management.

5. Present examples of barriers during management decision making.

6. Identify the three components of a business Vision.

Language Objectives


1. Sustain and defend a line of argument providing appropriate support using

English as the language of communication.

2. Engage in the writing process to communicate ideas and points of view with

correct grammar, punctuation, syntax and correct use of verbs.

3. Summarize main ideas using correct grammar and spelling in English after

reading a selection.

Electronic Link (URL’s)

http://www.smsweb.org/

http://smallbusiness.yahoo.com/resources/

http://www.gestiopolis.com/recursos/documentos/fulldocs/rrhh/evaenrrhh.htm

http://www.nonprofits.org/npofaq/03/22.html

http://www.mapnp.org/library/plan_dec/str_plan/models.htm

http://www.quintcareers.com/creating_personal_mission_statements.html

http://www.tendencias21.net/index.php?action=article&id_article=68213&id_rubrique

=1755

Assignment before Workshop One

1. Read the module (at least thru the first workshop) and attend to class prepared to

make questions about any subject you need to clarify and to discuss all the

concepts assigned for reading.



2. Search a read information regarding the following concepts

• Strategic Leadership

• Competitive Advantage

• Corporate Mission, Vision and Values 3. Be prepared for a class activity or discuss in class about the concepts mentioned

on assignment 2.

4. Write your personal Mission statement in no more than 100 words.

5. Watch the following video http://youtube.com/watch?v=NPBz46wc4tw . Be

prepared to discuss it in class.

6. Prepare part one of the Strategic Plan (see Appendix P).

Activities

1. The facilitator will start the workshop with an icebreaker activity.

2. The facilitator will explain the course MANA 401 objectives, methodology,

expectations and evaluation criteria. During the process, the facilitator will

confirm all students attending are properly registered to the course. Also, the

facilitator will verify all students have the course module and reference material.

The facilitator will provide contact information in case students need support.

3. The facilitator will explain details of appendixes to hand in or assignments of all

five workshops to be handed in.

4. The facilitator and the students will create teams for the group activities.

5. The facilitator will direct the class to select a representative student.

6. Review the assignments and activities for each workshop.

7. Activity to begin discussion of subjects assigned for reading. The facilitator will

choose among: Reading summary, essay writing, group work and written

questions. This activity will last 20 minutes maximum.

8. The facilitator will discuss with the students all concepts for reading prior the first

workshop and verify the interactive activity. Discussion will be developed on

Power Point presentation, interaction with students and other methods used by

the facilitator.

7. The students will present, through an activity designed by the facilitator, how to

use strategic planning on the different levels of corporate managers.



8. The facilitator will select some students to present their personal Mission

statement.

9. Facilitator will divide the class in 4-5 groups (5 people max. on each group). Each

will prepare a Corporate Mission & Vision and Values for one of the following:

• Restaurant

• Medical Office

• Retail store

• Non-profit Organization

• Hotel

9. Explanation of the tasks to be completed for Workshop Two.

Assessment

The students answer the questions on their reflexive dairy. (Appendix E)



Taller Dos

Objetivos de Contenido

Al finalizar este taller, el estudiante podrá:

1. Entender las diferentes herramientas de análisis para desarrollar un plan

estratégico gerencial (SWOT, PEST, 5 Fuerzas de Porter).

2. Identificar y explicar las diferentes fuerzas en el macro ambiente que hacen

surgir oportunidades y amenazas estratégicas.

3. Examinar las causas internas para los logros y fracasos competitivos.

4. Familiarizarse con el concepto de cadenas de valor y mostrar ejemplos de

distintas actividades de creación de valores en una compañía.

5. Discutir cómo una empresa puede construir y mantener una ventaja

competitiva mediante la selección de sus estrategias funcionales.

6. Exponer la importancia de cada una de las “Cinco Fuerzas de Porter”.

Objetivos de Lenguaje

Al finalizar el Taller, el estudiante podrá:

1. Utilizar el español como idioma de comunicación oral y escrita en su

participación en clase.

2. Identificar los conceptos relevantes al material escrito y utilizarlos

correctamente.

3. Producir retroalimentación efectiva basada en las presentaciones orales de

otros estudiantes de forma clara y con uso correcto de vocabulario, gramática

y uso de verbos.

Direcciones electrónicas

http://www.marketingteacher.com/Lessons/lesson_PEST.htm

http://www.netmba.com/strategy/pest/

http://www.marketingteacher.com/Lessons/lesson_swot.htm

http://www.marketingteacher.com/Lessons/lesson_fivefoces.htm

http://ezinearticles.com/?Porters-Five-Forces-Analysis&id=15116

http://www.mindtools.com/pages/article/newTMC_08.htm

http://www.tutor2u.net/business/strategy/competitive_advantage.htm

http://www.tutor2u.net/business/strategy/porter_five_forces.htm



http://www.tutor2u.net/business/strategy/competitor_analysis.htm

http://www.tutor2u.net/business/strategy/core_competencies.htm

http://www.quickmba.com/marketing/plan/

Tareas a realizar antes del Taller Dos

1. Buscar y leer información relacionada a los objetivos del taller, incluyendo los

siguientes términos o conceptos:

• Análisis FODA (SWOT Analysis)

• Internal / External Factors

• Análisis PEST

• 5 Fuerzas de Porter

2. Leer el resumen de los capítulos 2 al 4 en el siguiente enlace:

http://college.hmco.com/business/hill/strategic/6e/students/summaries/index.h

tml

3. Haz un análisis escrito (a manera de ensayo), utilizando la herramienta de las

5 Fuerzas de Porter, sobre una de las siguientes industrias:

• Aerolíneas

• Entretenimiento

• Educación

• Bienes Raíces

Prepara una presentación Power Point que resuma el análisis, la cual

deberás presentar en clase.

4. Prepara la parte Dos del Plan Estratégico (Anejo P ).

5. Prepara la parte Uno del Análisis Financiero (Anejo Q ).

Actividades

1. El facilitador presentará los objetivos del taller

2. Los estudiantes ofrecerán sus presentaciones Power Point.

3. La clase se dividirá en grupos. Harán una dinámica en que simularán un

noticiero de television. Introducirán las nuevas herramientas de análisis en el



Mercado: SWOT, PEST y las 5 Fuerzas de Porter. Explicarán cada técnica y

darán ejemplos de cada una.

4. Los estudiantes observarán el siguiente video:

http://www.youtube.com/watch?v=jwByObQz1fU acerca del mercado de

bienes raíces y recomendarán estrategias para solucionar el problema. Si el

enlace no funciona, el facilitador mostrará otro ejemplo o artículo relacionado.

5. La clase discutirá el impacto de factores internos y externos en el nivel de

matrícula de la Universidad de AGM-Metro Orlando en los próximos 10 años.

6. Explicación de las tareas a completar para el taller 3.

7. Actividad final: Los estudiantes contestarán las preguntas del diario reflexivo.

Avalúo

1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo E )

2. Entregará el diario reflexivo (Anejo E ) al finalizar el Taller.

3. El Facilitador evaluará la participación de cada estudiante utilizando el Anejo O.

4. El facilitador verificará las anotaciones del estudiante y llenará la parte

correspondiente a los talleres 1 y 2 del Registro para el Desarrollo del Proyecto

Final (Anejo T)



Workshop Three

Content Objectives

At the end of this workshop, the student will:

1. Recognize and discuss tools for strategic analysis: Porter’s Five Forces,

Value Chain Strategies, Horizontal and Vertical Integration, Ansoff Matrix,

BCG Growth-Share Matriz, GE/Mc Kinsey Matriz and Core Competencies.

2. Identify the advantages and disadvantages of the different tools for strategic

analysis.

3. Explain the impact of corporate strategies on different departments, like

Human Resources, Finance, Marketing and IT.

Language Objectives

At the end of this workshop, the student will:

1. Establish feedback based upon oral presentations from the other students

using correct vocabulary, grammar and syntax.

2. Apply English oral communication skills to the assigned activities and

presentations.

3. Demonstrate a written organizational pattern that provides for a logical

progression of ideas, including correct use of punctuation syntax, verb usage

and grammar.

URL’s

http://www.tutor2u.net/business/strategy/value_chain_analysis.htm

http://www.quickmba.com/strategy/generic.shtml

http://www.netmba.com/strategy/value-chain/

http://www.frozennorth.org/C509291565/E668712860/

http://www.marketingteacher.com/Lessons/lesson_ansoff.htm

http://www.netmba.com/strategy/matrix/bcg/

http://www.quickmba.com/strategy/matrix/ge-mckinsey/

http://www.bain.com/management_tools/tools_competencies.asp?groupcode=2



Assigments before Workshop 3

1. Read the module and attend to class prepared to make questions about any

subject you need to clarify and to discuss all the concepts assigned for

reading.

2. Prepare part three of the Strategic Plan (see Appendix P ).

3. Prepare part two of the Financial Analysis (see Appendix Q ).

4. Prepare a table with the name of the following strategic tools on the first

column:

a. SWOT Analysis

b. Porter’s Five Forces,

c. Value Chain Analysis,

d. Vertical Integration

e. Horizontal Integration

f. Ansoff Matrix

g. BCG Growth-Share Matrix

h. GE/Mc Kinsey Matrix

i. Core Competencies.

On the second column, briefly describe the strategic tool.

Activities

1. The facilitator will review the last workshop’s material and will clarify any doubts

related to the assignments.

2. Several students will present their tables (Assigment 4).

3. Case studies. Class will divide in 2-4 groups (max 5 students per group). The

facilitator will distribute one of the following cases to each group. Each group will

analyze the assigned case and present in front of the class.

a. Case A – You are a group of partners looking to open a restaurant in

Orlando, Florida. You must analyze the Orlando restaurant market in

order to create a restaurant with a competitive advantage. Using one of

the tools for strategic planning, define one strategy for the new

restaurant and explain why you chose a specific tool and the reason

for the recommended strategy. Describe the type of restaurant you will

open and why you selected this type of restaurant.



b. Case B – You are the management group for Walgreens. Your

company have just launched a new product that will allow, at the

customer request, to have liquid prescription drugs for kids to taste like

cherry, strawberry, banana, etc. Being the only ones to launch this

product, Walgreens have been able to maintain a high profit margin.

After 3 years since you are selling the product, other competitors, like

CVS, Publix and Wal-Mart have the same product at much better price.

Answer the following questions:

• Describe the business strategy of your business

• Describe the external factors of your industry.

• What types of competitive tacticts would you use to protect

your business strategy?

• What new strategy you recommend?

4. Every group will share their case studies results. A list of strategies, factors and

tactics will be generated by case. Each group will recommend strategies.

5. The facilitator will discuss the advantages and disadvantages of the different

tools for strategic analysis.

6. The class will be divided into four different groups that will represent: Human

Resources, Finance, Marketing and IT. Each group will develop a list of

strategies to make each department succeed in a competitive environment.

Groups can plan a TV commercial, newspaper add or create a flyer.

7. The facilitator will clarify any doubts.

8. Explanation of the tasks to be completed for Workshop Four.

Assessment

1. Each student will also write a Reflective Diary of what he/she learned during

the workshop (Refer to Appendix E ). The diary should discuss the thoughts

provoked when thinking about the type of strategic plan he/she would like to

establish for the Final project as well as the learning process throughout the

workshop.

2. The Facilitator would assess student participation in content and language

through the workshop using Appendix O .



3. The Facilitator would assess student progress on the Final Project, using

Apendix T, “Final Project Development Log”.

4. The facilitator will send the Progression Follow up Template chart to students

electronically. Students will respond the chart with their reaction before

Workshop Four.



Taller Cuatro

Objetivos de contenido

Al finalizar el Taller, el estudiante:

1. Conocerá la importancia de la competencia global.

2. Entenderá cómo compañías internacionales toman decisiones en cuanto a

qué mercado entrar y a qué tipo de escala.

3. Describirá las razones para un desempeño pobre y sugerir alternativas para

mejorar pobres desempeños de una empresa.

4. Definir y describir lo que es ética de negocios y cómo los gerentes pueden

mejorar el desempeño ético de la empresa.

Objetivos de lenguaje

Al finalizar el Taller, el estudiante podrá:

1. Examinar y analizar el material asignado para el taller correctamente y utilizar

los conceptos relacionados al área apropiadamente.

2. Integrar detalles e ilustraciones de forma oral durante la discusión de las

tareas asignadas demostrando buen uso de la gramática y vocabulario.

3. Expresar ideas claras haciendo buen uso del idioma asignado (Español).

Direcciones electrónicas

http://www.fastcompany.com/magazine/67/newface.html

http://www.quickmba.com/strategy/global/

http://www.quickmba.com/strategy/global/marketentry/

http://www.qsuonline.com/cart/McGrawBooksCart4.html#WhosWhoinChina

http://www.opm.gov/er/poor/understanding.asp

http://management.about.com/cs/generalmanagement/a/Enron091902.htm

http://www.roberthalflegal.com/RHL/EthicsFirst

http://www.corpgov.net/forums/commentary/entine1.html

http://www.globalchange.com/corporategovernance.htm



Tareas a realizar antes del taller Cuatro

1. Leer información referente a los objetivos del taller.

2. Observe el siguiente video. Tome notas y prepárese para discutirlo en clase

http://www.youtube.com/watch?v=wLNwkBAruh8. Si el enlace no funciona,

busque dos artículos relacionados a la globalización del mercado en relación

a productos o servicios, resúmalos y tráigalos a clase.

3. Preparar un ensayo de no más de 2 páginas. Selecciona una empresa que

haya tenido problemas por haber fallado en tomar en cuenta los derechos de

sus inversionistas al momento de hacer una decision estratégica importante,

causando grandes pérdidas económicas. Prepara una presentación en

Power Point sobre el caso para presentar en clase.

4. Hacer la parte tres del Análisis Financiero según el Anejo Q .

5. Hacer la parte cuatro del Plan Estratégico según el Anejo P .

Actividades

1. El facilitador repasará rápidamente el material discutido en el taller anterior y

contestará cualquier duda relacionada a las asignaciones.

2. Los estudiantes discutirán el video o artículos resumidos y pondrán atención

especial a la importancia de la globalización, sus problemas y beneficios.

3. Los estudiantes llevarán a cabo sus presentaciones en Power Point.

4. Una breve sesión de preguntas y repuestas seguirá a cada presentación.

5. La clase se dividirá en tres grupos. Un grupo asumirá que trabaja para una

compañía en la industria de gaseosas que ha desarrollado una línea de

productos de bebidas carbonatadas con sabor a frutas. El otro grupo trabaja

para una compañía de comida rápida que desarrollo una línea de

emparedados y el tercer grupo trabaja para una tienda de ropa que desarrollo

una línea de trajes de baños. Todas las compañías tienen una presencia

significativa en el mercado local y ahora están planificando desarrollar una

estrategia para expandir a nivel global. Necesitan decidir lo siguiente:



a. Que tipo de estrategia global vas a seguir: multi-doméstica,

internacional o transnacional

b. Qué mercados vas a entrar primero

c. Qué estrategia vas a utilizar (franquicia, licencia, subsidiaria, alianza

estratégica, etc.

d. ¿Que información necesitas para poder tomar este tipo de decisiones?

e. Basado en lo que sabes, ¿qué estrategia recomendarías?

6. Un miembro de cada grupo discutirá las respuestas a las preguntas de la

actividad anterior.

7. Los estudiantes discutirán lo que es ética de negocios y c cómo los gerentes

pueden mejorar la misma.

8. Explicación de las tareas a completar para el taller 5.

Avalúo

1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo E )

2. Entregará el diario reflexivo (Anejo E ) al finalizar el Taller.

3. El facilitador verificará las anotaciones del estudiante y llenará la parte

correspondiente al taller 4 del Registro para el Desarrollo del Proyecto Final

(Anejo T)



Workshop Five / Taller Cinco

NOTA: Este taller será bilingüe. Las actividades se discutirán en inglés y las presentaciones orales podrán ser en el idioma de preferencia del estudiante. Las tareas a realizar antes del taller pueden ser preparadas en el idioma de preferencia del estudiante.

NOTE: This will be a bilingual workshop. The activities will be in English and the oral presentations may be presented in the language elected by student. Assignments prior to the workshop may be prepared in the language that the student chooses.

Content Objectives


1. Describe the most popular tools for strategic management.

2. Understand the Six Sigma strategy and implementation.

3. Explain the importance of leadership when implementing corporate strategies.

4. Understand the Learning Organization concept.

Language Objectives


1. Sustain and defend a line of argument providing appropriate support using

English as the language of communication demonstrating command of the

language (grammar, syntax, vocabulary and verb usage).

2. Engage in the writing process to communicate ideas and points of view, using

correct command of language (grammar, syntax, word choice, verb usage,

etc.).

URL’s

http://www.improve.org/tqm.html

http://www.infed.org/thinkers/senge.htm

http://www.isixsigma.com/sixsigma/six_sigma.asp

http://www.omegascoreboard.com/key_account_strategy_vac_beta1.shtml

http://www.strategy-business.com/

http://www.carlisle.army.mil/usacsl/index.asp

http://www.sba.gov/managing/growth/planning.html



Assigments before Workshop Five

1. Prepare Part Five of the Strategic Plan (Appendix P ).

2. Prepare Part Four of the Financial Analysis (Apendix Q ).

3. The student must be prepared to present his/her Final Work in PowerPoint

based on the facilitator’s instructions. Both the written work and oral

presentation of the Financial Analysis of the plan must be in English. Both

the written work and the oral presentation of the Strategic Plan must be in

Spanish.

4. It is important to bring two copies of your Final Project. One copy will have all

the student identification information on the cover page. The second copy will

have the student identification number instead of the name.

5. The student will review the evaluation rubric for oral presentations.

6. The student will bring his/her Portfolio compiling all written assignments and

research projects that were done throughout the course. Refer to Appendix

J for evaluation methodology.

7. Give the final touches to the portfolio.

8. Look for articles related to the Six Sigma strategy and its implementation.

Bring them to class.

Important Note : The facilitator must ensure that all oral present ations of the

final projects are videotaped.

Activities

1. Students will turn in the Portfolio.

2. The facilitator will review the material covered in last Workshops and will

answer any question related to the assignments (in English).

3. The facilitator will discuss the importance of Strategic management (in

English).

4. Students will talk about the Six Sigma strategy and its implementation.

5. The facilitator will provide instructions on the order of the presentations.

6. After the presentations have been completed, the facilitator will do an

executive summary of the concepts learned during the course



7. The facilitator will submit one copy of the written report (the one containing

the student’s identification number in full) of the final project to the

Coordinator of Assessment and Placement in accordance with the

institutional assessment policy.

Assessment:

1. Students will answer the course evaluation form provided by the Student

Representative.

2. Each student will resume its experience for this course and how it will impact

their profesional carrees.

3. The Facilitator would assess student attendance and punctuality through the

course in content and language using Appendix N .



ANEJOS / APPENDIXES

MANA 401 – Strategic Management 40

Prep. 10-07-06. Pedro Nieves, Orlando Portalatín, Natalia S. Ruiz & María Vázquez

Appendix A

RUBRIC TO EVALUATE PARTICIPATION IN GROUP

NAME: ________________________ FINAL GRADE: ________________ TITLE: ________________________ DATE: _________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. Attended group meetings and

activities.

2. Collaborated in planning group meeting and activities.

3. Demonstrated disposition to cooperate with the group.

4. Contributes frequently to group discussion.

5. Actively participated in meetings and activities.

6. Demonstrated interest in group discussions and activities.

7. Arrived prepared to group meetings, activities and discussions.

8. Demonstrated attention and opening towards arguments from classmates.

9. Demonstrated leadership in group activities

10. Formulated pertinent questions in group discussions.

11. Contribuyó al grupo con material e información adicional.

12. Demonstrates initiative and creativity in group activities.

13. Completed assigned tasks. 14. Significantly contributed to work

presented by the group.

MANA 401 – Business Policies 41


RÚBRICA PARA EVALUAR PARTICIPACIÓN EN GRUPO

NOMBRE:___________________________NOTA FINAL ___________________ TITLE: _____________________________FECHA:_____________________________ 0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-EXCELENTE N/A-NO APLICA

CRITERIOS 0 1 2 3 4 5 N/A 1. Asistió a las reuniones o

actividades del grupo.

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

3. Demostró disposición para cooperar con el grupo.

4. Contribuyó frecuentemente a las discusiones del grupo

5. Participó activamente en las reuniones y actividades.

6. Demostró interés en las discusiones y actividades del grupo.

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

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

9. Demostró liderazgo en las actividades del grupo.

10. Formuló preguntas pertinentes a las discusiones del grupo.

11. Contribuyó al grupo con material e información adicional.

12. Demostró iniciativa y creatividad en las actividades de grupo.

13. Completó las tareas asignadas. 14. Contribuyó significativamente al

trabajo que presentó el grupo



Anejo B/Appendix B

RUBRICA PARA ENSAYOS / TRABAJOS ESCRITOS

NOMBRE: _________________________ NOTA FINAL: __________ FECHA: ____________________________

Criterios Valor en Puntaje Puntuación del Estudiante

Contenido

La introducción es clara y formulada correctamente

10

Detalles principales están incluidos y expuestos en el ensayo

10

Presenta una tesis, sustentándola de un modo persuasivo y sofisticado, proveyendo ejemplos precisos y relevantes.

10

Las oraciones son coherentes y fluyen mientras el ensayop es leído

10

Se establece una relación entre el escritor y el tema, proveyendo una clara perspectiva de la materia, logrando la atención del lector.

10

Desarrolla conclusiones que reflejan los resultados de la discusión.

10

Demuestra comprensión de las ideas del tema, utilizándolas apropiadamente y de un modo organizado para alcanzar un alto nivel de entendimiento.

10

Lenguaje Demuestra dominio del lenguaje español (vocabulario, sintaxis, flujo de ideas).

10

Utiliza la gramática correctamente.

10

Maneja y utiliza los verbos correctamente.

10

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

Puntuación total del estudiante: _______

Student’s Signature: __________________________

Facilitator’s Signature: _________________________



RUBRIC FOR ESSAY / WRITTEN PRESENTATION

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

Introductory statement is clear and well stated

10

Major or relevant details are exposed in essay

10

Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.

10

Sentences are cohesive and ideas flow as the essay is read

10

Establish a writer's relationship with the subject, providing a clear perspective on the subject matter and engaging the audience's attention.

10

Draw conclusions that reflect the relationships or significant outcomes of the discussion.

10

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.

10

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

10

Uses grammar appropriately and correctly

10

Manages and uses verbs appropriately and correctly

10

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

Student’s total Score: _______

Student’s Signature: __________________________

Facilitator’s Signature: _________________________



Anejo C/Appendix C

RUBRICA PARA PRESENTACION ORAL

NOMBRE: _______________________ NOTA FINAL: __________FECHA:______

Criterio Valor Puntuación Total del Est .

Contenido

El presentador provee una variedad de tipos de contenido apropiados para el trabajo, tales como generalizaciones, detalles, ejemplos y varias formas de evidencia.

10

El presentador toma en cuenta el conocimiento y la experiencia del la audiencia

10

El presentador utiliza argumentos adaptados a los valores y motivaciones de la audiencia

10

El presentador muestra dominio del tema para enfatizar o mejorar el significado del mensaje

10

El presentador muestra el trabajo de una forma entusiasta, creativa y organizada

10

El volumen del presentador varia adecuadamente para enfatizar aspectos principales

10

La pronunciación es clara. El presentador minimiza disfluencias y muletillas, tales como “este”, “eh”, “entonces”, “tu sabes”

10

Lenguaje

El estudiante pronuncia las palabras clara y correctamente de manera que el lenguaje se entiende por todos.

10

Uso correcto de gramática y conjugación de verbos

10

Uso correcto de vocabulario adecuado para la presentación

10

Puntuación Total 100 (70% of contenido y

30% de lenguaje)

Puntuación Total del Est. :

________

Comentarios al dorso del papel



RUBRIC FOR ORAL PRESENTATION

NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________

Criteria Value Points Student Total Score

Content

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

10

The speaker takes into account the specific knowledge and experience of the listener

10

The speaker uses arguments which are adapted to the values and motivations of the specific listener.

10

The speaker uses delivery to emphasize and enhance the meaning of the message.

10

The speaker delivers the message in a lively, enthusiastic fashion.

10

The volume varies to add emphasis and interest.

10

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you know."

10

Language

Student pronounces words in a clear and correct manner so as to make language understood to others

10

Correct use of grammar and verb conjugation

10

Use of correct use of vocabulary words to express message

10

Total Points 100 (70% of content and

30% of language)

Student’s Total Score:

________

Comments on the back of this page



Anejo D/Appendix D

Learning Journal

Student Name: _______________________ Journal #: _____

Date: _______________

Criteria Day One Day Two Day

Three

Day Four Day Five

Student turned in the journal on time assigned

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

Sentences are written using appropriate syntax, punctuation, verb usage, and grammar

Total Points

Student’s Signature: ____________________________

Facilitator’s Signature: ___________________________

Legend: 5 = Excellent 4 = Good 3 = Satisfactory 2 = Need some improvements 1 = Deficient 0 = Do not meet criteria



Anejo E /Appendix E

DIARIO REFLEXIVO/ REFLEXIVE JOURNAL : Taller /Workshop ______

Diario Reflexivo: Taller _____________________________

1. ¿Qué esperaba del taller de hoy?

2. ¿Qué aspectos de lo discutido en clase puedo aplicar a mi vida profesional?

3. ¿Cuáles fueron mis limitaciones o mis fortalezas en el taller de hoy?

4. ¿Cómo evalúo mi participación en el taller de hoy?

Reflexive Journal:

Workshop _______________________

1. What was I expecting from today’s workshop?

2. What aspects from today’s workshop can be applied to my professional life?

3. Which were my limitations or strengths in today’s workshop?

4. How can I evaluate my participation during today’s workshop?



Anejo F / Appendix F

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

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

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

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

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

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

4. Presentation of the portfolio

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

portfolio).

b. The cover page will follow exactly APA guidelines applied to a cover page

of research papers submitted at Metro Orlando Campus. This cover page

will be placed at the beginning of the portfolio.

c. The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition”

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

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

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

evaluated (Appendix H ).



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

f. A list of references and appendixes of all assignments included will be

added to the end of the portfolio.

g. The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix G ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix K ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix L ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix M ).



Anejo G / Appendix G

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del

Este � Universidad

Metropolitana � Universidad del

Turabo Check one: � Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo H / Appendix H

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can make a Table of Contents instead.



Anejo I /Appendix I

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

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

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

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

Education, Inc.



Anejo J / Appendix J

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

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

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

� Professionalism: Is the appearance of the portfolio

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

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

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

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

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

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

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

� Collaboration: Do items show examples of both individual and

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



� 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 K /Appendix K

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

Student’s response and comments



Anejo L / Appendix L

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo M / Appendix M

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo N/Appendix N

MATRIZ VALORATIVA PARA ASISTENCIA Y PUNTUALIDAD

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional.

El facilitador llevara un registro de las mismas para cada taller y, al finalizar el curso,

utilizará este anejo para evaluar a cada estudiante.

Asistencia y puntualidad: ______ x 2= _____%

_____ 0= Faltó a 4 o mas talleres o falto a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llegó tarde a tres o mas talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= Asistencia perfecta

Comentarios:



RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflects a professional ethic. The

facilitator will register the student’s performance for both in every workshop. At the end

of the course, the Facilitator will evaluate each student with this rubric.

Attendance and Punctuality: ______ x 2= _____%

_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2

workshops

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more

workshops

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more

workshops

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops

_____ 4= Attended all workshops but was late in 1 or 2 workshops

_____ 5= Perfect attendance

Comments:



Anejo O/Appendix O MATRIZ VALORATIVA PARA PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ NOTA FINAL: __________ FECHA: ____________________________ Participación en clase: ______ x 2= _____% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

Criterios 0 1 2 3 4 5 N/A 1. Participa activamente de todas las actividades de la clase.

2. Demuestra iniciativa y creatividad en las actividades de clase.

3. Demuestra interés en las discusiones Presentadas en la clase.

4. Viene preparado/a a clase.

5. Contribuye a la clase con material e información adicional.

6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus compañeros.

LENGUAJE 8. Contribuye frecuentemente a las discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus Compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.

Comentarios:



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 P/Appendix P

Plan Estratégico

Objetivos Específicos

Un plan estratégico es una guía de cómo una organización o empresa alcanzará

sus metas. El plan establece el fundamento de lo que ocurrirá en la organización y sus

expectativas empresariales. Sirve además como una herramienta sistemática que

ayuda a la gerencia a resolver problemas, a establecer planes de mercado y a

desarrollar productos. El desarrollo del plan promueve la habilidad del estudiante a

pensar estratégicamente, analizar problemas y oportunidades, y formular alternativas

válidas basadas en el análisis. También le provee al estudiante un proceso sistemático

para tomar decisiones que resulta en la formulación de alternativas estratégicas que

sirven para resolver problemas empresariales.

Para cumplir con los requisitos de este componente, el estudiante analizará la

situación actual de una compañía existente de su preferencia y preparará un plan

estratégico escrito

Partes del Plan Estratégico

El plan estratégico debe ser desarrollado durante el curso. Se recomienda que

en cada taller el estudiante entregue la parte correspondiente del plan para que el

facilitador tenga oportunidad de proveer recomendaciones. El informe escrito final y la

presentación oral del Plan Estratégico deben ser presentados en español durante el

Taller Cinco. El plan consiste en las siguientes partes:

1. Portada

2. Índice (Tabla de Contenido)

3. Resumen Ejecutivo

4. Misión Corporativa

Asignación Taller 1:

a. Escoger una compañía

b. Buscar la misión y visión de la empresa

5. Hacer un diagrama (bosquejo) del plan estratégico a recomendar Análisis del

Mercado



Asignación Taller 2

a. Hacer un análisis SWOT de la compañía

6. Análisis de las Unidades del Negocio


a. Buscar información financiera de la empresa

b. Buscar información de los recursos humanos de la empresa

c. Buscar información del plan de mercadeo de la empresa

d. Hacer un resumen de cada componente uno de los componentes

7. Estrategia Corporativa


a. Escoger una estrategia corporativa

b. Hacer el bosquejo del plan estratégico a diseñar por departamentos

c. Preparar un presupuesto detallando de las necesidades financieras para

implantar la estrategia corporativa

d. Preparar un resumen ejecutivo explicando el plan


a. Crear el plan corporativo estratégico de tres años tomando en

consideración los factores de Recursos Humanos, Mercadeo, Finanzas y

Contabilidad, y Sistemas de Información

8. Conclusión

9. Bibliografía

Nota importante: El facilitador debe asegurarse que la presentación oral del proyecto

final sea grabada en video y entregada al Coordinador de Avalúo y Ubicación (CAU) al

final del curso. CAU coordinará con la Directora del Centro de Recursos del

Aprendizaje (CRA) para facilitar los recursos tecnológicos disponibles para grabar las

presentaciones orales del proyecto final y guardar las cintas de video en el CRA para

ser usados por los evaluadores previo requerimiento al CRA.



Anejo Q/Appendix Q

Organization’s Financial Analysis

Specific Objectives

The purpose of all financial analysis is to determine the financial effects on a

business based on current, past and possible future managerial business decisions.

Since all aspects of a business are interrelated, it is imperative that accurate

measurements be taken of its financial operations to determine future courses of

actions in order to make the best possible financial decisions. The most important point

is that every business must determine its own needs and obtain the best possible

financial information so that its operations may be analyzed to whatever degree deemed

appropriate. The financial analysis will review the organization’s recent performance, its

current status, and its outlook for the future.

To comply with this assessment requirement, the student will determine the

financial health (liquidity, activity, debt, and return) of the same organization selected for

the Business Strategic Plan.

Parts of the Analysis

The analysis must provide references to all supporting documentation, statistics,

market data, charts, etc. In addition, the written and oral portions of the analysis must

be presented in English during Workshop Five and cover the following elements:

Assignment Workshop 2 (Part 1)

1. Organization’s Structure

a. Description of the organization’s structure and business activities.

b. The company’s financial statements (Income Statement, Balance Sheet,

Cash Flow Statement, etc.)


2. Financial Statement Analysis

a. Determine the connection between the Income Statement and the

Balance Sheet as they reflect different business activities.

b. Relate line items in the Income Statement to business decisions and

strategies.



c. Relate line items in the Balance Sheet to business decisions and

strategies.


3. Financial Ratio Analysis

a. Define and Calculate the following ratios:

i. Current Ratio

ii. Acid Test Ratio

iii. Debt to Equity Ratio

iv. Return on Investment Ratio

v. Working Capital

b. Using the above ratio results, indicate how well your company rates in a

relative sense.


4. Organization’s Financial Health Assessment

a. Provide a synopsis of your conclusions about the relative financial

performance and health of your company against industry benchmarks.

Important Note: The facilitator must ensure that the oral presentation of the final project

be videotaped and submitted to the Coordinator of Assessment and Placement (CAP)

at the end of the course. CAP will coordinate with the Director of the Learning Resource

Center (LRC) facilitate the technological resources to videotape oral presentations of

the final projects, and to keep videos in the LRC to be used by raters upon request.



Anejo R / Apppendix R

Lista de Cotejo para la Evaluación del Plan Estraté gico

4 3 2 1 Criterios a considerarse

Incluyó página de presentación y tabla de contenidos.

Incluyó el Resumen Ejecutivo del Plan Estratégico (conteniendo todas sus partes)

Incluyó una descripción del negocio según requerido para el proyecto.

Incluyó una mission corporative según requerido para el proyecto.

Presentó su idea (plan estratégico) de forma clara, incluyendo todos los components requeridos para el proyecto

Presentó el plan de mercadeo ó plan de comunicación que se utilizará para la ejecución del plan estratégico

Incluyó análisis SWOT del negocio, según requerido para el proyecto

Incluyó la gestión financiera, proyecciones (capital, presupuesto, ROI)

Incluyó los posibles riesgos del plan estratégico

Incluyó el organigrama de la organización, con las proyecciones salariales del plan estratégico.

El plan tiene un formato lógico, descriptivo, demostrando buen juicio, profesionalismo, análisis y pensamiento critic al preparer el plan

Incluyó los detalles de cómo ejecutará el plan estratégico y qué recursos de equipo y personal necesitará para llevarlo a cabo eficientemente.

Utilizó el lenguaje correcto, directo y apropiado para la audiencia que lo evaluará.

El plan está libre de errores gramaticales, puntuación, ortografía, sintaxis, y sigió el format APA.

Utilizó lo aprendido en clase correctamente.

Expresó sus objetivos clara y persuasivamente

Incluyó una conclusión clara y detallada que expresa los resultados esperados del proyecto.

Scale: 4 = Outstanding, 3 = Good, 2 = Fair, 1 = Needs improvement Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston:

Pearson Education, Inc.



Anejo S / Appendix S

Checklist for the Assesment of the Financial Analys is

4 3 2 1 Criteria to be considered

The organization structure was established in a clear and comprehensive way.

The financial statement analysis was established in a clear and comprehensive way and as requested.

The idea established in the strategic plan, complies with the financial analysis.

The student used the requested financial ratio analysis (current ratio, debt to equity ratio, return on investment ratio, etc.) to complete this project.

The competitors’ analysis has been presented as recommended.

The financial’ analysis has been presented as recommended

Demonstrates adequate preparation for this activity.

The student has included the financial analysis in the final project development log as part of the business follow-up.

Demonstrates leadership and entrepreneurship with this activity.

The analytical portion has been presented in an organized manner.

Spelling, grammar and the correct language are used.

The student followed APA style on the preparation of the written work

The organization’s financial health assessments were expressed clearly with a synopsis of the conclusions against industry benchmark.

Concepts and definitions given in class have been used.

The internet addresses have been used for this project.

Supporting documents have been used such as: statistics, financial data, charts, and tables.

Scale: 4 = Outstanding, 3 = Good, 2 = Fair, 1 = Needs improvement Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston:

Pearson Education, Inc.



APPENDIX T: FINAL PROJECT DEVELOPMENT LOG / REGISTR O PARA EL DESARROLLO DEL PROYECTO FINAL

Directions: Complete the following final project development log on a weekly basis in the corresponding language:

Instrucciones: Complete el siguiente registro para el desarrollo del proyecto final semanalmente en el idioma correspondiente:

Workshop 1 Taller 2 Workshop 3 Taller 4 Workshop 5

Actions Accomplished/ Acciones Cumplidas (3 points)

Difficulties Found/ Dificultades Encontradas (2 points)

Student’s Signature/ Firma del Estudiante

Facilitator’s Feedback/ Retroalimentación del Facilitador



Appendix U

Video Recording and Tape Reviewing Client Consent

I,___________________________, give my permission to videotape, audiotape reviewing and observation in class of this counseling session to ________________________, School for Professional Studies/ Florida Campuses Counseling and Guidance student in Practice. I understand that this procedure is just for educational and training purposes. This tape review, observation and discussions are important part of his/her education and will give a chance to improve his/her counseling skills. I also understand that tapes are used for educational and supervisory purposes only, and that any information within this interview will be treated with respect and confidentiality. _____________________ __________________ Client Signature Intern Student ________________________ __________________ Date Date *If client is under 18, parental signature is required. ________________________ _____________________ Parent/Tutor Signature Date **Important Note to student: If Videotaping Person is not a part of Site staff, you should create a document similar to this one in which this third party agree to keep confidentiality and should inform the client about the particular. Attach the document to this consent and keep it in file.

mana 401 business policies polÍticas … 401 dlp... · la nota final de cada ... representa ética...

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