Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

MANA 321

Leadership and Supervision Supervisión y Liderazgo

© Sistema Universitario Ana G. Méndez, 2007 Derechos Reservados. © Ana G. Méndez University System, 2007. All rights reserved.

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TABLA DE CONTENIDO/TABLE OF CONTENTS Páginas/Pages Prontuario/Study Guide .....................................................................................3 Taller Uno/Workshop One ................................................................................20 Taller Dos/Workshop Two ................................................................................23 Taller Tres/Workshop Three.............................................................................27 Taller Cuatro/Workshop Four ...........................................................................30 Taller Cinco/Workshop Five .............................................................................34 Anejo A/Appendix A..........................................................................................38 Anejo B/Appendix B..........................................................................................39 Anejo C/Appendix C .........................................................................................41 Anejo D/Appendix D .........................................................................................43 Anejo E/Appendix E..........................................................................................45 Anejo F/Appendix F ..........................................................................................46 Anejo G/Appendix G.........................................................................................47 Anejo H/Appendix H .........................................................................................49 Anejo I/Appendix I ............................................................................................50 Anejo J/Appendix J...........................................................................................52 Anejo K/Appendix K..........................................................................................54 Anejo L/Appendix L ..........................................................................................56 Anejo M/Appendix M ........................................................................................57 Anejo N/Appendix N .........................................................................................58 Anejo O/Appendix O.........................................................................................59 Anejo P/Appendix P..........................................................................................61 Anejo Q/Appendix Q.........................................................................................62 Anejo R/Appendix R .........................................................................................63 Anejo S/Appendix S..........................................................................................64

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Prontuario Título del Curso Codificación Duración Pre-requisito Descripción El curso Supervisión y Liderazgo presenta el estudio de las funciones técnicas e instrumentos básicos necesarios para desempeñarse efectivamente como supervisor. Se analiza de manera general el puesto de supervisor, se enfatiza la importancia de la responsabilidad y autoridad relacionando la práctica con los principios gerenciales. En el curso se destacan los siguientes aspectos: planificación, comunicación organizacional, uso de la autoridad y la selección, adiestramiento, evaluación, consejería y disciplina de los empleados. Objetivos Generales 1. Describirá la naturaleza y el rol y de un supervisor, además de las destrezas necesarias para ser exitoso en el siempre cambiante ambiente laboral y social: habilidad técnica, administrativa y de relaciones humanas. 2. Reconocerá y definirá conceptualmente el vocabulario o terminología aplicable al campo de la supervisión y el liderazgo. 3. Identificará, analizará y comparará los diferentes métodos para supervisar al personal en forma efectiva, dirigir su carrera y planear su desarrollo profesional. 4. Enumerará y analizará las funciones del proceso administrativo y como se involucra en cada ellas la figura del supervisor. 5. Reconocerá los factores que influyen en el desarrollo de la personalidad de cada individuo, las necesidades de logros y pertenencia y cómo afectan la motivación y la moral del empleado. 6. Identificará fuentes más comunes de conflicto en las organizaciones y diferentes maneras de de resolver estos conflictos. Supervisión y Liderazgo MANA 321 Cinco Semanas MANA 213

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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7. Aplicará los métodos apropiados que debe utilizar todo supervisor para comunicarse de manera eficaz con los empleados. 8. Reconocerá que los supervisores tienen la responsabilidad legal de asegurar un lugar de trabajo seguro y libre de riesgos que atenten contra la salud física y mental de los empleados. Texto y Recursos Robbins, S., & Decenzo, D. (2007). Supervision Today. (5ta. ed.) New Jersey: Prentice Hall Chapman, E. & O’Neil, S. (2000). Leadership: Essential Steps Every Manager Needs to Know. (3th ed.) New Jersey: Prentice Hall Referencias y material suplementario Business Week Magazine Forbes Magazine Hispanic Business Magazine Kotter, J. (1999). What Leaders Really Do. (1ra ed.). Ohio: Harvard Business Leadership Magazine. Evaluación Criterio Asistencia, participación y contribución en clase Portafolio del Curso Diarios Reflexivos Tareas Asignadas para cada Taller Actividades semanales Reflexión Final Informe Oral Presentación en Clase Presentación Individual Trabajo Escrito Trabajo Final Presentación en Clase Presentación Individual Valor 10% 30% (5%) (5%) (15%) (5%) 30% (10%) (10%) (10%) 30% (10%) (10%)

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Trabajo Escrito Asistencia, participación y contribución en clase

(10%)

Todo estudiante debe asistir a clases preparado para discutir los temas del día y debe participar activamente haciendo contribuciones efectivas. Al final del curso cada estudiante completará una auto evaluación (reflexión final) de su participación en el curso que el facilitador considerará para hacer su evaluación. Portafolio del curso Cada estudiante deberá preparar un portafolio del curso que incluirá todos los trabajos individuales hechos desde el inicio de los talleres hasta la reflexión final en el quinto taller. acerca del portafolio. Trabajos semanales Cada estudiante incluirá una copia de las tareas semanales que requiere este módulo y de las que el facilitador solicita en clase. Los trabajos y asignaciones deberán entregarse en la fecha indicada y en su totalidad. Estos pueden ser ensayos, análisis de casos, análisis de artículos, monólogos, informes orales, resúmenes y otros que el facilitador seleccione. Trabajos cooperativos (Tercer y Quinto Taller) En el primer taller, los estudiantes se dividirán en grupos de no más de cinco (5) estudiantes (preferiblemente cuatro). Se seleccionará un líder que será el contacto entre el grupo y el facilitado en lo referente a consultas sobre el trabajo cooperativo. Cada grupo seleccionará un tema que esté incluido o afecte uno de los conceptos presentados en las tareas antes del taller. Tendrán 20 minutos para presentarlo al resto de la clase en el Tercer Taller. Las técnicas que utilizarán para la presentación podrían ser panel, noticiero, foro, grupo focal, dramatización o cualquiera otra técnica de preferencia. La técnica utilizada deberá promover en algún grado la participación del resto de la clase. En el Quinto Taller se presentará otro trabajo cooperativo de 20 minutos por grupo. Estos estarán compuestos por los mismos integrantes de los grupos que presentaron en el Tercer Taller, a menos que el facilitador decida hacer o autorizar En el primer taller se explicará el formato a seguir para el portafolio. Vea Anejos K al R para información adicional y matrices valorativas

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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cambios.

La presentación será una dramatización

sobre el siguiente tema: Cada grupo demostrará a

Técnicas y destrezas para una supervisión efectiva.

través de una dramatización de roles diferentes estilos de supervisión y cómo éstos aportan a la eficiencia y efectividad de los objetivos de una organización. Al finalizar la dramatización, los miembros del equipo expondrán la enseñanza de su presentación. Todos los integrantes del grupo deberán participar tanto en la presentación oral como en la redacción de los dos informes escritos. Cada miembro evaluará a los restantes miembros del grupo y entregará al facilitador las evaluaciones individuales de sus compañeros al finalizar su presentación. El Facilitador y los estudiantes evaluarán la presentación en clase. evaluará el trabajo escrito. En ambos informes escritos, el contenido será el siguiente: a. portada b. introducción c. contenido (investigación del tema) d. análisis e. recomendaciones f. conclusión g. bibliografía Reflexión final Cada estudiante evaluará el curso, auto evaluará su participación en el mismo y si cumplió con los objetivos generales incluidos al principio de este módulo. Para este propósito utilizará el Anejo B. Descripción de las normas del curso 1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido enteramente en el lenguaje especificado. Los El Facilitador evaluará la El Facilitador participación individual de cada estudiante dentro de los grupos.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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lenguajes serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el modulo debe especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en ingles o todo en español según aplique. 2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más. 3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada antes de taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas. 4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones: a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la nota existente. b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos por debajo de la nota existente. 5. La asistencia y participación en clase de actividades y presentaciones orales es extremadamente importante pues no se pueden reponer. Si el estudiante provee una excusa válida y verificable, el facilitador determinara una actividad

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad a ser repuesta. 6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero recibirán una calificación individual. 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero (Vea la política de honestidad académica). 8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y entregar copia a los estudiantes por escrito al principio del primer taller. 9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles. 10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio. 11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de clases. 12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen Metro Orlando y el curso. Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros sitios Web que podrá utilizar para la búsqueda de la información deseada. están: • • • • • www.google.com www.altavista.com www.ask.com www.excite.com www.pregunta.com Entre ellas

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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• • • • •

www.findarticles.com www.telemundo.yahoo.com www.bibliotecavirtualut.suagm.edu www.eric.ed.gov/ www.flelibrary.org/

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser necesario.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Filosofía y Metodología Educativa Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos. Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir información. Existen varios principios para el constructivismo, entre los cuales están: 1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado. 2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios, no en hechos aislados. 3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos. 4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje. 5. La evaluación debe servir como una herramienta de auto-análisis.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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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.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Study Guide Course Title Code Time Length Pre requisite Description This course presents the study of the functions, techniques and basic instruments necessary to perform effectively as a supervisor. The supervisor position will be analyzed in a general way with an emphasis on the importance of responsibility and authority relating the practice with the managerial principles. In this course the following aspects are emphasized: planning, organizational communication, use of authority and the selection, training, evaluation, counseling employee discipline. General Objectives 1. Describe the nature and role of a supervisor, aside from the necessary skills to be successful in the ever changing work and social environment: ability technique, administrative and human relations. 2. Recognize and define the vocabulary concepts or applicable terminology to the field of supervising and leadership. 3. Identify, analyze and compare the different methods of supervising personnel in an effective way, direct their career and plan their professional development. 4. List and analyze the functions of the administrative process and how the supervisor figure is involved with each one. 5. Recognize the factors that influence in the development of each individual’s personality, the achievement necessities and belonging and how they affect motivation and the employee’s morale. 6. Identify the most common sources of conflict in organizations and different ways to solve this conflict. 7. Apply the appropriate methods that should be used by supervisors to communicate effectively with employees. Leadership and Supervision MANA 321 Five Weeks MANA 210

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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8. Recognize that supervisors have the legal responsibility of assuring a safe work place free of risks that attempt against the employee’s physical or mental well being. Text and Resources Robbins, S., & Decenzo, D. (2007). Supervision Today. (5th ed.). New Jersey: Prentice Hall Chapman, E. & O’Neil, S. (2000). Leadership: Essential Steps Every Manager Needs to Know. (3th ed.) New Jersey: Prentice Hall References and Supplementary Materials Business Week Magazine Forbes Magazine Hispanic Business Magazine Kotter, J. (1999). What Leaders Really Do. (1st ed.) Ohio: Harvard Business Leadership Magazine. Evaluation Criteria Class Attendance, participation and class contribution Portfolio Reflexive Diaries Assignments for each workshop Weekly Activities Final Reflection Oral Presentation Class Presentation Individual Presentation Written Work Final Work Class Presentation Individual Presentation Written Work Attendance, participation and contribution to the class Percentage 10% 30% (5%) (5%) (15%) (5%) 30% (10%) (10%) (10%) 30% (10%) (10%) (10%)

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Every student must attend to class prepared to discuss the topics for the day and must participate actively making effective contributions. By the end of the course each student will complete an auto evaluation (final reflection) of his/her participation in class which the facilitator will consider when evaluating the students’ participation. Course Portfolio Each student must prepare a course portfolio which will include all individual work made since the beginning of the workshops all the way up to the final reflection in workshop five. The format for the final reflection should be explained in the first workshop. See Appendix K to R for additional information and rubrics related to the portfolio. Weekly assignments Each student will include a copy of the weekly assignments that this module requires and the ones the facilitator assigns. The work and assignments must be handed in entirely on the specified date. These could be essays, case analysis, article analysis, monologs, oral reports, summaries and others the facilitator chooses. Cooperative Work (Workshop Three and Workshop Five) In the first workshop, students will divide into groups of no more than five students (5) (preferably four). A leader is selected to be the contact between the group and the facilitator in anything referring to the group assignment. Each group will select a topic within one of the concepts of the assignments before Workshop Three. They will have 20 minutes to present their topic to the rest of the class in Workshop Three. The techniques they could use to present the topic could be a panel, news report, forum, focal group, dramatization or any other technique of preference. The technique selected should promote class participation in some way. On Workshop Five each group will make a 20 minute presentation. These will be the same groups that made presentations on Workshop Three, unless the facilitator decides to make or authorize changes. The presentation will be a dramatization on the following topic: Skills and Techniques for effective supervision. Each group will demonstrate different styles of supervision through role play and how these contribute to the efficiency and effectiveness of the organization’s

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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objectives. At the end of the dramatization, the members will present the lesson in their presentation. Each member of the group must participate both in the oral presentation as well as in the composition of the written report. Each member will evaluate the remaining members of the group and will give these evaluations to the facilitator at the end of their presentation. The facilitator and the students will evaluate the presentation in class. The facilitator will evaluate every student’s performance individually within the groups. The facilitator will evaluate the written report. In both written reports the contents will be as follows: a. Cover b. Introduction c. Content (topic investigation) d. Analysis e. Recommendations f. Conclusion g. Bibliography Final Reflection Each student will evaluate the course, auto evaluate their participation in it and see if it fulfilled the general objectives at the beginning of this module. For this purpose use Appendix B. Description of course policies 1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language Discipline-Based Immersion Model® designed to promote each student’s development as a Dual Language Professional. Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that each workshop will be conducted entirely in the language specified. The language used in the workshops will alternate to insure that 50% of the course will be conducted in English and 50% in Spanish. To maintain this balance, the course module may specify that both languages will be used during the fifth workshop, dividing that workshop’s time and activities between the two languages. If students have difficulty with asking a question in the target language in which the

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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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.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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6. In cooperative activities the group will be assessed for their final work. However, each member will have to collaborate to assure the success of the group and the assessment will be done collectively as well as individually. 7. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own (See Academic Honesty Policy). 8. If the Facilitator makes changes to the study guide, such changes should be discussed with and given to students in writing at the beginning of the first workshop. 9. The facilitator will establish a means of contacting students by providing an email address, phone number, hours to be contacted and days. 10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be on vibrate or silent mode during class session. 11. Children or family members that are not registered in the course are not allowed to the classrooms. 12. All students are subject to the policies regarding behavior in the university community established by the institution and in this course. Note: If for any reason you cannot access the URL’s presented in the module, do not limit your investigation. There are many search engines and other resources you can use for your search. Here are some of them: • • • • • • • www.google.com www.altavista.com www.ask.com www.excite.com www.pregunta.com www.findarticles.com www.telemundo.yahoo.com

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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• • •

www.bibliotecavirtualut.suagm.edu www.eric.ed.gov/ www.flelibrary.org/

The facilitator may make changes and add additional web resources if deemed necessary.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world in which we live. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. As teachers, our focus is on making connections between facts and fostering new understanding in students. We will also attempt to tailor our teaching strategies to student responses and encourage students to analyze, interpret and predict information. There are several guiding principles of constructivism: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models. 4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. 5. Evaluation should serve as a self-analysis tool. 6. Provide tools and environments that help learners interpret the multiple perspectives of the world. 7. Learning should be internally controlled and mediated by the learner.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Workshop One Specific Objectives At the end Workshop One, students will be able to: 1. Explain the difference between supervisors, middle management and executives. 2. Define the concept of supervisor and its role in an organization. 3. Identify the essential competencies of the supervisor and the basic elements to have success in this role. 4. Identify significant changes in the composition of the working force. 5. Analyze the effect on globalization and the technologies on supervision. 6. Distinguish the difference between the concepts e-business and e-commerce. 7. Define and contrast the following terms: policies, procedure, and guidelines or rules. Language Objectives Students will be able to: 1. Express orally and in writing using English as the workshop’s language of communication making appropriate adjustments when needed. 2. Use a variety of strategies for definitions of concepts of organizational behavior to understand and interpret, apply and evaluate models. 3. Apply strategies that includes rereading, note taking, summarizing, and outlining a written report to relate the human behavior to what the student has read on own experience and feelings. URLs Management http://www.articlealley.com/article_19024_36.html www.gestiopolis.com/canales2/gerencia/1/tisamuel.htm www.gestiopolis.com/recursos/documentos/fulldocs/ger1/10regecom.htm http://www.degerencia.com/articulos.php?artid=373 Concept Map http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html http://www.studygs.net/mapping/

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Assignments before Workshop One 1. Read the module (specially, workshop one and all the rubrics) and come prepared to answer questions and discuss the concepts assigned. 2. Read about the following concepts: • • • • • The organization’s structure. The management process. Supervisor’s role and the competencies it involves. Globalization, e-business, e-commerce, ethics and productivity. Differences between policies and guidelines.

3. Be prepared for class activities on the concepts related to Assignment 2. 4. Choose one of the cases presented in Appendix F and answer the following questions: How did the supervisor manage the situation? Do you think that the supervisor demonstrated balance? Expand your answers on both questions and suggest recommendations if the second question was negative. This assignment will be handed in; use Appendix G and follow the criteria to make sure that it is written correctly and that it can be read easily. Activities 1. Introduction of students and the facilitator. The facilitator will direct an activity or icebreaker to welcome each student and integrate into groups. 2. The facilitator will present the objectives, methodology, and criteria of evaluation of the course MANA 321 and the portfolio (see Appendix K to R). The facilitator will make sure that each student is in the right course by verifying the list of attendance. The facilitator will also verify that every The facilitator will recollect individual student has a copy of the module.

information, and the facilitator will give students his information in case students need to contact the facilitator during the week. 3. Selection of a Student Representative will be done and the announcement of the meeting dates. 4. The facilitator will go over the entire module to answer student’s questions on workshop’s assignments before each workshop and the activities for all workshops and rubrics.

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5. The facilitator will make sure students are aware of the use of APA style (see Appendix S for a guide) for their essays and written reports; and the understanding of plagiarism by reading the course policies. 6. Students will divide into small groups of no more than five students or less per group. 7. The facilitator will start with a discussion on the concepts or terms for this workshop. The discussion will be accompanied by PowerPoint or other presentation and the interaction of students. 8. The facilitator will ask five students to discuss their case and share their answers with the group. 9. The class will be divided into two groups. Each group will review and compare information obtained about the supervisor and its roles. At the end of the meeting, a member of the group will verbally discuss the results with the rest of the class. 10. Students will create a concept map about globalization and its implications to the supervisor’s role. Share it with the rest of the class. 11. The facilitator will explain details on activities and assignments for workshop two and will answer questions. 12. Reflexive diary will be completed using Appendix B and will be handed to the facilitator. Assessment 1. The facilitator will use Appendix A for attendance and participation in class. 2. The student will write and answer the reflexive diary using Appendix B in English. 3. The students will use Appendix F and G for case studies. 4. The facilitator will use Appendix H to grade each case study.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Taller Dos
Objetivos Específicos Al finalizar el Taller Dos, el estudiante: 1. Definirá los términos: organización, autoridad y delegación. 2. Identificará los pasos a seguir en el proceso de delegación. 3. Describirá y contrastará las estructuras organizacionales, lineal y de “staff”. 4. Analizará la influencia de las regulaciones gubernamentales en las decisiones relacionadas a recursos humanos. 5. Reconocerá la importancia en la orientación, adiestramiento y desarrollo del proceso de personal para alcanzar las metas de la organización. 6. Mencionará y contrastará diferentes tipos de acción correctiva. 7. Identificará dilemas de moral al monitorear a los empleados. 8. Enumerará y explicará los pasos a seguir en el control de procesos de toma de decisiones. 9. Analizará diferentes técnicas para mejorar las decisiones de grupos. Objetivos de Lenguaje El estudiante podrá: 1. Leer y resumir refinando el vocabulario sobre situaciones de áreas de trabajo incluyendo significado de conceptos técnicos. 2. Analizar y evaluar información, utilizar herramientas de búsqueda de información para discutir conceptos. 3. Expresarse oralmente usando analogías para las actividades de grupo usando el lenguaje correctamente; haciendo preguntas, haciendo observaciones o comentarios que sean significativos para la clase. 4. Discutir dentro de los grupos al igual que frente a toda la clase con un mínimo de esfuerzo utilizando la gramática, sintaxis y verbos correctamente. Direcciones y Portales en el Internet Gerencia www.opm.gov/perform/plan.asp www.degerencia.com/articulos.php?artid=208 www.degerencia.com/articulos.php?artid=474

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www.gestiopolis.com/canales/gerencial/articulos/69/miedodecisi.htm Tirilla Cómica http://www.microsoft.com/technet/scriptcenter/resources/qanda/comicstrip/info.mspx http://www.makebeliefscomix.com/ http://scottishboomerang.wordpress.com/teaching-resources/ Tareas a realizar antes del Taller Dos 1. Leer y estudiar la información siguiente: • • • • • • • • El rol del supervisor Organización, autoridad, planificación y delegación Estructuras lineales de personal y funcionales Regulaciones gubernamentales Reclutamiento, selección, orientación, adiestramiento, y desarrollo de personal Implementación del diseño y el control Controles de correción Proceso de toma de decisiones

(Todas las asignaciones se entregarán y luego se incluirán en el portafolio). 2. De los tópicos presentados en la Tarea 1, escoja una de su preferencia y escriba un ensayo sobre el tema de no menos de dos páginas siguiendo las directrices del estilo APA (Anejo S). Vea Anejo C para instrucciones sobre el ensayo. 3. Buscar un artículo de periódico o de revista profesional relacionada a las destrezas o técnicas del supervisor. Venga preparado para una actividad relacionada al artículo que escogió. 4. Busque en la Internet una tirilla cómica en blanco de su predilección, imprímala y llévela al taller. Actividades 1. El facilitador repasará brevemente el material cubierto en el taller anterior. 2. El facilitador comenzará una discusión formal sobre los objetivos del taller y los temas de la asignación para estimular la participación de los estudiantes

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MANA 321 Leadership and Supervision 25

en los conceptos de organización, autoridad, estructuras organizacionales y de delegación. 3. Ejercicio de grupo: los estudiantes se dividirán en grupos de 4 participantes. Cada grupo contestará una de las preguntas que el facilitador les distribuirá. Tendrán diez (10) minutos para discutir la pregunta como grupo luego cinco (5) minutos para dar la contestación a la clase. Esta actividad tiene un máximo de 30 minutos de duración. 4. Preguntas o premisas para discutir o analizar en grupos. a) Contrastará entre empleados de línea o empleados con autoridad; b) Delegación es sinónimo a abdicación; c) Menciona y explica al menos 2 tipos de estructura organizacional; d) diez (10) empleados es un número bueno para supervisar. Cada grupo puede escoger una pregunta o varias. 5. El facilitador comenzará una discusión sobre el rol del supervisor en el proceso gerencial de recursos humanos, influencias gubernamentales, proceso de selección, adiestramiento y compensación. El facilitador escogerá a algunos estudiantes para discutir o dar un pequeño resumen del artículo traído a clase. 6. El facilitador distribuirá un caso para lectura y análisis en clase. preguntas que el facilitador les asigne. Los estudiantes formarán grupos de cinco; leerán el caso y contestarán tres Un representante de cada grupo compartirá el análisis con el resto de la clase. 7. El facilitador comenzará la discusión con el tópico de control, acción correctiva y toma de decisión. 8. Ejercicio de grupo: Los estudiantes se dividirán en cuatro grupos. Un caso será distribuido para analizar en grupo, con el concepto de la toma de decisión del supervisor. El facilitador proveerá información necesaria a los estudiantes para poder analizar el caso. Un representante de cada grupo compartirá su contestación con el resto del grupo. 9. Los estudiantes llenarán sus tirillas cómicas contestando la siguiente pregunta: ¿Cuál es el ejemplo que un supervisor le debe ofrecer a un empleado?

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9.

Explicación de las tareas a realizar antes del Taller Tres para contestar

dudas. 10. Actividad final: Los estudiantes contestarán el diario reflexivo con el Anejo B. Avalúo 1. El facilitador utilizará el Anejo A para asistencia y participación de clase. 2. Los estudiantes contestarán el diario reflexivo con el Anejo B. 3. Los estudiantes utilizarán el Anejo G para analizar los casos repartidos en clase.

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MANA 321 Leadership and Supervision 27

Workshop Three Specific Objectives At the end of Workshop Three, the student will be able to: 1. Define the terms motivation, leadership and communication. 2. Identify and define the relevant personality characteristics to understand the employee behavior and the labor environment. 3. Analyze the different motivation theories. 4. Identify and describe the types of participative leadership style. 5. Explain the communication process and the difference between the formal and informal communication styles. 6. Identify the different barriers that prevent an effective communication and the essential requirements to listen actively. Language Objectives The student will be able to: 1. Express orally and in writing using English as the workshop’s language of communication making appropriate adjustments as life situations for group activities and class related experiences for leadership behavior, characteristics and styles. 2. Students will express themselves in the language of the workshop, and will use the concepts properly in their own words to discuss empowerment, positive, negative experiences of empowerment and effective communication. 3. Use effective speaking and listening strategies on discussion in role plays. Url’s www.mapnp.org/library/guiding/motivate/basics.htm www.accel-team.com/motivation/index.html www.workrelationships.com/site/articles/problememployee.htm www.degerencia.com/articulos.php?artid=518 www.accel-team.com/communications/index.html Assignments before Workshop Three 1. Perform a research and read information related to: • • Motivation: definition, theories and it’s characteristics Diversity in the working environment Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 28

• • • • • •

Empowerment Leadership The skills of a visionary leader Leadership styles Communication process: formal and informal Communication barriers

2. Be prepared to answer questions or participate in activities related to the objectives of the workshop and the terms mentioned in Homework One. (The following will be to hand in and then placed in the portfolio). 3. Answer and explain the following: Should workers or employees of different organizations receive the same type of recognition for the job performed? 4. Identify and describe in writing four types of employee’s personalities (behavior) that every supervisor should know and understand. 5. Indicate and explain in writing what style of leadership adapts the most to the following types of employees: aggressive, unsecure, creative and impulsive. 6. Do not forget to work in your portfolio. See Appendix K to R for additional information and rubrics. Activities 1. The facilitator will review material of workshop two and will answer questions. 2. The facilitator will start a formal discussion on the objectives for this workshop. The facilitator will ask students to participate on an activity of the definition on the concept of motivation and analyze the premise if the supervisor should motivate employees or should there be an auto-motivation. Students will share their work experience. 3. The students will discuss the different theories and ways of motivating employees, leadership styles, and the process of effective communication. 4. The facilitator will direct an activity called Three-Way Communication. The class will divide in three groups, where each group will represent one of the three forms of communication which are: person to person, by phone or by email. The facilitator will give additional instructions the day of the workshop.

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MANA 321 Leadership and Supervision 29

5. The class will be divided into two groups. Each group will prepare a drama of the four types of employee personalities and one or two supervisors. This activity should be instructional in nature. 6. Group presentations, during the last two hours of this workshop. Each group will have 20 minutes to present. Time for a question and answer section should be offered. Refer to Cooperative Work at the beginning of module. 7. The facilitator will discuss and explain the assignments for Workshop Four. 8. Final activity is for students to work and hand in the reflexive diary as in Appendix B. Assessment 1. The facilitator will use Appendix A for attendance and participation in class. 2. Students will write and answer the reflexive diary using Appendix B in English. 3. Students will use Appendix I to grade their peers for the group presentations. Hand in the rubric to the facilitator at the end of the class.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Taller Cuatro
Objetivos Específicos Al finalizar el Taller Cuatro, el estudiante: 1. Diferenciará y distinguirá los conceptos de grupo y de equipos. 2. Especificará los mecanismos para prevenir accidentes dentro de las organizaciones. 3. Mencionará sugerencias para mantener seguridad dentro del área de trabajo para el bienestar y salud del empleado. 4. Definirá el término de estrés y enumerará las posibles causas y síntomas. 5. Definirá el concepto de conflicto e identificará las fuentes generales. 6. Evaluará y aplicará las diferentes maneras de disciplinar de acuerdo a la naturaleza del problema. 7. Definirá e identificará los pasos hacia el concepto de disciplina progresiva. 8. Enseñará como un supervisor puede desarrollar habilidades para la negociación efectiva. Objetivos de Lenguaje Los estudiantes podrán: 1. Leer y resumir efectivamente seleccionando y usando estrategias para entender los conceptos de modelos del proceso de resolución de conflicto, ventajas y desventajas e interpretar la lectura en el lenguaje usado en el taller. 2. Expresarse oralmente usando analogías, ilustraciones, ejemplos personales, para explicar y detallar situaciones de conflicto por medio de conducta asertiva. 3. Estrategias de escritura para un ensayo, usando variedad de vocabulario profesional con corrección gramatical, puntuación y buen uso de los verbos. 4. Discutir dentro de los grupos al igual que toda la clase con un mínimo de esfuerzo haciendo uso correcto de gramática, sintaxis y verbos. 5. Usará estrategias para describir, evaluar y expandir en actividad de debate de resistencia a cambios. Direcciones Electrónicas

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www.gestiopolis.com/canales/derrhh/articulos/24/flntd.htm www.stickyminds.com/sitewide.asp?ObjectId=2769&Function=DETAILBROWSE&O bjectType=ART www.degerencia.com/articulos.php?artid=4 www.degerencia.com/articulos.php?artid=158 http://www.managementhelp.org/grp_skll/grp_cnfl/grp_cnfl.htm Tareas a realizar antes del Taller Cuatro 1. Leer y estudiar información relacionada a : • • • • • • • • • Supervisión de grupo: formal e informal. Equipos de trabajo vs. grupos de trabajo. Líderes que emergen. Reconocimiento de ejecutoria: métodos y rol de supervisión. Seguridad en el ambiente de trabajo. El rol del supervisor en la prevención de accidentes y violencia en el lugar de trabajo. Administración de estrés Gerencia de conflicto. Proceso de disciplina.

2. Asista al Taller Cuatro preparado para discutir los tópicos asignados en la Tarea 1. (Las siguientes tareas son para entregar y posteriormente para incluir en el portafolio) 3. Seleccione una de las premisas del Anejo E y escriba un ensayo, de no menos de 2 páginas del cuerpo del ensayo. 4. Piense en un conflicto laboral donde usted haya estado involucrado(a) recientemente o alguien que usted conoce. Escriba una breve descripción del mismo (sin incluir nombres de personas) y conteste las siguientes preguntas: ¿en qué forma el supervisor manejó la situación?, ¿Cuál fue la forma más efectiva?, ¿Cómo hubiera usted manejado la situación?

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MANA 321 Leadership and Supervision 32

Actividades 1. El facilitador repasará el material discutido del taller anterior y contestará preguntas. 2. El facilitador comenzará la discusión formal del Taller Cuatro con la lectura de los objetivos para este taller. El facilitador discutirá con la participación de los estudiantes, el concepto del rol del supervisor en grupos formales e informales, la diferencia entre grupos y equipos de trabajo y líderes que emergen. 3. Ejercicio de grupo: La clase se dividirá en grupos de cuatro o cinco estudiantes. El facilitador distribuirá un caso para ser analizado con el tópico de grupos vs. equipos. El tiempo para éste ejercicio es de 20 minutos. 4. Discusión activa de los siguientes temas: reconocimiento de ejecutoria y el método de evaluación, rol de supervisión, seguridad en el ambiente de trabajo y la prevención de accidentes y violencia en el trabajo. 5. Los estudiantes compartirán sus experiencias de trabajo sobre sus ejecutorias, la función del supervisor, el nivel de satisfacción y el método de medir la ejecución y satisfacción. 6. Los estudiantes compartirán voluntariamente su respuesta a las preguntas de la Asignación 4. 7. El facilitador comenzará una discusión formal de los tópicos de gerencia de estrés, gerencia de conflicto y el proceso de disciplina. 8. Ejercicio de grupo: La clase se dividirá en grupos de 3. El facilitador distribuirá un ejercicio de negociación en que cada pareja discutirá hasta llegar al punto de una negociación. Cada pareja tendrá 10 minutos para negociar y 10 minutos para informar los acuerdos o desacuerdos si no llegaron a negociación. 9. El facilitador proveerá un ejemplo de resistencia al cambio. Los estudiantes debatirán el mismo desde ambas perspectivas: gerencia y empleados. 10. Los estudiantes verbalmente ofrecerán ejemplos de situaciones con empleados y crearán una lista en la pizarra de posibles acciones disciplinarias.

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11. Explicación de las tareas a ser realizadas para el Taller Cinco. 12. Actividad final: los estudiantes contestarán las preguntas del diario reflexivo. Avalúo 1. El facilitador utilizará el Anejo A para asistencia y participación de clase. 2. Los estudiantes contestarán el diario reflexivo con el Anejo B. 3. El estudiante utilizará el Anejo E para escoger una premisa para el ensayo.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Workshop Five NOTA: Este taller es bilingüe. Tanto, NOTE: This is a bilingual workshop. el Facilitador como los estudiantes, deberán utilizar el idioma asignado para cada tarea y actividad. Specific Objectives At the end of Workshop Five, the student will be able to: 1. Mention possible rationales for employees to resist change and identify mechanisms to reduce this resistance to change. 2. Differentiate between the concepts of creativity and innovation. 3. Identify different steps in a negotiation. 4. Recognize the importance of negotiation in any conflict. Language Objectives The student will be able to: 1. Use effectively the appropriate language for the oral presentation with information, details, illustrations and analogies. 2. Perform verbal interviews in two organizations and use methods of interpretation, applicable theories or concepts, including relevant questions with comments on observations. 3. Express orally eloquently using similarities for the activities of this workshop and using the language correctly for individual activities; ask questions, observe and make comments that are meaningful for negotiation. 4. Use writing strategies and the appropriate language for the essay using effective grammar, accentuation, syntaxes and correct verbs. URLs www.gestiopolis.com/canales2/rrhh/1/cambio.htm www.gestiopolis.com/canales/derrhh/articulos/13/nocastigues.htm www.degerencia.com/articulos.php?artid=100 www.gestiopolis.com/canales5/emp/pymecommx/50.htm Both the facilitator and students should use the language assigned for each homework and activity.

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Assignments before Workshop One 1. Perform a research and read information related to: • • Managing change and innovation. The supervisor role in labor relations.

2. Be prepared to discuss Assignment One. 3. Explain in an essay: How can supervisors stimulate innovation in employees? The essay will be written in Spanish, no less than 2 pages on body of the essay and using APA style. Essay will be handed to the facilitator (See Appendix C). 4. Be prepared for the drama in class that will be performed in English. 5. Complete the reflexive diary using Appendix B and hand it in to the facilitator. The reflexive diary will be written in English. 6. You must be giving the final touches to the portfolio. See Appendix K to R for additional information. Activities 1. The facilitator will briefly discuss any questions or doubts on Workshop Four in Spanish. 2. The facilitator will start a discussion on Workshop Five with the concepts of Assignment One. This activity will be in Spanish. 3. Evaluation of the course will be done by the student’s representative. 4. Students will watch this video regarding conflict management. If for some reason the link does not work, the facilitator will look for another video or will verbally offer an example to be analyzed (http://youtube.com/watch?v=LCbikVHBBY). Analyze the video. What do you think the supervisor should have done? 5. During the last 2 hours, groups of students will perform dramas based on the case studies assigned for this workshop. Each group will have 20 minutes to present their case in English. Each group will also hand in to the facilitator a written report as specified at the cooperative work section at the beginning of the module.

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6. Students will give the final touches to their portfolio and will hand it in to the facilitator. 7. Final activity is for students to work in their last reflexive diary entry (Appendix B). Assessment 1. The facilitator will use Appendix A for attendance and participation in class. 2. Students will use Appendix B for reflexive diary. 3. Students will follow Appendix C for the essay preparation and the facilitator will use Appendix D to evaluate the essay or written report. 4. The facilitator will use Appendix J to evaluate the individual oral presentation.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejos/Appendixes

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Anejo A/Appendix A MATRIZ VALORATIVA PARA EVALUAR LA PARTICIPACIÓN EN CLASE
NOMBRE: _______________________________ CURSO: ______________

1- Asistencia y puntualidad: ______ Puntuación Total: __________

2 - Aportación a la clase: ______

____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo ____ 0 = Faltó al taller; _____ 1-5 = Participación: Poca a regular; _____ 6-10= Buena a excelente

CRITERIOS 1. Contribuye frecuentemente a 2. 3. 4. 5. las discusiones en clase Demuestra interés en las discusiones en clase Contesta preguntas del (la)facilitador(a) y sus compañeros Formula preguntas pertinentes al tema de la clase Viene preparado(a) a clase

Taller 1 Taller 2 Taller 3 Taller 4 Taller 5 1 2 1 2 1 2 1 2 1 2

6. Contribuye a la clase con material e información adicional 7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase 8. Demuestra atención y apertura a los argumentos de sus compañeros 9. Contesta preguntas y planteamientos de sus compañeros 10. Demuestra iniciativa y creatividad

Comentarios _______________________________________________________________

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Anejo B/Appendix B DIARIO REFLEXIVO: Taller ______ Nombre:______________________________ Fecha ____________________

Después de cada taller, termina las siguientes expresiones en forma breve: 1. 2. 3. 4. Durante el día de hoy me sentí… Al finalizar el taller de hoy, he llegado a las siguientes conclusiones… Mi contribución al taller de hoy fue... Al finalizar el taller de hoy, me surgieron las siguientes interrogantes:

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REFLEXIVE DIARY: Workshop ______ Name:______________________________ Date ____________________

After each workshop, finish each expression in a brief form: 1. 2. 3. 4. During the class I felt … At end of workshop today, I reached to the following conclusion…. My contribution to today’s workshop was…. At the end of today’s workshop I had the following questions:

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo C/Appendix C EL ENSAYO El ensayo es una composición donde se exponen, analizan y comentan de manera clara ideas alrededor de un tema que el escritor del ensayo maneja. Generalmente es mucho más breve y menos profundo que un tratado, manual o monografía. Está compuesto por al menos un párrafo introductor, tres o más párrafos de apoyo a la idea central del tema y un párrafo de cierre o de conclusión. Todos los párrafos del ensayo cuentan con una idea central (oración temática) y de varias ideas secundarías que defienden, explican y amplían la idea central. El ensayo puede ser de diferentes temas y usualmente el punto de vista personal. Pueden ser subjetivos, de exposición ó narrativos. Los ensayos pueden criticar, manifestar, argumentar, pueden incluir cualquier recolección de información que puede ser filosófica o de cualquier categoría y generalmente no incluyen notas al pie de página ni bibliografía si son escritos como opinión personal. Para propósito de éste curso, evitar plagio y considerar la veracidad de la información escrita todo ensayo debe incluir bibliografía si contiene información de otro autor y no opinión personal del estudiante. La política de la Universidad establece, que toda información copiada o parafraseada debe incluir bibliografía para darle crédito al autor o publicador. El objetivo del ensayo, más que imponer soluciones es plantearlas y señalar posibilidades. Entre sus principales características están: El no requerir un lector especializado para poder ser leído. El ser claro y ordenado (hipótesis, desarrollo del tema, conclusiones, sugerencias y bibliografía) y presentar la opinión del autor. El ensayo será escrito en el estilo APA.

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The Essay The essay is a composition to expose, analyze and comment clearly the ideas of a subject that the writer will manage. Generally, it is short and composed of no less that an introductory paragraph, three or more paragraphs for the central idea and a paragraph for the conclusion. All paragraphs should talk about the subject, several ideas that can defend, explain, and give more detail of the central idea. The essay can be of any subject and usually a personal point of view. They can be subjective, expository and narrative. Essays can criticize manifest, argument or include any recollection of information that could be philosophical or other category and generally do not include notes at the bottom of page or bibliography if they are written based on the personal opinion. For the purpose of this course, avoid plagiarism, and consider the veracity of the information, essays will include bibliography if contains information from another author and not personal opinion of student. As the University policy states, all quoted or paraphrased material must be properly cited, with credit given to its author or publisher. The objective of an essay more than impose a solution is to present and indicate possibilities. Within the essay’s principal characteristics is: that it does not require a specialized reader. To be clear and in an orderly form the essay should include Introduction, body or the subject development, conclusion, suggestions and bibliography. Essays should be written in the APA Style.

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MANA 321 Leadership and Supervision 43

Anejo D/Appendix D MATRIZ VALORATIVA PARA EVALUAR ENSAYO Nombre de estudiante: ______________________ Criterio Párrafo u oración de introducción es claro y correctamente usado. Detalles relevantes con la clase están expuestos en el ensayo. Presenta información que se establece de manera persuasiva, proveyendo ejemplos precisos y de relevancia al tema. Las oraciones son consistentes y las ideas fluyen ligeramente al leer el ensayo. El escritor establece una relación con el tema, proveyendo una clara perspectiva que mantiene la atención del lector. La conclusión refleja el resultado del trabajo escrito. Presenta en forma organizada la comprensión del tema del ensayo. Demuestra buen uso del idioma usando buen vocabulario, sintaxis y flujo de ideas. Usa apropiada y correctamente la gramática. Maneja apropiada y correctamente el uso de verbos. Puntos Total Puntos Contenido 10 10 10 Fecha: _______________ Puntuación del estudiante

10 10

10 10 Lenguaje 10 10 10 100 (70% contenido y 30% lenguaje) Puntuación Total del Estudiante: _______

Firma del Estudiante: _________________ Firma del Facilitador:____________________

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RUBRIC TO EVALUATE AN ESSAY Student Name: ______________________ Criteria Introductory statement is clear and well stated. Major or relevant details from class are exposed in essay Present information and support it in a persuasive and sophisticated way, providing precise and relevant examples. Sentences are cohesive and ideas flow as the essay or written work is read. Establish a writer's relationship with the subject, providing a clear perspective on the subject matter and engaging the audience's attention. Draw conclusions that reflect the relationships or significant outcomes of the discussion. Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas). Uses grammar appropriately and correctly. Manages and uses verbs appropriately and correctly. Total Points Value Points Content 10 10 10 Date: _______________ Student Score

10 10

10 10

Language 10 10 10 100 (70% content and 30% language) Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 45

Anejo E/Appendix E PREMISAS PARA LA REDACCION DE ENSAYOS 1. “ Los buenos supervisores nacen, no se hacen.” En acuerdo, desacuerdo y sustente. 2. ¿Por qué el mejor empleado no siempre es el mejor supervisor? 3. ¿Qué es diversidad laboral y cómo ha cambiado en los últimos 50 años? 4. ¿Cuál es la diferencia entre eficiencia gerencial y efectividad gerencial? 5. Las organizaciones existen para generar dinero. Son entidades económicas y no se deben involucrar con situaciones sociales. En acuerdo o desacuerdo y sustente. 6. Para cualquier trabajo, ¿por qué la autoridad debe ser igual (en la misma medida) que la responsabilidad?

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 46

Anejo F/Appendix F Case Studies for Evaluation Case 1 Tom operates the paper cutter in an editorial company. He has had personal problems at home, which makes him not concentrate as he should at work. As a result his production has been poorly reduced, which has also bottled neck and has reduced other workers ahead of him as well, who expect to receive the paper cut. His supervisor knows about his problem and tells him: “I know that things have not been good lately. But don’t worry about your production. We can cover it.” Case 2 Mary maintains a firm discipline in the accounting department of a bank, were her high performance has been very effective. One of her employees is interested in learning more about the all areas and processes in a bank to be prepared for a position increase. Mary tells him: “I think it is an excellent idea and I will help you as I can, only if your production does not decrease as a result”. Case 3 Joseph has resigned recently to the position of supervisor for the inspection department of a big manufacturing company. When he became supervisor he started by prohibiting any conversation in the inspection area. He told his inspectors: “Your job is to verify the specifications on installed motors. Any conversation will distract and can cause big losses. If you want to talk, do it on your time off”.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 47

Anejo G/Appendix G Guide for case analysis: Recommendations that will help you with case analysis. 1. There is no specific way to prepare a case analysis in a standard form, it will depend on: a. The nature of the case. b. The necessity of details and evidence to support the case. c. The purpose of the analysis. 2. We pretend to analyze the cases more than resolve them. 3. Focus on the central idea. 4. The student should provide a detail explanation of the points in which the data, reference of theories is supported by. The analysis is based on the information given, not with what we think the case speculates. 5. The analysis should be brief and concise. Important information should not be eliminated, but be clear in the style to use. 6. The analysis should include the following: a. Brief summary of the case. b. What is the problem or situation that is considered? First and secondary situation. c. Analyze the cause of the problem. d. How can you resolve this case? What things have you learned of the case? This includes: i. Identification of action to follow to resolve the case, what administrative alternatives based on theories or management practices? ii. Make recommendations, indicate how they will be implemented and justify them.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 48

Guía para el análisis de casos: Recomendaciones que te servirán de ayuda para realizar un análisis de caso 1. No hay una forma de preparar el análisis que sea la mejor o la estándar, la forma en que se haya la presentación del análisis va a depender de: a. La naturaleza del caso b. La necesidad de detalles y evidencia de apoyo c. El propósito ara el cual se hace el análisis 2. Los casos pretendemos analizarlos más que resolverlos. 3. Debemos enfocarnos en el asunto central. 4. Debemos argumentar explicando detalles de los elementos del caso, la cual debe estar apoyada por evidencia de datos, referencias o fuente teóricas de interpretación del caso mismo. El análisis se hace partiendo de la información que nos brinda el caso, sin especular sobre lo que habrá querido decir la persona que lo escribió sino utilizando la información que se nos presenta. 5. El análisis debe ser breve y conciso. Para hacerlo conciso no debemos eliminar áreas de información importantes, sino ser claros en nuestro estilo. 6. En el análisis de casos debes incluir las siguientes partes: a. Preparar un breve resumen del caso. b. ¿Cuál es el problema o situación que se plantea en el caso? Problema principal y secundario. c. Analizar las causas del problema d. ¿Cómo se puede resolver el problema o qué cosas aprendemos de lo narrado en el caso? Esto incluye: i. Identificar diversos cursos de acción para resolver el problema o información relacionada con el caso que podemos integrar como alternativas gerenciales basándose en fuentes teóricas o prácticas. ii. Hacer recomendaciones, indicar cómo se implantarán y justificar las mismas.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 49

Anejo H/Appendix H RUBRIC TO EVALUATE WRITTEN WORK Student Name: ______________________ Date: _______________ Criteria The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper Presentation of ideas is organized, coherent and can be easily followed The paper properly explains content. The presentation of ideas and arguments are based in sources presented, consulted or discussed in class. The paper demonstrates substance, logic and originality. The author presents his point of view in a clear, convincing and well based manner. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas). Uses grammar appropriately and correctly. Manages and uses verbs appropriately and correctly. Total Points Value Points Content 10 Student Score

10 10 10

10 10 10

Language 10 10 10 100 (70% content and 30% language) Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________

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Anejo I/Appendix I MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRUPO Nombre del Estudiante: _________________________ Grupo: ________ Criterio Asistió a las reuniones o actividades del grupo. Colaboró en la planificación y organización de las reuniones o actividades de grupo. Demostró disposición para cooperar con el grupo. Contribuyó frecuentemente a las discusiones del grupo Participó activamente en las reuniones y actividades. Demostró interés en las discusiones y actividades del grupo. Vino preparado(a) a las reuniones, actividades y discusiones del grupo. Demostró atención y apertura a los puntos y argumentos de sus compañeros. Contribuyó al grupo con material e información adicional. Contribuyó significativamente al trabajo que presentó el grupo. Totals Puntos
10 10

Fecha: _______________ Puntuación del estudiante

Nombre del estudiante evaluador: ______________________

10 10 10 10 10 10

10 10 100

Evaluación de cada estudiante sobre sus compañeros de grupo. Estas reuniones o actividad son fuera del salón de clase.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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RUBRIC TO EVALUATE PARTICIPATION IN GROUP Students name: _________________________ Group: ________ Criteria Attended all the meetings and activities of the group. Collaborated with the planning and organizing of activities of the group. Demonstrated cooperation and team work with the group. Contributed frequently with the discussions of the group. Participated actively in the meetings and activities. Demonstrated interest in the discussions and activities of the group. Came prepared to meetings, activities and discussions of the group. Demonstrated attention to the arguments within the group. Contributed to the group with additional information. Contributed significantly with the work that presented the group. Totals Date: _______________ Students Points

Name of evaluating student: ______________________ Points
10 10 10 10 10 10

10 10 10 10 100

Student evaluation on group member’s participation. These meeting or activities are out of the classroom.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo J/Appendix J MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL ORAL Nombre del estudiante: ________________________Fecha:_________________ Criterio
Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación. La presentación es organizada y coherente y puede seguirse con facilidad. El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique. Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado. Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso. Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado. Uso correcto de la gramática y conjugación de verbos en el idioma asignado. Uso correcto del vocabulario para expresar el mensaje adecuadamente. Total de Puntos 10 10 10 100 (70% de contenido y 30% Lenguaje) Puntuación del Estudiante: ________

Puntos Contenido
10

Puntuación del estudiante

10 10

10

10 10 10

Firma del Estudiante: _________________ Firma del Facilitador: ____________________

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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION Student Name: _____________________________Date:___________________ Criteria Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation. The presentation is organized and coherent, and could be easily followed The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class Capture of the attention and interest of the audience and/or promote their participation, as applicable Effective personal projection, corporal posture and manage of the audience; Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class. Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others. Correct use of grammar and verb conjugation. Use of correct use of vocabulary words to express message. Total Points 10 10 10 100 (70% of content and 30% of language) Student’s Total Score: ________ Value Points Content 10 Student Total Score

10 10

10

10 10 10

Student’s signature: __________________Facilitator’s Signature: __________________ This evaluation is for the individual presentation within the group.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo K/Appendix K
PORTFOLIO

Guidelines to prepare the portfolio 1. Determination of sources of content The following, but not limited to, documentation will be included: a. Projects, surveys, and reports. b. Oral presentations c. Essays: dated writing samples to show progress d. Research papers: dated unedited and edited first drafts to show progress e. Written pieces that illustrate critical thinking about readings: response or reaction papers. f. Class notes, interesting thoughts to remember, etc. g. Learning journals, reflexive diaries. h. Self assessments, peer assessments, facilitator assessments. i. Notes from student-facilitator conferences. 2. Organization of documentation Documentation will be organized by workshop, and by type of assignment within workshops. Workshops will be separated from one another using construction paper or paper of different colors, with tabs indicating the workshop number. 3. Presentation of the portfolio
• •

Documentation will be posted in a binder or in a digital version (e-portfolio). The cover page will follow exactly APA guidelines applied to a cover page of research papers submitted at Metro Orlando Campus. This cover page will be placed at the beginning of the portfolio.

•

The entire portfolio will follow APA style: Courier or Times New Roman font, size 12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth Edition”

•

A log of entries that can be expanded with each new entry properly numbered. The table, which should be located at the beginning, should include a brief description, date produced, date submitted, and date evaluated (Appendix M). Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

MANA 321 Leadership and Supervision 55

• •

Introduction and conclusion of the income and outcome of the portfolio. A list of references and appendixes of all assignments included will be added to the end of the portfolio. The Portfolio Informational Sheet will be placed in the transparent front pocket of the binder for identification purposes (Appendix L).

•

4. Student-Facilitator Feedback Template: Progression follow-up The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios (Appendix P). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one. Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop. 5. Portfolio storage: • • Portfolio samples will be safely stored for a six-month term on campus. Students will sign an official document empowering Ana G. Mendez University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix Q). • After this term, and if their authors authorize Ana G. Mendez University System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix R).

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo L/Appendix L: PORTFOLIO INFORMATIONAL SHEET (to be placed in front)

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

Check one:

! ! !

Universidad del Este Universidad Metropolitana Universidad del Turabo

Check one: ! Undergraduate Concentration Student’s Name Facilitator’s Name Course: Portfolio rated as Reason of this rate

! Graduate

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo M/ Appendix M Log of Entries Entry Description 1 2 3 4 5 6 7 8 9 10 Date of Entry Date Submitted Date Evaluated Page #

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo N/Appendix N Checklist for Portfolio Assessment Has the student set academic goals? Does the portfolio include enough entries in each area to make valid judgments? Does the portfolio include evidence of complex learning in realistic setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on what was learned? Does the portfolio enable one to determine learning progress and current level of learning? Does the portfolio provide clear evidence of learning to users of the portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of successful performance? Does the portfolio provide for greater interaction between instruction and assessment? Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo O/Appendix O Portfolio Rubric
4 3 2 1

PORTFOLIO APPEARANCE

!

Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

!

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

!

Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

!

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

!

Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

!

Growth/Development: Do samples provide thorough understanding of growth and development related to their field of concentration? Do items show what the student has learned?

!

Collaboration: Do items show examples of both individual and

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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

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo P/Appendix P Portfolio Assessment Feedback Template Strengths Facilitator’s comments Weaknesses Improvement Ideas

Student’s response and comments

Prep. 2004. Mildred Y. Rivera. Rev. 2008. María Vázquez, MBA.

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Anejo Q/Appendix Q Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System, to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that is not going to be disclosed without my consent. By signing this document I authorize the office of Assessment and Placement to keep a copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ Student’s Name (print)

___________ Date

_______________________________ Student’s Signature

___________ Date

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MANA 321 Leadership and Supervision 63

Anejo R/Appendix R Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that is not going to be disclosed without my consent. By signing this document I authorize the Office of Placement and Assessment to keep a copy of my portfolio for six months and discard it at the end of this period of time. .

_______________________________ Student’s Name (print)

___________ Date

_______________________________ Student’s Signature

___________

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Anejo S/Appendix S

APA Style Guide
The American Psychological Association (APA) is in charge of creating formal styles for referencing material. They started to write instructions on how to prepare manuals in 1929. Since then, the APA group has become one of the leading authorities in publication styles. In this guide you will find a description of reference styles and examples that may be used to reference books, web sites, journals, and newspapers. References are important because they inform the reader about the source you used to obtain the information. If the reader needs more information, he/she may take a look at the references and try to locate them. Do not forget that it is illegal to copy and paste information direct from a source. That is called plagiarism and is a violation of the author’s copyrights (this includes pictures, photos, tables, graphs, etc.). If you find an article or book with something you want to use in your document, change the contents to your own words instead of copying from the source. Just paraphrase! Always give credit to the source by referencing the original work. Remember, all references must be single spaced. After the reference’s first line, all lines will be indented 5 spaces (press the Tab key once). One blank line should be left between references. Never use bold or underline in your references. The use of italics is limited to certain sections of the reference depending on the source. Follow punctuation as it is shown in the examples. These examples are designed to help you add references to your document in the right format.

Line Spacing and Font Style
The font used in your documents should be the following: 1. Font Type: Arial or Times New Roman 2. Style: Normal 3. Size: 12. To change the font type, style or size, go to the Formatting Toolbar of the software application you are using.
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Line Spacing Icon

MANA 321 Leadership and Supervision 65

You should leave 1.5 spaces in between lines. To change the line spacing, click the previous icon located in your formatting toolbar.

Reference Style for Books
Books are one of the best recommended sources to use in any type of research; however it is important to keep in mind the year of publication. For example, you do not want to use a reference that has more than 10 years in areas of study related to technology, medicine, or education.

Author Last Name, Name First Letter. (Year of publication). Book Title in Italics. City of publication, State: Publication Company. Examples 1. Book with one author, first edition Jelen, B. (2007). Using Excel 2007. Indianapolis, IN: Que Publishing. 2. Book with one author, more than one edition Castro, E. (2000). HTML for the World Wide Web. (4th ed.). Berkeley, CA: Peachpit Press. 3. Book with more than one author, first edition Heid, J. & Malina, T. (2004). Sell it on eBay. Berkeley, CA: Peachpit Press. Other sources you can visit for additional information: The OWL and Writing Lab at Purdue University http://owl.english.purdue.edu/owl/resource/560/07/ The University of North Carolina Greensboro http://library.uncg.edu/depts/ref/handouts/apa.asp Universidad Interamericana de Arecibo (Spanish) http://www.arecibo.inter.edu/sss/apa_files/frame.htm

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Reference Style for Web Sites
First, keep in mind that a Web site reference should come from serious, reputable and professional sources. It is not recommended to use an individual’s web site as a reference. It is also important the reference should have the author’s name, publication date (at least the year) and the title. Always verify that the document does not have spelling or grammar errors. Author’s Last Name, Name First Letter. (Year, Month and Day of publication). Article Title. Name of the periodical in Italics. Full retrieval date, from site link 1. Website article with publication’s month and year Gaby, B. (2005, May). Break Free: a User's Guide to Wireless Technology Today and Tomorrow. California CPA. Retrieved June 28, 2006, from http://findarticles.com/p/articles/mi_m0ICC/is_9_73/ai_n15727422 2. Website article with publication’s month, day and year Willmott, D. (2005, October 12). A Brief History of Windows. PC Magazine. RetrievedJune 28, 2006, from http://www.findarticles.com/p/search?qt=computer+history&qf=free&qta=1&tb =art&x=0&y=0&sn=10 3. Website article without author Name of periodical. (Year, Month and day of publication). Article Title in Italics. Full retrieval date, from site link

Airline Industry Information. (2004, April 14). Manchester Airport introduces IRIS technology. Retrieved June 30, 2006, from http://www.findarticles.com/p/articles/mi_m0CWU/is_2006_April_14/ai_n1612 4940

Reference Style for Magazines and Newspapers
Author Last Name, Name First Letter. (Year, Month and day of publication). Article Title. Name of the Newspaper in Italics, page #.

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1. Newspaper article Balona, D. M. (2006, June 28). Science Teaching to get Boost. Orlando Sentinel, pp. 34-36. 2. Newspaper Article, no author Zelaya dice que Falta Rentabilidad en la Región para Refinería. (2006, June 28). El Sentinel, pp.12-15.

Referencing an Image, Photo, Chart or Graph
If you use an image, picture, table or chart in your document that was taken from another source, you have to disclose the source.

Reference Section of your Research
Your references will be located in the Reference section of your document/research. They will be sorted alphabetically in ascending order. Additionally, they should be single spaced (this is the only place in your document where single space will be used). Leave one blank line in between references.

References
Airline Industry Information. (2004, April 14). Manchester Airport introduces IRIS technology. Retrieved June 30, 2006, from http://www.findarticles.com/p/articles/mi_m0CWU/is_2006_April_14/ai_n16124940 Balona, D. M. (2006, June 28). Science Teaching to get Boost. Orlando Sentinel, pp. 3436. Castro, E. (2000). HTML for the World Wide Web. (4th ed.). Berkeley, CA: Peachpit Press. Zelaya dice que Falta Rentabilidad en la Región para Refinería. (2006, June 28). El Sentinel, pp.12-15.

References
American Psychological Association. (2001). Publication Manual of the American Psychological Association. (5th ed.). Washington, DC: Author.

Prep. 17-08-04. Mildred Y. Rivera Rev. 01-14-08. María Vázquez