Mana 603 DLP 2009 - bilingualonline.net 603 DLP... · play” Power Point ... El grado de logro en cuanto a las metas del estudiante. ... Las presentaciones pueden ser demostradas

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MANA 603

Materials Management

Gerencia de Materiales

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

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

MANA 603 Materials Management 2

Prep. 03-09-.04 Prof. Esther A. Rubio Negrón, MA Rev. 02-07-05 Prof. Sergio Diaz, MBA

Rev. July 29, 2009 Prof. Bernardo Gil, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

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

Study Guide ........................................................................................................ 14

Workshop One .................................................................................................... 24

Taller Dos ........................................................................................................... 28

Workshop Three ................................................................................................. 31

Taller Cuatro ....................................................................................................... 34

Workshop Five/Taller Cinco ................................................................................ 37

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

Anejo B/Appendix B ............................................................................................ 43

Anejo C / Appendix C .......................................................................................... 45

Anejo D/Appendix D ............................................................................................ 47

Anejo E/Appendix E ............................................................................................ 49

Anejo F/Appendix F ............................................................................................ 50

Anejo G/Appendix G ........................................................................................... 51

Anejo H / Appendix H .......................................................................................... 52

Anejo I /Appendix I .............................................................................................. 54

Anejo J/Appendix J ............................................................................................. 55

Anejo K/Appendix K ............................................................................................ 56

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

Anejo M/Appendix M ........................................................................................... 59

Anejo N/Appendix N ............................................................................................ 61

Anejo O/Appendix O ........................................................................................... 62

Anejo P/Appendix P ............................................................................................ 63

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

Anejo R/Appendix R ............................................................................................ 66

Anejo S/Appendix S ............................................................................................ 68

Anejo T/Appendix T ............................................................................................ 70


Prep. 03-09-.04 Professor Esther A. Rubio Negrón, MA Rev. 02-07-05 Professor Sergio Diaz, MBA Rev. July 29, 2009 Prof. Bernardo Gil, MBA

Prontuario

Título del Curso Gerencia de Materiales

Codificación MANA 603

Duración Cinco Semanas o según aplique

Pre-requisito MANA 720

Descripción

Este curso está diseñado para proveer al estudiante conocimientos en el

campo de la Gerencia de Materiales y sus funciones dentro de la planificación y

el control de los procesos de producción, los procedimientos de compras, la

medición de la demanda, las decisiones de las operaciones de almacenaje, el

movimiento físico del producto desde su manufactura a través de los canales de

distribución, las especificaciones de productos y el diseño de los procesos y el

control de calidad.

Objetivos Generales

1. Identificará y analizará problemas del manejo de materiales, y del proceso de

la cadena de suministro.

2. Recomendará soluciones a problemas del manejo de materiales y la cadena

de suministros.

3. Entenderá los componentes de la cadena de suministros, la relación entre

sus componentes, y el rol que juega ésta en el desempeño eficiente de las

operaciones de una empresa.

4. Determinará la importancia del concepto de la cadena de suplidores.

5. Desarrollará un Plan de Producción con todos sus componentes

Texto y Recursos

Arnold, Tony (2008) Introduction to Materials Management. 6th ed. Pearson

Referencias y material suplementario

Tony, A. Chapman, S. (2003). Introduction to Materials Management, New

Jersey; Prentice Hall ISBN: 0-13-112874-4

Barker, T. (1989). Essentials of Materials Management. McGraw Hill.

Mayer, R. (1977). Gerencia de producción y operaciones. McGraw Hill.




Magad, E., Ances, J. M. (1989). Total Materials Management: The

Frontier for Maximizing Profit in the 1990’s. Van Nostrand Reinhold.

Evaluación

Portafolio

Diario Reflexivo

Ensayos

Estudio de casos

200puntos 50 %

50 puntos 15%

50 puntos 15%

100 puntos 20%

Plan de Producción

Itinerario Maestro

Control de Inventario

50 puntos 15 %

25 puntos 7.5%

25 puntos 7.5%

Participación y asistencia 50 puntos 15 %

Presentaciones orales, noticieros, “role

play” Power Point (quizás sea

conveniente abundar cómo se utilizará

PowerPoint para las diferentes

actividades orales o si se puede utilizar

alguna otra tecnología)

100 puntos 20%

TOTAL 400 puntos 100%

NOTA: Las matrices de valoración a utilizarse en cada actividad se incluyen

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

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

inglés.

La curva estándar a ser utilizada es la siguiente:

A: 100 - 90 %

B: 89 - 80 %

C: 79 - 70 %

D: 69 - 60 %

F: 50 - 0 %



Descripción de la evaluación:

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

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

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

cada estudiante.

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

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

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

contribuciones efectivas. El Facilitador evaluará la participación de cada

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

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

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

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

clase a través del curso debe darse utilizando el idioma del taller

correspondiente. Al finalizar el taller, el Facilitador evaluará el progreso

académico de cada estudiante utilizando el Anejo B . El Facilitador evaluará

la participación y contribución de cada estudiante al finalizar el curso

utilizando el Anejo C .

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

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

desarrollando (ver Anejo D hasta el Anejo K ).Es importante que cada

estudiante trabaje este portafolio a partir de la primera semana de clases, lo

mantenga actualizado y lo traiga a clase cada semana para que lo pueda

utilizar y el Facilitador lo pueda revisar. Utilice el mismo tipo de letra para

todas sus tareas. El estilo APA recomienda Times New Roman, Courier New

o Arial, tamaño 12, a doble espacio. El Portafolio deberá incluir los

siguientes componentes:

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

estilo APA.

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

deberán de presentar una Tabla de Contenido incluyendo todas las




partes del portafolio.

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

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

debe de realizar una comparación crítica entre los componentes del

porfolio. Además, se requiere que los estudiantes expongan la

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

los trabajos recolectados para el portafolio. Esta sección del portafolio

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

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

del portafolio visto como una sola unidad, a la luz de sus

objetivos/metas. Durante este proceso reflexivo, el estudiante deberá

sintetizar todos sus documentos, interpretarlos y avaluarlos, de

manera que tenga sentido, tanto para el propio estudiante como para

el que lo lea. La introducción del portafolio debe incluir:

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

ii. El crecimiento intelectual y académico que el estudiante

obtuvo a través del desarrollo del portafolio.

iii. El significado y aplicación que posee su recopilación de

trabajos como una totalidad.

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

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

requiere este modulo. Las mismas serán entregadas al finalizar cada

taller y el Facilitador devolverá las tareas en la siguiente clase con las

correcciones y recomendaciones a las mismas. El estudiante podrá

revisar, corregir y mejorar esas tareas en función de los comentarios

del Facilitador y lo aprendido en clase. Las tareas deberán ser

preparadas en el idioma del taller.

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

actividades de avalúo realizadas en clase. Las mismas serán

evaluadas por el Facilitador en relación al conocimiento adquirido por



el/la estudiante sobre lo discutido en clase y en relación al dominio

del lenguaje del respectivo taller.

f. Apéndices: Los estudiantes debe incluir todos los documentos

utilizados en la preparación del portafolio.

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

estudiantes habrán de analizar de forma crítica y exponer su punto de

vista con respecto a la importancia de los componentes colectados en

el portafolio. Los estudiantes deberán poner por escrito este

autoanálisis de cada elemento de su portafolio. Es importante que los

estudiantes escriban comentarios en torno a sus trabajos creados en

el portafolio, incluyendo aquellas partes del portafolio que necesitan

ser mejoradas. Los estudiantes se deben preguntar, durante la

evaluación de sus trabajos en el portafolio, lo siguiente:

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

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

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

desarrollado para mi portafolio?

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

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

Se debe recalcar que los estudiantes pueden libremente y sin miedo

comentar sobre sus logros, limitaciones y críticas constructivas en torno

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

desarrollo de su reflexión ante su portafolio. Los estudiantes también

deben sentirse libres de comentar sobre los trabajos de sus compañeros

de clase.

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

APA.

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

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

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

y organizado profesionalmente. Debe incluir cada una de las secciones




debidamente organizadas y rotuladas. El mismo será evaluado utilizando

el Anejo D hasta el Anejo K ).

4. Plan de Producción - Presentaciones en Grupo durant e Taller Cinco (5) :

Los estudiantes se dividirán en grupos de no más de cuatro (4) estudiantes.

Las instrucciones detalladas de estas presentaciones se discutirán en el

primer taller. Cada miembro de cada grupo deberá presentar una parte del

tema asignado. El (la) facilitador(a) puede asignarle algún tema adicional si

así lo considera necesario.

Nota 1: Las presentaciones deben contener un informe escrito en formato

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

grupo . Las presentaciones pueden ser demostradas a través del método de

facilitación preferido por los estudiantes entre éstos: panel, noticiero, foro, en

PowerPoint, dramatización, video u otra técnica siempre y cuando esté

previamente avalada por el/la facilitador(a). Todos los integrantes del grupo

deberán participar tanto en la presentación oral como en la redacción del

informe escrito. Recuerde ser impactante y creativo en las presentaciones.

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

R y los trabajos escritos con el Anejo S . Cada integrante del equipo

evaluará la aportación de sus compañeros al trabajo grupal utilizando el

Anejo Q .

Nota 3 : Para el taller cinco (5), cada grupo escogerá el idioma para su

presentación oral. El trabajo escrito deberá presentarse en el otro idioma.

También, pueden escoger hacer una presentación bilingüe donde unos

integrantes del grupo presenten en inglés y otros en español; teniendo en

cuenta que el segmento apropiado del trabajo escrito deberá presentarse en

el otro idioma.



Descripción de las normas del curso

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

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

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

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

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

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

mantener un balance, el módulo debe especificar que se utilizarán ambos

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

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

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

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

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

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

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

desarrollados en el idioma propio todo en inglés o todo en español según

aplique.

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

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

taller requiere un promedio de diez (10) horas de preparación y en ocasiones

requiere más.

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

al taller deberá presentar una excusa razonable al facilitador. El facilitador

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

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

siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo

adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada

antes del taller deberá ser entregada en la fecha asignada. El facilitador

ajustará la nota de las tareas repuestas.




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

siguientes opciones:

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

en la nota existente.

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

a dos por debajo de la nota existente.

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

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

provee una excusa válida y verificable, el facilitador determinará una

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

incluir el mismo contenido y componentes del lenguaje como la presentación

oral o actividad a ser repuesta.

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

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

trabajo de excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

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

plagiado, copiado o presente trazos de otro será calificado con cero .

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

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

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

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

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

una necesidad, deberá permanecer en vibración o en silencio.

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

el salón de clases.

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

comportamiento que rigen al SUAGM y el curso.



Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de

búsqueda y sitios Web que podrá utilizar para la bú squeda de la

información deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.




Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

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

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

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

mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,

por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales

para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque

es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras

estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a

los mismos a analizar, interpretar y predecir información.

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

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

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

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

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje

se enfoca en los conceptos primarios, no en hechos aislados.

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

estudiantes utilizan para percibir el mundo y las presunciones que ellos

hacen para apoyar dichos modelos.

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

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

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer

del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

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



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

las múltiples perspectivas que existen en el mundo.

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

estudiante.




Study Guide

Course Title Material Management

Code MANA 603

Time Length Five Weeks or as applicable

Pre-requisite MANA 720

Description

This course is designed to provide the student with knowledge in the field

of Materials Management and its functions in the planning and control of

production processes, buying procedures, the measurment of demand, the

decisions of storage operations, the physical movement of a product from its

manufacture to the distribution channels, the product specifications, process

design and quality control.

General Objectives

1. Identify and analyze problems in the handling of materials, and of the process

of the supply chain.

2. Recommend solutions to problems in the handling of materials of the supply

chains.

3. Understand the components of the supply chains, the relationship between its

components and the role its play in the efficient development of business

operations.

4. Determine the importance of the concept of the supply chain.

5. Develop a Production Plan with all its components.

Texts and Resources

Arnold, Tony (2008) Introduction to Materials Management. 6th ed. Pearson

References and Supplementary Materials

Tony, A. Chapman, S. (2003). Introduction to Materials Management, New

Jersey: Prentice Hall

Barker, T. (1989). Essentials of Materials Management. McGraw Hill.

Mayer, R. (1977). Gerencia de producción y operaciones. McGraw Hill.

Magad, E., Ances, J. (1989). Total Materials Management: The Frontier for

Maximizing Profit in the 1990’s. Van Nostrand Reinhold



Evaluation

Portfolio

Reflexive Diary

Essays

Case Studies

200 points 50 %

50 points 15%

50 points 15%

100 points 20%

Production Plan

Master Itinerary

Inventory Control

50 points 15 %

25 points 7.5%

25 points 7.5%

Participation and attendance 50 points 15 %

Oral presentations, newscasts, role

plays Power Point (It may be useful to

explain how PowerPoint will be used for

different oral presentations, or if any

other type of technology can be used)

100 points 20%

TOTAL 400 points 100%

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

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

content of the course and, also the dominion of the languages both English and

Spanish.

The standard curve to be used is the following:

A: 100 - 90 %

B: 89 - 80 %

C: 79 - 70 %

D: 69 - 60 %

F: 50 - 0 %




Evaluation description:

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

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

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

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

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

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

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

evaluate the students’ participation in each workshop, taking into

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

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

development. The students will self assess their participation through the

assessment activities. Class participation throughout the course should be in

the language of the workshop. At the end of each workshop, the Facilitator

will evaluate the student academic performance using Appendix B . At the

end of the course, the Facilitator will evaluate the student’s overall class

participation using Appendix C .

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

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

development (see Appendixes D thru K ). It is important that all students

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

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

the following sections:

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

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

Table of Content including all parts of the portfolio.

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

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

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

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

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



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

involve in a high level of reflection and assessment regarding their

individual assignments, and also as an accomplishment of their

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

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

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

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

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

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

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

assignments of the portfolio as a whole.

d. Weekly assignments: Assignments before every workshop are a

fundamental component of class participation. The students will

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

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

the next workshop with the suggested corrections. The students should

revise, correct and improve these assignments, based upon the

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

and, include this in their portfolios.

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

activities completed in class. The Facilitator will evaluate these

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

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

performance in the dominant language of the workshop.

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

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

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

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

their comments in the development of their portfolios, including those

that need improvement. During the self assessment, the students

should answer the following:




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

ii. What skills they learned during the development of their

portfolios?

iii. What skills they need to get better in order to improve their

portfolios?

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

What components they did not like and why?

The students can freely and without fear make any comment regarding

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

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

their peers’ portfolios.

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

documents used to prepare their portfolios.

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

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

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

develops, to avoid accumulating last minute work. Presentation is important; it

should be well organized and professionally prepared. It should include each one

of the sections explained above, appropriately labeled. The Facilitator will

evaluate the portfolio using Appendixes D thru K .

4. Production Plan - Group Presentations on Workshop F ive (5): The class

will be divided into groups of no more than four (4) students per group. Details

instructions for the presentations will be discussed on Workshop One . Each

member of the group must present a part of the assigned topic. The facilitator

will assign additional topics if he/she considers it necessary.

Note 1: Each group will prepare a written report, using APA format, and will

give an oral presentation of 20 minutes or less . The presentation can be

done using any method preferred by each group, as long as it is previously

approved by the facilitator. These methods can be: Power Point, Panel



Discussion, Drama, Video, Newscast, Forum, etc. All members of the group

must participate, both the oral presentation and in the preparation of the

written report. Remember that the presentations must be creative!

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

R, and the written reports using Appendix S . For both workshops, each

member of the group will also evaluate the contribution made by the other

group members to the group’s work, using Appendix Q .

Note 3 : For Workshop 5, each group will choose the language to be used in

the oral presentation. The written report will be presented in the other

language. The group may also choose to give a bilingual presentation

where some members present in English, others in Spanish. If this

alternative is chosen, the appropriate segment of the written report must be

presented in the other language.




Description of course policies

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

Based Dual Language Immersion Model® designed to promote each

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

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

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

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

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

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

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

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

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

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

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

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

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

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

English only).

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

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

workshop requires an average ten hours of preparation but could require

more.

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

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

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

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

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

work and assign extra work to compensate for the missing class time.

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

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

late assignments and make-up work.



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

following options:

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

based on the students existing grade.

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

grades based on the students existing grade.

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

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

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

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

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

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own.

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

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

workshop.

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

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

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

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

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

allowed to the classrooms.




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

community established by the institution and in this course.

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

module, do not stop your investigation. There are many search engines

and other links you can use to search for informati on. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if

deemed necessary.



Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism

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

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

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

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

adjusting our mental models to accommodate new experiences. As teachers,

our focus is on making connections between facts and fostering new

understanding in students. We will also attempt to tailor our teaching strategies

to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

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

issues around which students are actively trying to construct meaning.

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

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

on primary concepts, not isolated facts.

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

use to perceive the world and the assumptions they make to support those

models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the quality

of their learning.

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

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

perspectives of the world.

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




Workshop One

Specific Objectives

At the end of this workshop, the student will:

1. Define and understand the definition of Materials Management, and the

concept of the supply chain.

2. Identify the components of a Production Planning System.

3. Describe the five factors of importance in the supply chain.

4. Number and analyze the levels of the planning system and manufacture

control.

Language Objectives:

1. After reading a selection, the student will summarize the main ideas using

correct grammar and spelling in English.

2. The student will explain the concept of Material Management using excellent

written skills of the language.

3. The student will express the most important factors in the supply chain, using

excellent oral command of the language.

URLs

Definitions

http://www.laramededucation.com/hagm_mmgmt.html

Supply Chain Management

http://www.mariosalexandrou.com/glossary/scm.asp

Enterprise Resource Planning

http://www.mariosalexandrou.com/glossary/erp.asp

Chain Supply Factors

http://www.industryweek.com/articles/top_five_supply_chain_risk_factors_18190.

aspx

http://ea.panam.edu/cbes/pdf/s20.pdf

Production Planning

http://cic.vtt.fi/lean/singapore/Ballardet.pdf

http://www.lean.org/whatslean/History.cfm



Assignments before workshop one

1. Carefully read the module and come to class prepared with any questions or

doubts that need explanation.

2. Search for information regarding the APA style, identifying the basic

guidelines, about title page, index, allowable fonts, spaces, margins, and

references. The student should be prepared to ask clarify any doubts with the

facilitator.

3. Read the recommended URL’s, textbooks and other reference materials. Pay

close attention to the rubrics in the Appendix section. These rubrics will be

used to assess your knowledge.

4. Look up definitions for the following concepts:

a. Materials Management

b. Supply Chain

c. Operational Environment

Suggestion: With the use of diagrams, flowcharts of conceptual maps,

present the step in the materials managements process, and

demonstrate how the supply chain intertwines.

5. Write an essay on the relationship between the concepts defined, and how

each affects and/or depends on the other. Appendix C.

6. Study the Business Plan diagram and bring questions on the diagram to

discuss in class. Appendix N

Activities

1. The facilitator will lead and ice-breaker activity. This activity shall allow the

students an opportunity to introduce themselves. Eg; Students will write their

names backwards, and circulate the sheets of paper until every students

receives one belonging to a student they do not know, try to read it as quickly

as possible, backwards an forward, and then state their own name, the

students who has that student’s paper continues the process until all students

are introduced. (20 to 25 minutes).




2. The facilitator will present him/herself, explain the objectives and activities of

the course collect the essays.

3. The Facilitator would explain in detail the class module, and will answer any

questions or concerns from the students regarding the course. He/She will

turn in a syllabus with any changes made to the module if applicable.

4. The facilitator will explain the role and importance of the Student

Representative. The students, as a group, will select their Student

Representative. The facilitator will hand in the Student Representative Role

and guidelines to the selected student.

5. After discussing the assigned definitions (15 minutes), the facilitator will divide

the group into small groups of 4 or 5. The facilitator will then give each group

one case study, to be discussed in Workshop Three, and discuss the

guidelines for the presentation of the case studies, allowing time for the

students to divide the work amongst them, or plan their presentation. (30

minutes).

6. In such groups, the facilitator will distribute a handout containing the areas

of a business plan (one per group). Each group will discuss their assigned

theme for a period of 6 minutes using the Phillip 6-6 strategy.

They will then present their discussion to the rest of the group (1 hour).

7. The facilitator will discuss the final assignment to be turned in the Production

Plan and Portfolio. Each student will select a manufacturing company for their

assignment and will turn in their selected company during Workshop Two.

The student will then study the process the company utilizes for the supply

chain, inventory control, planning and distribution of production, and how the

company manages to maintain Total Quality.

8. The Facilitator will explain the details and requirements for the Portfolio

(Appendix D thru K ).

9. By means of the findings, the facilitator will be able to review the necessary

topics for the next workshop



Assessment:

1. The student will make his/her assessment by completing Appendix A-Most

Confusing Point Sheet, and write a reflexive diary.

2. Hand in the Most Confusing point sheet at the end of Workshop One.

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

through the workshop using Appendix C .




Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Aplicará el proceso de planificación de los recursos de la empresa.

2. Identificará los tres pasos para desarrollar el Plan Maestro de producción.

3. Preparará un itinerario Maestro de Producción y Ventas.

4. Reconocerá las siglas MPS, FAS, ATP.

Objetivos del Lenguaje

El estudiante:

1. Traducirá un artículo en inglés al español, que esté relacionado a la

planificación de los recursos de la empresa, utilizando excelente gramática,

puntuación y ortografía.

2. Leerá y resumirá las ideas principales de un libro ó artículo sobre el Plan

Maestro de Producción utilizando excelente uso apropiado del lenguaje

incluyendo la sintaxis, uso de vocabulario y conjugación de verbos.

3. Comunicará ideas verbalmente en español haciendo uso correcto de verbos

y dicción.

Direcciones Electrónicas

US Department of Labor

http://www.stats.bls.gov

Planificación Recursos de la Empresa

http://www.angelfire.com/ak6/publicaciones/conferencia_1_oct_2003.pdf

http://www.iie.org.mx/bolDPATY02/apli.pdf

Plan de Producción

http://help.sap.com/saphelp_40b/helpdata/es/f4/7d308f44af11d182b40000e829f

bfe/content.htm

http://www.2outperform.com/master_production_plan.html

http://en.wikipedia.org/wiki/Master_Production_Schedule

ATP

http://www.lean-manufacturing-japan.com/scm-terminology/atp-available-to-

promise.html



FAS

http://www.uky.edu/~dsianita/611/fms.html

Project Management Institute

http://www.pmi.org

Varsity Logistic

http://www.varsitynet.com

Tareas a realizar antes del Taller Dos

1. Los estudiantes contestarán las siguientes preguntas para entregar:

a. ¿Cuáles cuatro funciones realiza el itinerario maestro de producción en el

sistema de planificación?

b. Describe las cuatro preguntas que un buen sistema de planificación debe

contestar.

c. Define FAS (Flexible Assembly System), MPS (Master Production

Schedule), ATP (Available To Promise), y MRP (Material Requirements

Planning).

d. Explica el impacto de la planificación de los requisitos de materiales en el

proceso de compras.

e. Enumera y describe las técnicas para Proyectar la Demanda

Actividades

1. El facilitador comenzará con la discusión de los puntos más confusos del

taller anterior. (30 minutos).

2. Recogerá la tarea para el Taller Dos y procederá a dividir en grupos a los

estudiantes. Una vez divididos, asignará ejercicios del texto o de los libros de

referencias sugeridos. Estos ejercicios deben conducir la clase al desarrollo

del Plan maestro de producción y los pasos para comenzar el itinerario

maestro de producción. Una vez uno de los grupos tenga su plan

completamente organizado lo presentarán al resto de los grupos. (Para esta

actividad necesitarán un "flipchart" y marcadores de colores). (2 horas).




3. El (la) Facilitador(a) presentará un video sobre las buenas prácticas en la

manufactura de alimentos (ver los primeros 8 minutos del enlace electrónico

abajo). El Facilitador dividirá la clase en 4 grupos. Cada grupo deberá

preparar un resumir las prácticas expuestas en el video y discutirlas frente al

resto del grupo. Determinar el impacto de la planificación en estas prácticas

de manufactura.

http://www.youtube.com/watch?v=Xfq0Md1Ak5E&feature=PlayList&p=A6971C24

DC518BB0&playnext=1&playnext_from=PL&index=1

4. El facilitador verificará si tienen alguna duda en cuanto al caso de estudio

para el taller Tres y aclarará las mismas. (15 minutos)

5. El facilitador verificará si tienen alguna pregunta en cuanto al portafolio y la

presentación final, anotará los nombres de las compañías a presentar, los

miembros del grupo y la distribución de tareas que se haya hecho entre ellos

(30 minutos).

6. El/la facilitador(a) explicará con detalle las actividades para el Taller tres y

aclarará interrogantes presentadas.

Avalúo

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

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

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

C.



Workshop Three

Specific Objectives


1. Interpret the relationship between the Production Plan and the Master

Itinerary of Production.

2. Recognize the relevance of the management of environmental costs in the

management of materials, products and processes.

3. Identify the different techniques of inventory control and its application within

a system incorporated with the concept of materials management.

4. Understand the system of physical distribution, including cost elements,

storage and transportation.


The student will:

1. Summarize the relationship between the Production Plan and the Master

Itinerary of Production, using correct grammar and spelling of language.

2. Express the relevance of the management of environmental costs, using

excellent oral command of the language.

3. Explain the system of physical distribution, using excellent skills of language.

URLs

U.S Labor Department

http://stats.bls.gov

Project Management Institute

http://www.pmi.org

Varsity Logistic

http://www.varsitynet.com

Master Itinerary of Production

http://www.mcts.com/Master-Scheduling.html

http://www.gsinnovate.com/PDFs/oneSheets/GSI_MPS.pdf

Cost Materials Management

http://www.fin.nchu.edu.tw/07_pursue/2/chap03.ppt

http://media.wiley.com/product_data/excerpt/4X/04712273/047122734X.pdf




http://www.extension.umn.edu/distribution/naturalresources/DD6075.html

Assignments before Workshop Three

1. Read the recommended URL’s, textbooks and other reference materials.

Come prepare to answer questions from the facilitator.

2. Come prepare for class activity using the concepts mentioned on the specific

objetives of this workshop.

3. The students will meet to study and prepare the presentation for their case

studies. The presentations can be prepared in the form of a broadcast, trial,

role-play, panel, or any other activity that will integrate the group, such as

word-search puzzles, crossword puzzles, or riddles. Keeping in mind that

regardless of which method is chosen, students should present their cases;

explain the dynamic to follow, the purpose of the dynamic, and the conclusion

of the case. Perfom a rehearsal of the presentation. With a rehearsal, you will

have a clear idea of how much time the presentation will take, as well as

making sure the presentation follows a logic order. Remember that each

student a specific amount of time to make their presentations. Do not make

the presentation to short or too long, as this will affect your score.

4. Each student must be working on their portfolio, making sure they have

included all works.

5. Students are to turn in a written report explaining the preparation process for

the assignment, for meetings, work distribution, steps taken, and how they

arrived at their conclusion and if everyone agreed with the result. If there was

discussion or differing solutions, these should all be included in the paper

along with the names of all group members.

Activities

1. The facilitator will direct an Icebreaking activity with the objective or review

the concepts learned on the previous workshops. It can be a debate, news

broadcast, panel discussion or any other method selected by the facilitator.

2. The facilitator will allow some minutes for each group to make the final

preparations for their presentations. It is important that the rest of the class is

paying attention during each student’s presentation.



3. Suggestion: As part of the activities, include the details of the expected

relationship between the cases that will be presented and the concepts that

are outlined in the workshop objectives. The students will turn in their case

papers and time slots for the presentation will be assigned.

4. Each group will have one spokesperson that will explain the activity and

provide any necessary instructions.

5. Case presentations by each group will start as per the order assigned by the

facilitator.

6. The facilitator will explain in detail all the assignments for the next workshop.

7. The facilitator will explain any questions regarding the portfolio, which will be

delivered at the end of the workshop for the facilitator to monitor each student

performance and completion of all the assignments.

Assessment:

1. Audience group members will get a rubric to evaluate group activities

(Appendix Q), and will evaluate peers. Once all groups present, rubrics will

be collected.

2. Students will write a reflexive diary on the day’s activities.




Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Identificará las funciones más importantes en la planificación, implantación y

control de inventario.

2. Explicar las funciones del RFID en relación a los procesos de control de

inventario.

3. Definirá “Production Activity Control”.

4. Enumerará las características de proyecto de manufactura, manufactura

intermitente y flujo de manufactura.

Objetivos de Lenguaje

El estudiante:

1. Redactará un ensayo con excelente gramática, puntuación y ortografía donde

explicará las funciones más importantes en la planificación, implantación y

control de inventario.

2. Leerá y resumirá las ideas principales de un artículo sobre “Production

Activity Control” utilizando excelente uso apropiado del lenguaje incluyendo la

sintaxis, uso de vocabulario y conjugación de verbos.

3. Comunicará algunas de las características del proyecto de manufactura,

manufactura intermitente y flujo de manufactura verbalmente en español

haciendo uso correcto de verbos y dicción.

Direcciones Electrónicas

Forecast Pro

http://www.forcastpro.com

Institute Business Forecasting

http://www.ibf.org

U.S Labor Department

http://stats.bls.gov

Production Activity Control

http://www.mcts.com/Production-Activity-Control.html



Production Systems

http://www.gestiopolis.com/recursos3/docs/ger/jitlefconew.htm

Tareas a realizar antes del Taller Cuatro

1. Leer todos los URL’s asignados a este taller. Venir preparados para

discutirlos en la clase.

2. Determine la diferencia entre la manufactura continua, el proyecto de

manufactura y el flujo de manufactura, qué son y cuáles son sus

características.

3. Defina los siguientes conceptos:

a. RFID

b. Activity control

c. archivos de control

d. forward and backward scheduling

e. bottleneck operation

f. operation overlapping

g. dispaching

h. purchasing cycle

i. demand management

j. forecasting

4. El/la estudiante preparará en forma individual un ensayo de 3 a 5 páginas,

utilizando el format APA, analizando por lo menos 3 de los conceptos

enumerados en la asignación número 3. Este ensayo debe ser escrito en

español.

Actividades

1. Actividad de repaso de los temas de talleres anteriores. El/la facilitador(a)

escogerá entre: resumen de Lectura, redacción de ensayo, trabajo en grupos

y preguntas escritas. Esta actividad tendrá un máximo de 20 minutos de

duración.

2. Presentación individual del ensayo asignado. El/la facilitador(a) escogerá de

manera aleatoria algunos de los estudiantes, quienes tendrán cada uno

aproximadamente 5 minutos para su presentación.




3. El/la facilitador(a) presentará y discutirá los videos de los siguientes enlaces

electrónicos sobre control de inventario.

http://www.youtube.com/watch?v=kxAay2j141k

http://www.youtube.com/watch?v=XjPLNmW_qqw&feature=related

4. El facillitador dividirá la clase en dos para hacer un debate, en el mismo se

determinará qué es más importante, la oferta o la demanda, y qué variables o

elementos determinarán el aumento de la oferta. El grupo denominado

“OFERTA” utilizará los cinco costos asociados al inventario para determinar

si aumenta la oferta o no. (El facilitador puede inventar un producto X, y traer

una lista de materiales y costos o utilizar ejercicios del libro para esta

actividad (1 hora).

5. Juego de las adivinanzas: facilitador describirá un problema corporativo y los

estudiantes determinarán si es un problema de planificación, de inventario,

de materiales, de producción. Esta actividad se puede repetir tantas veces

como el facilitador así lo determine.

6. El pareo incompleto; con el grupo dividido en dos, los estudiantes competirán

para reconocer las abreviaturas o conceptos en la pizarra. (El facilitador

escribirá todas las abreviaturas y/o conceptos discutidos y nuevos en la

pizarra. Los grupos participarán por turnos para contestar qué quieren decir o

que son los términos. Se les dará puntuación por cada una que contesten

correctamente hasta un máximo de 10 puntos de participación. (Anejo T)

7. El facilitador explicará y/o contestará dudas con relación al portafolio y al

trabajo final.

8. El/la facilitador(a) discutirá con los estudiantes cualquier duda relacionada al

portafolio y aclarará interrogantes presentadas.

9. Si el tiempo lo permite, los estudiantes podrán reunirse con sus grupos para

su presentación final.

Avalúo

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

2. El Facilitador evaluara la participación de cada estudiante utilizando el Anejo

C.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives


1. Define the meaning of Total Quality (TQM).

2. Value the importance of the approach of total quality in the management of

handling of materials.

3. Identify the six concepts of “Total Quality Management.”

4. Enumerate the costs involved in the maintenance of total quality


The student will:

1. Explain the major points of the Business Plan chosen for their final

presentation, using excellent written skills of the language.

2. Explain the major points of the topic chosen for their final presentation using

excellent oral command of the language

URLs

International Organization for standardization

http://www.iso.ch

American Society for Quality

http://www.Asg.org

Assignments before Workshop Five

1. Prepare a Conceptual Map that includes all elements of Materials

Management learned during previous workshops ENGLISH/SPANISH .

2. Describe the concepts specialization, standardization, and specialization

ENGLISH.




3. Identify the meaning of production design and its importance in relation to

operational costs and quality ENGLISH.

4. Complete your portfolio with all the criteria specified on the Study Guide. You

need to turn it in at the end of the class. The Facilitator will evaluate it using

Appendix H.

5. Come prepared with your production Business Plan, and your Master Itinerary

of Production for the company chosen, to present to the group (groups will

have 20 minutes to conduct their presentations) ENGLISH/SPANISH .

6. The groups must meet for final rehearsal of the presentation. With a

rehearsal, you will have a clear idea of how much time per member the

presentation will take, as well as making sure the presentation follows a logic

order. Remember that each group has up to 20 minutes. Do not make the

presentation too short, as this will affect your score. Each group must be

creative with their presentations in order to mantain a captive audience.

Written work must be delivered to the facilitator. Remember, that you if you

choose either language for the oral presentation, the written report will be

presented in the other language. (Consider that if you selected a “Power

Point” format for your oral presentations, the “PowerPoint” presentation used

is not a written report) ENGLISH/SPANISH .

Activities

1. The facilitator will direct an Icebreaking activity with the objective or review

the concepts learned on the previous workshops. It can be a debate, news

broadcast, panel discussion or any other method selected by the facilitator.

This activity must be perfomed in ENGLISH.

2. The facilitator will initiate the workshop discussion with students. The

methodology for this activity can be a power point presentation, panel

discussion, discussion questions to students or any other method selected by

the facilitator. This activity must be perfomed in SPANISH.

3. The Facilitator will randomly select one of the students to present the

assigned conceptual maps about Materials Management. This activity must

be perfomed in ENGLISH.



4. The facilitator will allow some minutes for each group to make the final

preparations for their presentations. It is important that the rest of the class is

paying attention during each group’s presentation ENGLISH/SPANISH .

5. The facilitator will determine the order of the presentations and act as the

time keeper.

6. The students will perform their Business Plan/Master Production Plan

presentation chosen at the workshop 1. Each group will have approximately

20 minutes for their presentation. Remember that the language selected for

the oral presentation must be different than the language chosen of the

written work ENGLISH/SPANISH .

7. Portfolios will be collected, and course evaluations completed.

Assessment:

1. The students will complete one evaluation for each member of their group on

the presentation, using Appendix Q . Once finished, please deliver it to the

facilitator.

2. The Facilitator will evaluate the oral presentation using Appendix R , and the

written report using Appendix S . Remember this is a bilingual workshop. The

oral presentation can be in the language of your preference and the written

work must be prepared in the other language.

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

course using the attendance/punctuality records fors each workshop and

Appendix A .

4. The Facilitator will assess student participation in content and language

through the workshop using Appendix B .




Anejos/Appendices



Anejo A/Appendix A

RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

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

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

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

Due to the accelerated structure of the course (five weeks), two unjustified

absences are equivalent of missing 40% of the course, so the student can

subject to repeat the course.

Attendance and punctuality for each workshop: 25 x 5 workshop= 250 = 25% of

the final course grade

Attended No Attendance Tardiness Student Results

Workshop One 25 points - 25 points - 5 points _______________

Workshop Two 25 points - 25 points - 5 points _______________

Workshop Three 25 points - 25 points - 5 points _______________

Workshop Four 25 points - 25 points - 5 points _______________

Workshop Five 25 points - 25 points - 5 points _______________

Total: _________ _______

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________.




MATRIZ VALORATIVA PARA ASISTENCIA Y PUNTUALIDAD

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

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

profesional.

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

curso, utilizará este anejo para evaluar a cada estudiante. Debido a la estructura

acelerada del curso (cinco semanas), dos ausencias injustificadas equivalen a

perder un 40% del curso, por lo cual el estudiante podría estar sujeto a tener que

repetir el curso.

Asistencia y puntualidad para cada taller: 25 x 5 talleres= 250 = 25% del la nota

final

Asistió No Asistió Tardanza Puntuación del estudiante:

Taller Uno 25 points - 25 points - 5 points _____________

Taller Dos 25 points - 25 points - 5 points _____________

Taller Tres 25 points - 25 points - 5 points _____________

Taller Cuatro 25 points - 25 points - 5 points _____________

Taller Cinco 25 points - 25 points - 5 points _____________

Total: _______ _________

Comentarios:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.



Anejo B/Appendix B STUDENT PROGRESS REPORT

Name: ____________________________ Student’s Signature: __________________________ Facilitator’s Signature: ______________________ Workshops / Criteria / Value Points Student’s

Obtained Points

Comments

Workshop One: Criteria: _____________________ Student’s Signature _____________________ Facilitator’s Signature

Workshop Two: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:

Workshop Three: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:




Workshop Four: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:

Workshop Five: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:



Anejo C / Appendix C

RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: _________________________ FINAL GRADE: __________ DATE: ____________________________ Class Participation: ______ x 2 =_____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

Criteria 0 1 2 3 4 5 N/A 1. Active participation in class.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class discussion. 4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and opening towards arguments from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE 8. Contributes frequently to class discussion in the workshop’s language.

9. Answers questions made by the facilitators and classmates in the workshop’s language.

10. Formulates questions pertinent to the class subject in the workshop’s language.

Comments: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________.




MATRIZ VALORATIVA PARA PARTICIPACIÓN EN CLASE

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

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

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

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

4. Viene preparado/a a clase.

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

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

7. Respeta las preguntas y planteamientos de sus compañeros.

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

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

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

Comentarios: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.



Anejo D/Appendix D

Guidelines to prepare the portfolio

1. Determination of sources of content

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

• Projects, surveys, and reports.

• Oral presentations

• Essays: dated writing samples to show progress

• Research papers: dated unedited and edited first drafts to show

progress

• Written pieces that illustrate critical thinking about readings: response

or reaction papers.

• Class notes, interesting thoughts to remember, etc.

• Learning journals, reflective diaries.

• Self assessments, peer assessments, facilitator assessments.

• 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 Portfolio Informational Sheet will be placed in the transparent front

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

• 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.

• 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 F ).

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

• Documentation and reflection process (Appendix G ) required in each

workshop.

• Self assessment of the portfolio (Appendix H ).

• A list of references and appendices of all assignments included will be

added to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices

I, & J )

4. 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 J ).

• 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 K ).



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

Sistema Universitario Ana G. Méndez Metro Orlando Campus

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

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

MANA 603 Material Management 50

Prep. 03-09-.04 Professor Esther A. Rubio Negrón, MA Rev. 02-07-05 Professor Sergio Diaz, MBA

Rev. 07-21-09 Prof. Bernardo Gil, MBA

Anejo F/Appendix F: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.

MANA 603 Material Management



51

Anejo G/Appendix G:

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. 03-09-.04 Prof. Esther A. Rubio Negrón, MA Rev. 01-25-05 Prof. Sergio Diaz, MBA Rev. 07-29-09 Prof. Bernardo Gil, MBA

52

Anejo H / Appendix H

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

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

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

� Professionalism: Is the appearance of the portfolio

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

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

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

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

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

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

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

� Collaboration: Do items show examples of both individual and

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




53

� 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



54

Anejo I /Appendix I

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

Student’s response and comments




55

Anejo J/Appendix J: Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



56

Anejo K/Appendix K: Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Anejo L/Appendix L

Reflective Diary




57

Directions: Please complete the following blanks:

This entry is an example of my strengths:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

This entry is an example of an area I really need to improve:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

This entry is an example of an area I have improved:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

I think this exercise has been very helpful for my learning because:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:



58

Este ingreso es un ejemplo de mis fortalezas:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




59

Anejo M/Appendix M

Most Confusing Point Sheet Name: ________________________ Date: _____________________ MANA 603 Workshop 1 Please to indicate which one was the point that you understood better on the Workshop One ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Please to indicate which one was the point that you did not understand on the Workshop One ___________________________________________________________________

_____________________________________________________________

________________________________________________________________

________________________________________________________________

Please to indicate in what way you can be able to resolve any difficulties, if any one

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________ __________________________

Name Signature



60

Hoja de Punto más confuso Nombre: ________________________ Fecha: _____________________ MANA 603 Taller 1 Favor de indicar cuál fue el punto que entendió mejor sobre el material del Taller Uno: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Favor de indicar que no entendió bien sobre el material del Taller Uno: ___________________________________________________________________

_____________________________________________________________

________________________________________________________________

________________________________________________________________

Indique en que forma puede superar las dificultades que tiene, si alguna:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________ __________________________

Nombre Firma




61

Anejo N/Appendix N



62

Anejo O/Appendix O

Temas a escoger para estudio de casos

El facilitador ofrecerá más opciones de casos para trabajar.

Título Título El problema del Plan de Producción Itinerario Maestro de Producción

Business organization Problema de Inventario Situación de Compra de materiales “The short shipment”




63

Anejo P/Appendix P

PHILLIPS 6-6 Descrita y divulgada por J. Donald Phillips, en esta dinámica, se divide al grupo en

pequeños grupos de seis personas que discuten un tema durante seis minutos, para

llegar a una conclusión general. Esta técnica permite una atmósfera informal que

facilita la comunicación de todos los integrantes del grupo, además permite que se

llegue de manera rápida a un acuerdo. El facilitador puede variar el número y

planificar de antemano el procedimiento a seguir.

PHLLIPS 6-6 Divide the group in small sub-groups (3-6) students. Allow them to discuss a topic

for sis minutes to reach a general conclusion. This technique allows for a non-

threatening environment that facilitates communication. The Facilitator should plan

the objectives for this activity



64

Anejo Q/Appendix Q

CRITERIA FOR EVALUATION OF GROUP PARTICIPATION COURSE:____________________________SECTION____________________ NAME:________________________________________________________ DATE:__________________________________________________________ GROUP:_________________________________________________________ 0-No Compliance 1-Deficient 2-Average 3-Good 4-Excellent 5-Outstanding N/A

CRITERIA 0 1 2 3 4 5 N/A 1. Attended all Group Activities and

Meetings

2. Contributed to the planning and execution of all meetings

3. Demonstrated cooperation toward the group

4. Made frequent participation to group discussion

5. Participated actively in group discussion and activities

6. Demonstrated interest to group discussion and activities

7. Demonstrated adequate preparation prior to the group meetings and activities.

8. Demonstrated interest and openness to points and arguments from peer students.

9. Demonstrated leadership at group activities

10. Formulated pertinent questions to group discussion

11. Contributed to the group with additional material and information.

12. Demonstrated initiative and creativity on group activities

13. Completed assigned tasks 14. Executed a significant contribution to the

work presented by the group

Note: Comments on back




65

RÚBRICA PARA EVALUAR PARTICIPACIÓN EN GRUPO CURSO: ____________________________SECCIÓN______________________ NOMBRE: ________________________________________________________ FECHA: __________________________________________________________ GRUPO: _________________________________________________________ 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

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

grupo.

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

3. Demostró disposición para cooperar con el grupo.

4. Contribuyó frecuentemente a las discusiones del grupo

5. Participó activamente en las reuniones y actividades.

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

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

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

9. Demostró liderazgo en las actividades del grupo.

10. Formuló preguntas pertinentes a las discusiones del grupo.

11. Contribuyó al grupo con material e información adicional.

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

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

que presentó el grupo

Nota: Comentarios al dorso



66

Anejo R/Appendix R

RUBRIC FOR ORAL PRESENTATION

NAME: _________________________ FINAL GRADE: _______ DATE: ______

Criteria Value Points Student Total Score

Content

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

10

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

10

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

10

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

10

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

10

The volume varies to add emphasis and interest.

10

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

10

Language

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

10

Correct use of grammar and verb conjugation

10

Use of correct use of vocabulary words to express message

10

Total Points 100 (70% of content and

30% of language)

Student’s Total Score:

________

Comments on the back of this page




67

RUBRICA PARA PRESENTACION ORAL

NOMBRE: ______________________ NOTA FINAL: _________FECHA:______

Criterio Valor Puntuación Total del Est .

Contenido

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

10

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

10

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

10

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

10

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

10

El volumen del presentador varia adecuadamente para enfatizar aspectos principales

10

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

10

Lenguaje

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

10

Uso correcto de gramática y conjugación de verbos

10

Uso correcto de vocabulario adecuado para la presentación

10

Puntuación Total 100 (70% of contenido y

30% de lenguaje)

Puntuación Total del Est. :

________

Comentarios al dorso del papel



68

Anejo S/Appendix S

RUBRIC FOR ESSAY / WRITTEN PRESENTATION

Student Name: ______________________ Date: _____________

Criteria Value Points Student Score

Content

Introductory statement is clear and well stated

10

Major or relevant details are exposed in essay

10

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

10

Sentences are cohesive and ideas flow as the essay is read

10

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

10

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

10

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

10

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

10

Uses grammar appropriately and correctly

10

Manages and uses verbs appropriately and correctly

10

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

Student’s total Score: _______

Student’s Signature: __________________________

Facilitator’s Signature: _________________________




69

RUBRICA PARA ENSAYOS / TRABAJOS ESCRITOS

NOMBRE: _________________________ NOTA FINAL: __________ FECHA: ____________________________

Criterios Valor en Puntaje Puntuación del Estudiante

Contenido

La introducción es clara y formulada correctamente

10

Detalles principales están incluidos y expuestos en el ensayo

10

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

10

Las oraciones son coherentes y fluyen mientras el ensayo es leído

10

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

10

Desarrolla conclusiones que reflejan los resultados de la discusión.

10

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

10

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

10

Utiliza la gramática correctamente.

10

Maneja y utiliza los verbos correctamente.

10

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

Puntuación total del estudiante: _______

Student’s Signature: __________________________

Facilitator’s Signature: _________________________



70

Anejo T/Appendix T

Pareo Incompleto

Concepto Definición Grupo

Documents

Mana 603 DLP 2009 - bilingualonline.net 603 DLP... · play” Power Point ... El grado de logro en cuanto a las metas del estudiante. ... Las presentaciones pueden ser demostradas