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Ana G. Méndez University SystemSchool of Professional Studies

Universidad del Turabo

Master in Business Administration: Management Online Discipline-Based Dual Language Immersion Model

Organizational Behavior/Comportamiento Organizacional

MANA 501-DL

© Sistema Universitario Ana G. Méndez, 2011Derechos Reservados.

© Ana G. Méndez University System, 2011. All rights reserved.

Organizational Behavior/Comportamiento organizacional

Ana G. Méndez University System Universidad del Turabo

Syllabus: MANA 501-DL

Course Information: Name: Organizational Behavior Code: MANA 501 Duration: 8 weeks Credits: 3 credits Prerequisites: None required

Course Description: Modular course directed towards providing the student with the

conceptual fundamentals, theory, and the applications at the different levels surrounding the individual, groups and the organization. We will study the impact on the individuals, the groups, and the organizational structure within organizational behavior for the purpose of applying the knowledge to effectively succeed in business.

General Objectives:At the end of the course, you will be able to: Identify aspects and essential characteristics of organizational behavior. Distinguish the direction and how to manage a company effectively Describe the nature of human behavior in the work environment. Apply acquired knowledge to solve problems, and analyze cases relate to

work with unexpected events and in uncertain environments. Identify relevant issues to develop an action plan appropriate to the

organizational culture’s needs.

Language Objectives: At the end of the workshops, you will be able to: React to readings or audio files orally, utilizing the correct terminology of

the course content to present arguments. Express your ideas to support your point of view using the correct varied

technical and proper vocabulary for business through recording audio, developing a video, or using other technological tools for viable oral communication.

MANA501 DL © Ana G. Méndez University System, 2011. All rights reserved. 1


Debate with your peers about course content and tasks related to analyze and solve problems through voice and written discussion forums.

Summarize the principal ideas using the correct grammar utilizing the specific language for each workshop.

Utilize English and Spanish as the language of communication.

Professor’s information:Please see the icon labeled: Professor.

Course ContentWeek 1 - Workshop One

Topic: Introduction to Organizational Behavior1. Human Behavior in the organization

A. Disciplines that contribute to Organizational Behavior.Semana 2 - Taller Dos

Tópico: La Personalidad y el impacto de los valores, actitudes y satisfacción en el trabajo

1. Personalidad2. Valores, actitudes y satisfacción laboral

Week 3 - Workshop Three Topic: Motivation

1. The theories of Motivation2. Job aspects and their effects on Motivation

Semana 4 - Taller CuatroTópico: Los grupos y su importancia

1. Los grupos y su importanciaA. Tipos de grupos

Semana 5 - Taller CincoTópico: Comunicación y liderazgo; y su efecto en la empresa

1. Comunicación2. Liderazgo

Week 6 - Workshop SixTopic: Conflict, Negotiations, Organizational Structure

1. Conflict2. Negotiation



3. Organizational StructureWeek 7 - Workshop Seven

Topic: Organizational Culture and Ethics1. Organizational Culture2. Ethics and Organizational Behavior

Semana 8 - Taller Ocho Tópico: Cambio organizacional y manejo del estrés

1. Cambio en las empresas2. Resistencia al cambio3. El modelo para administrar el cambio organizacional4. Impacto del estrés en el individuo, grupos y organización

TextsRobbins Stephen P. (2009). Organizational Behavior. 13th Edition.

Prentice Hall.Robbins Stephen. (2009). Comportamiento Organizacional. Edición 13

Prentice Hall, Pearson. References and supplementary materialGeorge, J. (2008) Understanding and Managing Organizational Behavior. 5th

Edition. Prentice Hall. Goleman, Daniel; Chernis, Cary. (2006). The Emotional Intelligence in the

Workplace. 10th Edition. Jossey Bass. Hellriegel, Don. (2007). Organizational Behavior. 11th Edition. Irwin. Nelson, DebRora L. (2008). Understanding Organizational Behavior. 3rd Edition.Robbins Stephen P. (2002). Organizational Behavior. 10th Edition Prentice HallSchermerhorn. (2008). Organizational Behavior. 10th Edition. Wiley.



Evaluation

Written Works 230 pointsEssay (4) 4 x 20 points =80 pointsCases (3) 3 x 20 points =60 pointsTables (3) 3 x 10 points =30 pointsForum (1) 1 x 10 points =10 pointsPPT-no audio (3)3 x 10 points =30 pointsReflective Journal ( 4) 4 x 5 points =20 points Oral Works 230 pointsForum (9) 9 x 10 points =90 pointsPPT/Video –audio (4) 2 x 20 points =40 points

2 x 40 points =80 points

Reflective Journal (4) 4 x 5 points=20 point s Total points 460 points



Weeks/Tasks Points

Workshop 1: Topic: Introduction to Organizational Behavior 45

1.1 Essay (Written) 20

1.2 Voice Forum (Oral) 10

1.3 Voice Forum: Video Analysis: (Oral) 10

1.4 Reflective Journal (Written) 5Taller 2: La personalidad y el impacto de los valores, actitudes y satisfacción en el trabajo 55

2 .1 Mapa Conceptual ( PPT con audio) 20

2.2 Auto Análisis (Foro escrito) 10

2.3 Análisis de Caso (Escrito) 20

2.4 Punto más Confuso (Escrito) 5

Workshop 3: Motivation 45

3.1 Table (Written) 10

3.2 Voice Forum (Oral) 10

3.3 Case Study (Oral) 20

3.4 Reflective Journal (Written) 5

Taller 4: Los grupos y su importancia 454.1 Noticiero Creativo (Oral y Escrito)

T4.1 Parte 1 Escrito-Guión (completado/no completado (no puntos); T4.1 Parte 2 PPT (10 points); T4.1 Parte 3 Video (20 points) ; T4.1 Parte 4 Foro Oral (10 puntos)

40

4.2 Punto más confuso (oral) 5

Taller 5: Comunicación y liderazgo y su efecto en la empresa 85

5.1 PowerPoint (Escrito) 10

5.2 Foro (Oral) 10

5.3 Ensayo (Escrito) 20

5.4 Vídeo (Oral) 40

5. 5 Diario Reflexivo (Escrito) 5



Workshop 6: Conflicts and Negotiations, Organizational Structure 85

6.1 Question and map concept: Table (Written) 10

6.2 Video: Conflict (Oral) 40

6.3 Essay Comparatives Analysis (Written ) 20

6.4 Voice Discussion Forum (Oral) 10

6.5 Muddiest Point (Oral) 5

Workshop 7: Organizational Culture and Ethics 55

7.1 Interview (Written) 20

7.2 Discussion Forum (Oral) 10

7.3 Case Analysis II (Written) 20

7.4 Muddiest Point (Oral) 5

Taller 8: Cambio organizacional y administración del estrés 45

8.1 Tabla 2 (Escrito) 10

8.2 Foro de discusión (Oral ) 10

8.3 PowerPoint (Escrito) 10

8.4 Análisis de dilema (Foro oral) 10

8.5 Diario reflexivo (escrito) 5

Total 460

The final evaluation is calculated base on weighted averages but considering the standard scale of percentages.

Evaluation Scale

Grade A B C D F

Percent 90 – 100 80 – 89 70 – 79 60 – 69 0 – 59



Tasks DescriptionNote:It is required that the assigned task be done in the corresponding assigned week. This is because many of your tasks require responses from your colleagues. Written Task: Essays, Cases and Tables (See Appendix A-The Essay,Appendix B –Essay Rubric, Appendix B.1-Cases, and Appendix B.2-Tables)You will submit written documents using the English or Spanish language (according to each workshop) through the Task button. Essay Work must be turned in using the following format:

Typed, standard-sized paper (8.5" x 11") pages (800 to 1,000 characters) Typed using a word processor program compatible with Microsoft Word

Font: Times New Roman or a similar font Font Size: 10-12 point Line spacing: double space Margins: one (1) inch on all sides

The facilitator will use the evaluation rubric for written assignments and essays (Appendix A and B) to evaluate essays. You must use Appendix B.1 for Case Analysis and Appendix B.2 for Tables.

Reflective Journal and Confusing Point: 8 task each 5 points = 40 points. (See Appendixes C, D and E)In appendix C, you will find the guide that will help you do your reflective journal, in Appendix D you will find the guide to do your Most Confusing Topic. Also, you will find a rubric for the Reflective Journal and the Most Confusing Topic in Appendix E. Remember to do these tasks according to the language required.

Discussion Forum: (Voice and Written) Value 10 points each. See Appendix F: Discussion Forum RubricThe discussion board allows you to expose your point of view and react to your classmates perspectives as well. In the course, we are going to have voice and written forums corresponding to the workshop. Therefore, it is important that your participation be active and that it involve critical thinking skills, as they are an important element of the course.



Please click on the Silabario/Syllabus link to see the rubric as reference for the value given to discussion forums. Class participation will be assessed every time that you participate in class discussions, submit your work on time, and respond to other classmates as required by the course guidelines.In each forum of discussion, you must participate for a minimum of three (3) times. Intervention 1: Original contribution, Intervention 2: Contribution related to the content of a classmate, and Intervention 3: Contribution to the remarks of a second classmate. Please, see the tutorial (Voice Forum) available in the e-lab link.

Oral Presentations: Video and PowerPoint with audio(See Appendix G and Appendix G- Task 6.2 - Rubric to Evaluate Presentation with Audio)VideoFor the video presentations, the use of the Microsoft Movie Maker program (or a compatible one) is required, in addition to a “web cam”, or digital camera and microphone. The length of the video recording will be between (2) two to (3) three minutes. Keep in mind that the content, creativity, pronunciation and the use of the language, among other factors, will be evaluated. Refer to Annex G found at the end of the Syllabus. In addition, you may connect to one of the different electronic links provided in the e-lab tab to have access to a tutorial on “How to make a video with Microsoft Video Maker”.Presentation (PPT) with audio Use MS PowerPoint or a compatible program. Include a front page that identifies the task and has your name. The PPT presentations have a minimum or maximum quantity of slides, according to the facilitator’s instructions. Keep in mind that the content, creativity, pronunciation and the use of the language, among others, will be evaluated. It is necessary that each slide have the answer to each question depending on the assigned task. Make sure you verify that your presentations are error free. Please click on the e-lab tab for a tutorial on “How to Prepare an Effective PowerPoint presentation and “How to Record Using PowerPoint.”



Written Presentations without audio(See Appendix G.1 Rubric to Evaluate PowerPoint Presentation no audio)Written presentations without audio should be done with MS PowerPoint or a compatible program. Include a front page that identifies the task and has your name. It is necessary that each slide have the answer to each question depending on the assigned task. Make sure you verify that your presentations are error free. I encourage you to take a look at Appendix G.1: PowerPoint Evaluation Rubric no audio (written) located at the end of the syllabus.

Tell Me More Tool: a learning tool available for Online D-BDL Immersion Model students.The award-winning TELL ME MORE is the international standard for language learning with more than 5 million satisfied users worldwide. TELL ME MORE addresses all the skills critical to language learning: reading, writing, listening, speaking, vocabulary, grammar, and culture. Regardless of whether you are a complete beginner or an advanced speaker, Tell Me More will take you to the next level of language success. You can find the Tell Me More manual and tutorial accessing e-lab link.



Description of Course Policies

1. This course follows the AGMUS Ventures Discipline-Based Dual Language Immersion Model® designed to promote student’s development as a Dual Language Professional. Workshops will be facilitated in English or Spanish, strictly using the 50/50 model with the objective to ensure that 50% of the course will be conducted in English and 50% in Spanish. This means that each workshop will be conducted entirely in the language specified.

a. All aspects of language arts are developed: listening, speaking, reading and writing. For this reason, activities that seek growth in all four areas of language are included throughout the course.

b. Students will be evaluated regarding their writing skills as well as orally. Tasks will be distributed proportionally: 50% written (essays, short writings, discussion board forums); and 50% oral, using a voice recording tool (voice discussion forums and videos).

c. If students have difficulty 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. This should only be an exception as it is important for students to use the assigned language. However, the facilitator must answer in the language assigned for that particular day. 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 will be 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 or more of preparation. It is also recommended that students access the course and check messages daily.

3. The student must prepare his/her tasks using the language assigned for that workshop, this will be orally or written according to specifications.

4. The student is responsible for submitting tasks on specified deadlines. a. Tasks will be submitted through the platform used for the specific

course on due date, or before.5. The virtual participation in oral discussions and special written activities

are mandatory.6. If the student cannot send a task on the assigned date, he/she must

present the facilitator a reasonable excuse. If the student provides a valid and verifiable excuse, the facilitator may determine to allow the student to make



up the work or substitute it with an 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.

7. The facilitator may decide to adjust the grade given for late assignments and make-up work.

8. 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.

9. The academic honesty principle must be followed throughout the student’s performance in this Institution. It is expected that all oral and 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 (oral or written) 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 at the Institution’s homepage).

10. If the Facilitator makes changes to the study guide (20%), such changes should be given to students in writing at the beginning of the first workshop.

11. The facilitator will establish a means of contacting students by providing an email address, phone number, hours to be contacted and days.

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 websites presented in the module, do not stop your investigation, since you can find information by accessing the Virtual Library on the e- lab link. Also, there are many search engines and other links you can use to search for information.

www.google.comwww.altavista.comwww.ask.comwww.excite.comwww.findarticles.comwww.eric.ed.govwww.flelibrary.org

In order to find information throughout the Internet:


http://www.flelibrary.org/

http://www.eric.ed.gov/

http://www.findarticles.com/

http://www.excite.com/

http://www.ask.com/

http://www.altavista.com/

http://www.google.com/


a. As soon as you are connected to the Internet write or copy and paste any of the following search engine examples on the space provided to write a web address.

b. Then, write the topic you want to search on the space provided next to the “search” or “go” button.

c. Next, click on the “search” or “go” button. d. And finally, navigate through the websites according to the information

you need.The facilitator may make changes or add additional web resources if deemed necessary.



Teaching Philosophy and MethodologyThis course is based in the Online Discipline-Based Dual Language

Immersion Model ® and the Constructivism Theory. The AGMUS Ventures‘ Online Discipline-Based Dual Language Immersion Model® is defined as an academic offering that integrates activities and strategies designed to meet the professional and language needs of students that are physically separated but interact through the use of technology and electronic media.

This academic approach helps students develop dual language (Spanish and English) proficiency in their area of study so they can be bilingual professionals in their field. This model is accelerated, allowing students to fit their studies into their schedules.

The Online Discipline-Based Dual Language Immersion Model ® contains a balance of tasks performed independently and in groups involving communication with classmates and facilitator using several communication tools. These tools will enable to integrate reading and writing skills and help students interact with each other and strengthen their acquired knowledge.

In addition, online students will have the opportunity to engage in activities using voice tools, like voice e-mail, voice message, voice and video discussion board. This allows the facilitator and students to address, monitor and assess oral and listening language skills.

Also, 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 of the whole 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.



Course Calendar Weeks Workshops/Topics Activities/Tasks

Semana 1 Workshop OneIntroduction to

Organizational Behavior

T1.1 Essay: Management and the organizational behavior (Written)

T1.2 Voice Discussion Forum Behavioral Disciplines (Oral)

T1.3 Voice Discussion Forum: Video Analysis (Oral)

Task 1.4 Reflective Journal (Written)

Semana 2 Taller DosLa personalidad y el

Impacto de los valores, actitudes y satisfacción en

el trabajo.

T2.1 Mapa Conceptual : “PowerPoint” y explicación (Oral)

T2.2 Auto Análisis: Hacer prueba de personalidad y contestar una preguntas (Foro Escrito)

T2.3 Análisis de Caso I (Escrito)T 2.4 Punto más Confuso (Oral)

Week 3 Workshop ThreeMotivation

T3.1: Table of the different motivation theories of motivation (Written)

T3.2: Voice Forum: Important aspects that affect motivation in the work environment. (Oral)

T3.3: Case Study II- Applying Concepts (Oral)

T3.4: Reflective Journal (Written)Semana 4 Taller Cuatro

Los Grupos y su importanciaT4.1 Noticiero Creativo –Auto

evaluación (Oral/Escrito)T4.1 Parte 1 Escrito-Guión (no-puntos) T4.1 Parte 2 PPT-no audio (10 puntos) T4.1 Parte 3 Video (20 puntos) T4.1 Parte 4 Foro Oral (10 puntos)

T4.2 Punto más confuso (oral)



Weeks Workshop/Topics Activities/TasksSemana

5Taller Cinco

Comunicación, liderazgo y su efecto en la empresa

T5.1: Comunicación (PowerPoint escrito)

T5.2: Foro de discusión Oral: Efecto de los Rumores en la Empresa

Tarea 5.3: Relación entre comunicación y Liderazgo (ensayo)

T5.4: “De los Conceptos a las Habilidades” (video/oral)

T5.5 Diario Reflexivo (Escrito)Week Six Workshop Six

Conflicts and Negotiations, Organizational Structure

T6.1: Analysis: Conflicts, difficult persons and Problem resolutions (table)

T6.2: Video Conflict Work Scenario (Video-Oral)

T6.3: Essay-Comparative analysis of the organizational structure (written)

T6.4: Voice Forum: Multinational Organizational Structures (oral)

T6.5: Muddiest Point (oral)Week Seven

Workshop SevenOrganizational structure,

culture and ethics

T7.1: Interview - Organizational Culture, Structure and Ethics analyses Essay (written)

T7.2: Voice Forum: Differentiate between organizational structure and culture. (oral)

T7.3: Ethical - Case Analysis IIT7.4: Reflective Journal (oral)

Semana 8

Taller OchoCambio organizacional y administración del estrés

T8.1: Tabla sobre estímulo del cambio (escrito)

T8.2 Foro de discusión: Estrategias para vencer la resistencia al cambio (Oral)

T8.3 PowerPoint : Comparación del modelo para el proceso de cambio(Escrito)

T8.4 Análisis de dilema: Impacto del Estrés (Foro Oral)

T8.5 Diario Reflexivo del Curso (escrito)



Course Guidelines

At the e-lab link you will find the instructions to how to use the Blackboard tools, oral, text and in tutorial form. Example: How to participate in a discussion forum, how to send an email directly from the Course, How to make a video, How to do an effective PowerPoint presentation, How to submit a video and or a PowerPoint presentation, among many others.

Computer /Software Requirements In order to be able to participate in all aspects of this course, student must have access to:

1. computer with speakers 2. headphones and microphone3. web cam or video camera4. Internet access5. Microsoft Word, Microsoft PowerPoint and Microsoft Movie Maker or

compatibles programs6. Audacity is a free open source where you can record and edit sounds. For

more information, you can access the following link: http://audacity.sourceforge.net/?lang=es

Student ServicesTechnical Support

o See the link on the Home page of the Course.Integrated Services

o See the link on the Home Page of the course.

Equal Access & Disability Services UT, in compliance with federal guidelines, is committed to equal educational opportunity by assuring otherwise qualified students with disabilities equal access to UT programs and activities that are provided to students without disabilities. An otherwise qualified person with a disability is a student who meets the academic and technical standards required for admission or participation in UT’s educational programs and activities.

Eligibility


http://audacity.sourceforge.net/?lang=es


To ensure the provision of reasonable and appropriate services at UT, students with disabilities must identify themselves in a timely manner with the Disability Services Program. Tel. (787) 743-7979 Ext. 4214, 4202, 4210 Universidad del Turabo Edificio CISE (Centro Integrado de Servicios Estudiantiles)

PO Box 3030Gurabo, PR 00778-3030

Current and comprehensive documentation must be on file with the DSP prior to approval of the accommodations. It is strongly encouraged that students self-disclose their disabilities at the beginning of their academic experience.

Accelerated courses that are offered in eight-week terms are fast-paced and reading intensive. Incomplete grades are seldom granted and are not considered appropriate accommodations. All courses are expected to be completed during the term in which they occur. As policies change, the most recent information for Disability Services is located at: (http://www.suagm.edu/turabo/vice_aux_be_prog_estud_impedi.asp


http://www.suagm.edu/turabo/vice_aux_be_prog_estud_impedi.asp


APPENDIX



Apéndice A: Guía para hacer un ensayo

EL ENSAYOEl ensayo es una composición donde se exponen, analizan y comentan ideas alrededor de un tema de manera clara. Su longitud y profundidad son menores que las de un tratado, manual o monografía. Está compuesto por al menos un párrafo introductorio, tres o más párrafos de apoyo a la idea central del tema y un párrafo de cierre o conclusión. Todos los párrafos del ensayo giran en torno a una idea central (o ración temática) y presentan varias ideas secundarías que sustentan, explican y amplían la idea central.

El objetivo de un ensayo es plantear ideas y señalar posibilidades. Entre sus principales características están: el no requerir un lector especializado para poder ser leído, claridad y orden de las ideas, secuencia que parte de una hipótesis, desarrollo del tema, conclusiones y sugerencias y, finalmente la presentación de la opinión del autor.Partes del ensayo

Un ensayo consta de un párrafo introductorio, 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 darán cuenta de una idea central expresada en una oración (oración temática) la cual habitualmente inicia el discurso y va seguida por varias ideas secundarías que sustentan, explican y amplían la idea central. Las partes del ensayo son:1. Párrafo introductorio

El párrafo introductorio contiene oraciones relacionadas con el tema que motiven y atraigan el interés del lector. A continuación se presenta la idea principal del ensayo, el planteamiento del problema o la formulación de la tesis (oración declaratoria) a sustentar. La oración declaratoria es el “qué” y el “quien” del asunto o el tema del ensayo; y da sentido y dirección a todo el ensayo. Este párrafo puede contener, de acuerdo al tipo de ensayo, la tesis a ser planteada, así como la opinión personal ó las opiniones de otras personas sobre el tema a ser desarrollado. También el planteamiento del tema puede efectuarse en forma de preguntas que estimulen el interés, sin que sea necesario responderlas en ese lugar aunque se ofrecerán las respuestas más adelante.

En una segunda oración se presentan a los puntos sobresalientes (los



aspectos de las ideas centrales) a tratar en los párrafos del cuerpo del ensayo. Esta enumeración responderá al plan trazado por el autor en el desarrollo del tema y al mismo tiempo se convierte en una guía que le define una dirección al ensayo. A continuación se presentan las oraciones que complementan, amplían y sustentan la oración central, así como el interés y la importancia del tema.

2. Cuerpo (Párrafo de apoyo)El cuerpo del ensayo es la parte donde se desarrolla y defiende la tesis planteada en la introducción. Debe tener no menos de tres razonamientos que refuten, prueben o evidencien el planteamiento expuesto en la introducción. Se asigna un párrafo aparte para cada razonamiento que refuta, fundamenta o defiende el tema principal del ensayo.El párrafo de apoyo empezará con una oración temática que establece y expone la idea principal del párrafo. La idea principal es la que presenta el razonamiento de convicción. Para cada párrafo deberá haber una idea central y para cada idea central varias ideas secundarias que, a su vez; ejemplifiquen y sostengan la idea central. La oración temática determina el sentido y el desarrollo del párrafo.

3. ConclusiónEn el párrafo final del ensayo se presenta brevemente:

Un resumen de los puntos principales. La reafirmación de la tesis defendida por el autor. Las posibles soluciones al problema planteado Las nuevas posiciones, los nuevos hallazgos que fortalecen la tesis

del autor y que refutan la posición contraria. También se puede:

Insinuar, en forma de preguntas, expresar nuevos planteamientos y tesis que se deriven de la exposición. .

Sugerir recomendaciones y señalar unas predicciones.



Tipos de EnsayoExisten varios tipos de ensayo, pero el que más utilizaremos será el expositivo. Ensayo expositivoExponer significa informar y presentar objetivamente los hechos y las ideas. Los libros de texto, los informes científicos y técnicos, los escritos periodísticos y otros que dan cuenta de lo que sucedió o está sucediendo son exposiciones. La exposición es una de las técnicas de expresión más frecuentes a nivel universitario.El lenguaje expositivo se caracteriza por su precisión, su claridad y su objetividad. La exposición de algo o sobre un tema exige tener a la mano información abundante y vigente sobre lo que se va a exponer. Para desarrollar una demostración se utilizan uno o más de los siguientes métodos:

Definición: determinar y aclarar lo que el autor u entiendes u otras personas entienden acerca de un término o serie de términos.

Explicación de un proceso. El desarrollo de muchos temas, situaciones y objetos conlleva la exposición de un proceso que consta de varias etapas las cuales suceden en un orden determinado. Las enumeraciones (primero, segundo, luego, finalmente, etc.) son las palabras-guías más apropiadas para describir un proceso.

Relación de causa y efecto. Se examinan y explican las causas, efectos y consecuencias de una acción.

Comparación o contraste. Se plantean las semejanzas (comparar) y las diferencias (contrastar) entre dos o más objetos o situaciones. El contraste y la comparación ayudan a entender con claridad los términos y objetos con los que se trabaja.

Ejemplificación e ilustración. Los ejemplos explican situaciones y proporcionan detalles específicos que ayudan a comprender el punto de vista particular.

División y clasificación. Para la división y clasificación del contenido se emplean diferentes criterios y principios, en sintonía con el tema que se esté exponiendo.



La exposición de un problema social, por ejemplo, podría dividirse en estas tres partes: 1. La descripción del problema

2. Su origen y su consecuencia

3. Las ventajas y desventajas de las soluciones dadas

4. Las soluciones propuestas

1. Introducción El párrafo o los párrafos introductorios contienen: La idea general de lo que se va a exponer en el ensayo. La importancia y el interés del tema. El método que se va a utilizar en el desarrollo de la

exposición (Definiciones, clasificaciones, etapas de un proceso y otros).

2. Cuerpo del ensayo En cada párrafo se expone una parte del asunto ó una etapa del proceso.

3. ConclusiónEl resumen del contenido de la exposición. Fuente: Quintana, J. (1991). Desarrollo Estudiantil y destrezas de estudios. Editorial TECHNÉ: Puerto Rico.



Notas especiales para los trabajos escritos:Usted debe redactar los trabajos escritos usando el lenguaje de inglés o español, según corresponda al taller. Los trabajos escritos deben enviarse con el siguiente formato:

3-4 páginas tamaño carta (800 a 1,000 caracteres) o según indique el taller.

Escritos utilizando Microsoft Word o en una aplicación compatible Estilo de letra: Times New Roman Tamaño de letra: 12 Reglón de espacio: doble espacio Márgenes: 1’ pulgada o 2.5” cm; en todos los extremos Enumeración de páginas: borde inferior derecho Bibliografía: Formato APA 6th edición

2. Además debe preparar una página de presentación con:Borde superior: Título centralizado con el nombre de la tarea.Centro de la portada: información centralizadaPreparado por:Nombre del estudianteNúmero de estudianteTítulo del cursoBorde inferior:Nombre de la UniversidadFecha de entrega

Nota: La demora en la entrega de su trabajo afectará el resultado de la nota.


Título del ensayo o tareaTaller Núm. ___: Tarea ____

Preparado por:Nombre del estudianteNúmero de estudiante

Título del curso

Nombre de la UniversidadFecha


Appendix A: Guide to write an essay

THE ESSAYIt’s a written product where ideas are clearly exposed, analyzed and

commented on in a clear and concise manner regarding a theme or subject which the writer wants to cover. Generally, it is very brief and superficial - more so than an article or profound study. It usually contains an introductory paragraph, three or more paragraphs supporting the central theme, and at the end, a closing paragraph or conclusion. All paragraphs in an essay carry a central idea (theme sentence) together with other secondary ideas which support, explain, and amplify the central idea.

Notwithstanding that topics generally treated in essays were initially philosophical, they can embrace any category and normally do not include footnotes or reference notes.

It’s objective, rather than to impose solutions, is to bring them forward and to indicate possible solutions. An essay does not require that its reader be of a specific category or nature and its contents are normally clear and orderly (hypothesis, theme unfolding swiftly, conclusion and recommendations) and presents the authors opinion.



Apéndice B/Appendix BRubric to Evaluate Written Works: Essays (20 points)

Student Name: ______________________ Date: _______________Criteria Points Score

Content

The paper is clear, focused and 2interesting. Identifies purpose,objectives and principal ideasincluded in the paper.Presentation of ideas is organized, coherent, and can 2be easily followedThe paper properly explains 2content.The presentation of ideas and 2arguments is based on sourcespresented, consulted or discussed.The document demonstrates 2substance, logic and originality.The author presents his point of 2view in a clear, convincing andwell based manner.Contains well-constructed 2sentences and paragraphs thatfacilitate reading andcomprehension.

LanguageDemonstrates a command of 2standard English (vocabulary,syntax and flow of ideas).Uses grammar appropriately 2and correctly.Manages and uses verbs 2appropriately and correctly.

Total Points 20 (70% content and

Student’s total Score:

30% language)

________________________________________________________________Note: The score obtained by the student should be recorded as follows:

Excellent: 2 points Good: 1.5 points Fair: 1.0 point Needs improvement: .50 point



Apéndice B

Matriz Valorativa para Trabajos Escritos: Ensayos (20 puntos) Nombre del Estudiante: ________________Fecha: _______________

Criterio Puntos Puntuación

ContenidoEl trabajo está claro, enfocado e 2interesante. Identifica elpropósito, objetivos e ideasprincipales del ensayoLa presentación de ideas es 2coherente y se puede seguir fácilmente.El documento explica 2el contenido adecuadamenteLa presentación de ideas y 2argumentos está basada enrecursos presentados,consultados o discutidos. El documento demuestra 2solidez, lógica y originalidad.El autor presenta su punto de vista 2de una manera clara, convincentey bien estructurada.Contiene oraciones y párrafos que 2facilitan la lectura y la comprensióndel documento.

LenguajeDemuestra un conocimiento del 2español (vocabulario, sintaxis yflujo de ideas).Usa gramática apropiada y 2correcta. Maneja los verbos y la acentuación 2apropiada y correctamente.

Total Puntos

20 (70% content and

30% language)Puntuación Total:

Nota: La puntuación adquirida por el estudiante se registrará según la siguiente escala:

Excelente: 2 puntos Bueno: 1.5 puntos Regular: 1.0 puntos Necesita mejorar: .50 puntos

Nota: En la Parte I de la Tarea 4.1 Guión no conlleva puntuación, sin embargo la demás parte de esta tarea sí tienen puntuación.



Apéndice B.1/Appendix B.1Rubric to evaluate written Work: Cases Analysis (20 points)

Student Name: ______________________ Date: _______________Criteria Points Score

Content

The paper is clear, focused and interesting 2Identifies purpose, objectives andprincipal ideas included in the cases.Presentation of ideas is organized, coherent, and can be easily followed 2The paper properly explains content. 2The presentation of ideas and arguments 2is based on sources presented, consultedor discussed.The document demonstrates 2substance, logic and originality.The author presents his point of view in 2a clear, convincing and well based manner.Contains well-constructed sentences and 2paragraphs that facilitate reading andcomprehension.

LanguageDemonstrates a command of standard English(vocabulary, syntax and flow of ideas). 2Uses grammar appropriately and correctly 2Manages and uses verbs appropriately and correctly. 2

Total Points 20 (70% content and

30% language)

Student’s total Score:

Criteria (2 points)Excellent: 2.00 pointsGood: 1.50 pointsFair: 1.00 pointsNeeds improvement: 0.50 points



Apéndice B.1

Matriz Valorativa para Trabajos Escritos: Análisis de Casos (20 puntos)

Nombre del Estudiante: _________________Fecha: _______________Criterio Puntos Puntuación

ContenidoEl trabajo está claro, enfocado e 2interesante. Identifica el propósito, objetivos e ideas principales del casoLa presentación de ideas es coherente 2y se puede seguir fácilmente.El documento explica el contenido adecuadamente 2La presentación de ideas y argumentos estábasada en recursos presentados, consultados 2o discutidos.El documento demuestra solidez, lógica yoriginalidad. 2El autor presenta su punto de vista de unamanera clara, convincente y bien estructurada. 2Contiene oraciones y párrafos que facilitan lalectura y la comprensión del documento. 2

LenguajeDemuestra un conocimiento del español 2(vocabulario, sintaxis y flujo de ideas).Usa gramática apropiada y correcta. 2Maneja los verbos y la acentuación apropiada 2y correctamente.

Total Puntos 20 (70% contenido yPuntuación Total :

30% lenguaje)

Comentarios: ______________________________________________________________________________________________________________________________________

Criterio (2 puntos)Excelente: 2.00 puntosBueno: 1.50 puntosSatisfactorio: 1.00 puntoNecesita mejorar: 0.50 punto



Apéndice B.2/Appendix B.2

Matriz Valorativa para Trabajos Escritos: Tablas (10 puntos)

Criterios Puntos Puntuación

La información requerida esta completa y correcta.

6

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

2

Uso apropiado y correcto de la gramática. 2

Total de puntos

Apéndice B.2/Appendix B.2

Rubric to evaluate written Work: Table (10 points)

Criterios Points Score

The information is correct and complete. 6

Demonstrates a command of standard English (vocabulary, syntax and flow of ideas).

2

Uses grammar appropriately and correctly 2

Total



Apéndice C/Appendix C

Diario Reflexivo (plantilla)

Nota: Recuerde que el diario reflexivo puede ser grabado o escrito, (español o inglés), según aplique a la semana en cada Taller. (Ver la Tabla de los Diarios Reflexivos en el Silabario)

Nombre: _______________________ Fecha : _______________________

El propósito del diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y las actitudes que se generan a partir de la discusión y los trabajos de cada Taller. Este proceso le ayudará en su análisis, e igualmente facilitará la auto evaluación. Luego, de concluido cada Taller, comienza la reflexión sobre lo presentado y se contestarán las preguntas que aparecen a continuación.

1. En esta unidad aprendí…. (Exprese de manera sencilla y en sus propias palabras, lo que más le llamó la atención.)

2. Este tema me ayuda a....(Reflexione en relación a los asuntos discutidos.

3. Puedo aplicar lo discutido a mi vida personal y analizar experiencias profesionales… (Comente sobre cómo poner en práctica los conocimientos adquiridos.)


Appendix CReflective Journal Template

Note: Remember that Reflective Journal could be (voice record or writing) (Spanish or English) according applies in every Weekly Workshop. (See Syllabus: Reflexive Journal Table)

Name _________________________ Date ____________________________

The purpose of this Journal is to reflect and write about the concepts, feelings, and attitudes generated by the discussion and assignments. This process helps the self-assessment process.Using the following questions, the student reflects about what was presented in this Workshop and answers the questions following an essay style with excellent grammar, syntax and punctuation:

1. Today I learned… (Express in your own words the topics that called your attention.)

2. The topic presented helps me…(Think about the discussed issues.)

3. I can apply this Unit’s discussion to my personal life and professional experiences… (Tell us how you are going to apply what you have learned.)

Apéndice D/Appendix DPunto más Confuso (plantilla)

Nombre: ________________________ Fecha: _____________________El propósito de este análisis es reflexionar e identificar conceptos o áreas que fueron o no captados para que refuerce las áreas que identifique como débiles. Este proceso le ayudará en su análisis, e igualmente facilitará su auto evaluación. Luego, de concluido el Taller, deberá contestar las preguntas que aparecen a continuación.

Favor de indicar cuál fue el punto que entendió mejor sobre el material del Taller:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Favor de indicar qué no entendió bien sobre el material del Taller:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Indique en qué forma puede superar las dificultades que tiene, si alguna, relacionado con el tema:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Apéndice E: Diario Reflexivo y/o Punto más Confuso - 5 puntos c/uNombre del estudiante: ________________________ Taller __________

Total de puntos por taller:W1 ___ T2 ____ W3__T4 ___T5___ W6___W7__T8 ___Total de puntos: __________Diarios reflexivos / Puntos más Confusos (escritos):En las semanas que aplique el Diario Reflexivo o Punto más Confuso escrito deberá realizarlo en el lenguaje que corresponda a ese Taller. Además, salve el Diario Reflexivo o Punto más Confuso escrito utilizando Microsoft Word y envíelo por el enlace de Diarios Reflexivos o Punto más Confuso Escritos, según la semana.Diarios reflexivos grabados / Puntos más Confusos (voz)En las semanas que aplique el Diario Reflexivo o Punto más Confuso grabado deberá contestar las preguntas haciendo una grabación de audio con su voz. Favor de ver el tutorial de cómo puede hacer una grabación y enviarla en forma virtual. Por último, debe enviarla por medio del enlace Diarios Reflexivos o Punto más Confuso grabados, según la semana.

CriterioValor un (1) punto c/u

Puntos máximos:Cinco (5) por Taller

W-1 T-2 W-3 T-4 T-5 W-6 W-7 T-8

El estudiante entregó el diario reflexivo en la fecha requerida.

El estudiante contestó las preguntas sin desviarse del tópico, con ideas bien conectadas y siguiendo una secuencia lógica.El estudiante utilizó el pensamiento crítico para expresar sus ideas.Uso correcto de la gramática y conjugación de verbos en el idioma asignadoUso correcto del vocabulario para expresar el mensaje ya sea en forma escrita u oral, según aplique.

Appendix E: Reflective Journal or Muddiest Point (5 points)

Student name: ____________________________________ Date ____Course: _________________________________________ Week _ __

CriteriaOne point (1) each Maximum points: Five (5) per Module

WS 1

T 2 WS 3

T 4 T 5 WS 6

WS 7

T 8

The student turned in the reflective journal on the due date

Student answered questions without deviating from topic, using well connected ideas and following a logic sequence. Student used critical thinking skills to express his/her ideas.Student used correct English grammar and verbs Student used vocabulary correctly to express messages. Total de puntos por taller: W1 __W2 __T3___W4 __ T5___ W6 __W7__T8 __

Total of points: __________

Written Reflective Journals:In the weeks that apply, the written Reflective Journal will be in the language in which the workshop will be taught. Please use Microsoft Word for save the written Reflexive Journal and send it across the Reflexive Journal (Written) link, corresponding with the week’s workshop.

Voice recorded-Reflective Journals:In the weeks that require a Voice Reflective Journal, you should answer the questions by recording audio/voice. Please see tutorial How to record voice and post virtually.

Apéndice F: Matriz de Valoración: Foros de Discusión (10 puntos) Nota: Según aplique, el Foro puede ser escrito o grabado.

Nombre del estudiante: __________________________ Fecha: _______________________Curso ______________ Taller: _______________________

Criterios Puntos Puntos obtenidos

ContenidoEn el foro se presenta un mínimo de 3 intervenciones sólidas de discusión, contentivas de nuevas ideas y planteamientos.

3

Dos de las intervenciones en discusiones electrónicas publicadas en el foro hacen referencia al contenido de los mensajes ofrecidos por otros compañeros

2

Las discusiones electrónicas publicadas en el foro presentan ideas propias y ejemplos de aplicación a diversos entornos tales como aquellos representativos del ambiente de trabajo y están apoyadas en referencias y contienen citas utilizando la normativa APA.

2

LenguajeLas intervenciones demuestran un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

2

Usa gramática apropiada y correcta. 1Total de puntos 10

(70% contenido30% lenguaje)

Puntuación obtenida por el estudiante:_______________

Comentarios: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Criterio (3 puntos) Criterio 1 puntos

Excelente: 3.00 puntos Excelente: 1.00 puntosBueno: 2.50 puntos Bueno: .50 puntosSatisfactorio: 2.00 puntos Satisfactorio: .75 puntosNecesita mejorar: 1.0 punto Necesita mejorar: 0 punto

Criterio (2 punto)Excelente: 2.00 puntosBueno: 1.50 puntosSatisfactorio: 1.00 puntoNecesita mejorar: 0.50 punto

Appendix FDiscussion Forum Rubric (10 points)

Student Name: __________________________ Date:_____________________

Course: ______________________________ Workshop: _______________

Criteria Points Total Points Obtained

ContentThere are at least 3 discussion items posted on the discussion board that present new ideas and opinions based on facts.

3

At least two discussion items are based on messages posted by other classmates.

2

The discussion items present ideas that are based on relevant content, as well as examples of applications to different settings such as job environment. Based on references and other expert sources of information and citations are included using APA style.

2

LanguageStudent demonstrates knowledge of the English language (vocabulary, syntax and flow of ideas)

2

Uses grammar correctly and appropriately. 1Total points 10

(70% content30% language)

Points obtained by student:

_______________

Comments: ________________________________________________________________________________________________________________________________________________

Criteria (3 points) Criteria (2 points)

Excellent: 3.00 points Excellent: 2.00 pointsGood: 2.50 points Good: 1.50 pointsFair: 1.50 point Fair: 1.00 pointNeeds improvement: 1.0 point Needs improvement: 0.50 point

Criteria (1 point)Excellent: 1. pointGood: 0.5 pointFair: 0.25 pointNeeds improvement: 0 point

Apéndice G/ Appendix GMatriz Valorativa para Evaluar Presentación con Audio:

Video o PowerPoint (20 puntos)Nota importante: Las Tareas 2.1 y 4.1 tienen un valor de 20 puntos. Sin embargo la Tarea 5.4 tendrá un total de 40 puntos (en vez de 20) por lo tanto multiplique la puntuación obtenida por el estudiante por 2 y el resultado será el total de la puntuación. Nombre del estudiante: _______________________Fecha:_________________ Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos PuntuaciónObtenida

ContenidoIdentifica el nombre, taller y tarea 2Realiza una introducción efectiva del tema, identificando el propósito, objetivo e ideas principales. 2

La presentación está bien organizada, coherente y se puede seguir con facilidad 2

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

2

Las ideas y argumentos de la presentación están bien fundamentados. 2La duración del audio es la requerida. 2La información se graba con entusiasmo, capta la atención de la audiencia. 2

LENGUAJELa pronunciación de las palabras es clara y correcta. 2Uso correcto de la gramática y conjugación de verbos en el 2idioma asignado.Uso correcto del vocabulario para expresar el mensaje 2adecuadamente.

Total de Puntos20

(70% de

Puntuación del estudiante

_____________contenido y

30%Lenguaje)

Comentarios: ________________________________________________________________

Criterio (2 puntos)Excelente: 2.00 puntosBueno: 1.50 puntosSatisfactorio: 1.00 puntosNecesita mejorar: .50 punto

Tarea 5.4 tendrá un total de 40 puntos = ____puntos obtenidos x 2 = ____ total de puntos.

Appendix G-Task 6.2

Task 6.2 - Rubric to Evaluate Presentation with Audio: Video or PowerPoint

Student Name:________________________ Date:_____________Criteria Value Points Student Total

ScoreName, workshop and task is identified 4Performs an effective introduction to the theme 4identifying the objectives, ideas and principles. The presentation is organized and coherent, and can be followed easily. 4The presenter grasps the theme by explaining content without errors. 4The ideas and viewpoints are based on good quality resources. 4Length of presentation

4The information is recorded with enthusiasm, capturing the attention of the audience. 4

LanguageStudent pronunciation is clear and 4correct; language can be easily understood.Correct use of English grammar and verb tenses. 4Correct use of vocabulary. 4

Total points: ______

40(70% of content and 30% of

language)

Student’s total Score: ______

Comments: ________________________________________________________________________________________________________________________________________

Criteria (2 points)

Excellent: 4.00 pointsGood: 3.00 pointsFair: 2.00 pointNeeds improvement: 1 point

Apéndice G.1 / Appendix G.1

Matriz Valorativa para Evaluar Presentación PowerPoint

(sin audio) (10 puntos)

Nombre del estudiante:________________________Fecha:_________________

Criterio Puntos PuntuaciónObtenida

ContenidoIdentifica el nombre, taller y tarea .5Realiza una introducción efectiva del tema, identificando el propósito, objetivo e ideas principales. .5

La presentación está bien organizada, coherente y se puede seguir con facilidad 1Demuestra dominio del tema o materia al redactar con propiedad el contenido y no incurre en errores de contenido.

2

Las ideas y argumentos de la presentación están bien fundamentados. 1Cumple con el mínimo de slides. 1El diseño de la presentación capta la atención. 1

LENGUAJELa pronunciación de las palabras es clara y correcta. 1Uso correcto de la gramática y conjugación de verbos en el 1idioma asignado.Uso correcto del vocabulario para expresar el mensaje 1adecuadamente.

Total de Puntos10

(70% dePuntuación del

contenido y 30%

Lenguaje)

Criterio (2 puntos)Excelente: 2.00 puntosBueno: 1.50 puntosSatisfactorio: 1.00 puntoNecesita mejorar: 0.50

Criterio (1 punto)Excelente: 1. puntoBueno: 0.5 puntoSatisfactorio: 0.25 puntoNecesita mejorar: 0 punto

Criteria (.50 points)Excelente: .50 puntoBueno: .25 puntoSatisfactorio: .12 puntoNecesita mejorar: 0 punto

Appendix H

Rubric for Oral Presentation Self EvaluationName ________________________________ Date: ________________

CATEGORY 4 3 2 1

Point of View - Purpose

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the video.

There are a few lapses in focus, but the purpose is fairly clear.

It is difficult to figure out the purpose of the video.

Voice - Consistency

Voice quality is clear and consistently audible throughout the video.

Voice quality is clear and consistently audible throughout the majority (85-95%) of the video

Voice quality is clear and consistently audible through some (70-84%) of the video.

Voice quality needs more attention.

Point of View - Awareness of Audience

Strong awareness of audience in the design. Student can clearly explain why the vocabulary, audio and graphics fit the target audience.

Some awareness of audience in the design. Student can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Student finds it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.

Limited awareness of the needs and interests of the target audience.

Duration of Presentation

Length of presentation was 2-3 minutes.

Presentation was less than 2 minutes long or more than 3 minutes.

LANGUAGE

Vocabulary

Correct use of vocabulary is appropriates for the ad and contributes to deliver a clear message.

Correct use of vocabulary is appropriates for the ad and do not distract.

Correct use of vocabulary is typically correct but error distract from story.

Repeated vocabulary error and usage distract greatly from the story.

PronunciationStudent pronunciation is clear and correct and language can be easily understood.

Student pronunciation is clear and error did not distract from the story.

Student pronunciation is typically correct but errors distract from story.

Student pronunciation is not clear and cannot easily understand.

Grammar

Grammar and usage are correct and contributes to clarity, style and character development.

Grammar and usage are correct and errors did not distract from the story.

Grammar and usage were typically correct but errors distract from story.

Repeated errors in grammar and usage distract greatly from the story.

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