Sistema Universitario Ana G. Méndez School for ... 650 DLP... · Examinará los fenómenos de...
Transcript of Sistema Universitario Ana G. Méndez School for ... 650 DLP... · Examinará los fenómenos de...
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
EDAG 650
Human Relations, Organizational Climate and Culture in Educational Institutions
Relaciones Humanas, Clima y Cultura Organizacional en Instituciones Educativas
© Sistema Universitario Ana G. Méndez, 2009
Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved.
EDAG 650 Human Relations, Organizational Climate and Culture in… 2
Prep. 2005. Luis A. Burgos, Ed.D. Rev. 2009. Bernardo Gil, MBA
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario ........................................................................................................................ 3
Study Guide .................................................................................................................. 15
Workshop One .............................................................................................................. 26
Taller Dos ...................................................................................................................... 29
Workshop Three ............................................................................................................ 32
Taller Cuatro ................................................................................................................. 35
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 .................................................................................................... 50
Anejo F / Appendix F ..................................................................................................... 51
Anejo G / Appendix G .................................................................................................... 52
Anejo H / Appendix H .................................................................................................... 53
Anejo I /Appendix I ........................................................................................................ 55
Anejo J / Appendix J...................................................................................................... 56
Anejo K / Appendix K ................................................................................................... 57
Anejo L / Appendix L ..................................................................................................... 58
Anejo M /Appendix M .................................................................................................... 60
Anejo M / Appendix M .................................................................................................. 61
Anejo N/Appendix N ...................................................................................................... 62
Anejo O /Appendix O..................................................................................................... 64
Anejo P/Appendix P ...................................................................................................... 66
Anejo Q /Appendix Q..................................................................................................... 67
EDAG 650 Human Relations, Organizational Climate and Culture in… 3
Prep. 2005. Luis A. Burgos, Ed.D. Rev. 2009. Bernardo Gil, MBA
Prontuario
Título del Curso Relaciones Humanas, Clima y Cultura Organizacional en
Instituciones Educativas
Codificación EDAG 650
Duración Cinco Semanas o según aplique
Pre-requisito Ninguno
Descripción
En el curso se estudia el desarrollo y la evolución de los marcos y las teorías de
comportamiento o de conducta organizacional hasta la actualidad, integrados al
contexto socio-histórico en que operan las instituciones educativas. Se estudian los
retos y las tendencias que inciden sobre estas organizaciones como sistemas abiertos.
De igual manera se analizan las conductas individuales, interpersonales, grupales y
organizacionales y cómo estas ejercen influencia en el ejercicio efectivo del liderazgo
académico. Se distingue entre el clima y la cultura organizacional, así como se estudian
las estrategias para el desarrollo de climas positivos de comunidad y organizacionales.
Se discute la importancia del recurso humano en las organizaciones como elemento
generador y receptor del cambio en la cultura y clima organizacional en el escenario
educativo.
Objetivos Generales
Durante el estudio del curso, el estudiante:
1. Analizará las maneras en que el contexto histórico, económico, social, político,
nacional e internacional afecta la gestión administrativa en una institución
educativa.
2. Valorará la dimensión de la unidad educativa como un ambiente social.
3. Identificará la importancia del recurso humano como elemento generador y
receptor del cambio en la cultura y clima organizacional en el escenario
educativo.
4. Conocerá y aplicará el concepto de sistema abierto y su relación con el ambiente
organizacional.
5. Examinará los fenómenos de cultura y clima organizacional y el impacto de
éstos en el comportamiento individual y colectivo.
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6. Evaluará la importancia e impacto de los procesos de cambio en la cultura y el
clima organizacional y los recursos humanos.
7. Desarrollará sus capacidades reflexivas, críticas, creativas, cognitivas,
interpersonales e intrapersonales.
8. Reflexionará sobre la totalidad y la interacción natural entre los componentes del
proceso administrativo.
9. Realizará investigaciones con un enfoque global y cualitativo; de manera
participativa, reflexiva y flexible.
10. Aplicará los nuevos conocimientos a la práctica en escenarios concretos de
trabajo.
Texto y Recursos
Palestini, R. (2003). The Human Touch in Educational Leadership. Lanham,
Maryland: Scarecrow Education.
Rebore, R. (2003). A Human Relations Approach to the Practice of Educational
Leadership. Boston, MA: Allyn & Bacon.
Referencias y material suplementario
Hanson, K. L. (2001). Preparing for educational administration using case analysys.
Upper Saddle River, NJ: Prentice Hall.
Hoy, W. K., & Mislel, C.G. (2001) Educational Administration and Theory, Research,
and Practice. (6th. Edition). New York: McGraw Hill.
Lunenburg, F. C., & Ornstein, A.C. (2004). Educational Administration: Concepts and
Practices. (4th. Edition). Belmont, CA: Wadsworth/Thomson.
Marzano, R.J., Waters, T., & McNulty, B.A. (2005). School Leadership that Works: From
Research to Results. Alexandria,VA: ASCD
Senge, Peter. Et all., (1999). The Dance of Change. New York: DoubleDay
Evaluación
La nota final de cada estudiante estará basada en la participación de todas las
actividades de aprendizaje tanto individual como grupal. La nota final de cada
estudiante estará basada en la ejecución de las siguientes actividades de acuerdo a su
peso relativo:
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Criterio Puntos Porciento
Asistencia y puntualidad 200 20%
Participación y contribución en clase 200 20%
Portafolio del curso: Debe incluir las tareas asignadas
y actividades documentadas para cada taller
200 20%
Bibliografía anotada 100 10%
Análisis de articulo 100 10%
Presentación Final 200 20%
Total 1,000 100%
NOTA: Las matrices 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 los criterios de evaluación:
1. Asistencia y puntualidad: La asistencia es de mandataria 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
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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
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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?
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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.
Referencias: Las mismas deben ser redactadas utilizando el estilo APA.
debidamente organizadas y rotuladas. El mismo será evaluado utilizando el
Anejo D hasta el Anejo K ).
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
4. Bibliografía anotada: El estudiante preparará una bibliografía anotada a través del
curso. La misma contendrá un mínimo de 20 fichas con las síntesis de los artículos,
revistas u otras fuentes relacionadas con los tópicos del curso. Esta se entregará el
último día de clases.
5. Análisis de artículos: El estudiante seleccionará dos artículos recientes de temas
relacionados al curso. Preparará un análisis detallado donde exponga su opinión (a
manera de ensayo) con respecto al asunto planteado en el artículo. Esta opinión
deberá estar sustentada por teorías, postulados o literatura relacionada con el
liderazgo educativo o el tema particular seleccionado.
6. Presentación final: En el taller número cinco se presentarán los trabajos de
investigación finales. Esta investigación se estructurará de la siguiente forma:
1. Trabajo en grupo compuesto por no más de tres estudiantes.
2. Selección de un tema relacionado con el curso.
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3. Determinación de un problema para investigación o una situación que
amerite ser investigada y el escenario dónde se investigará.
4. Identificación de un Marco Teórico que sirva como base para la investigación.
5. Preparación de instrumentos para obtener información (cuestionarios o
entrevistas).
6. Administración de instrumentos y obtención de información.
7. Determinación de hallazgos.
8. Comparación de hallazgos con Marco Teórico o literatura relacionada.
9. Establecimiento de conclusiones y recomendaciones.
10. Presentación oral en clase y entrega de informe escrito al Facilitador.
Nota 1 : El Facilitador evaluará las presentaciones orales utilizando el Anejo M y
los trabajos escritos con el Anejo L . Cada integrante del equipo evaluará la
aportación de sus compañeros al trabajo grupal utilizando el Anejo N .
Nota 2 : Para la presentación final, 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
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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.
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6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
copiado o presente trazos de otro será calificado con cero (vea la política de
honestidad académica).
8. Si el facilitador hace cambios al 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 está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen 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 búsqueda de l a información deseada. Entre
ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
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• 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.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es 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.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el
estudiante.
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Study Guide
Course Title Human Relations, Organizational Climate and Culture in
Educational Institutions
Code EDAG 650
Time Length Five Weeks
Pre-requisite NONE
Description
This course studies the evolution of organizational behavior theories as they relate
to the socio-historical context in which organizations operate. It takes special emphasis
in organization, group, and individual behavior and how they influence academic
leadership. In addition, the course highlights the difference between organizational
climate and culture, and the strategies for developing both at the community and
organizational levels. Finally, this course analyzes the importance of the human
resources as the essential element in organizational climate and culture in an
educational environment.
General Objectives
Throughout the development of the course, the student will:
1. Analyze the ways in which the historic, economic, social, politic, national and
international contexts affect an educational institution.
2. Appreciate the different dimensions of an educational unit as a social
environment.
3. Identify the importance of the human resource as a crucial element in the change
processes of the cultural and organizational climate.
4. Apply the concept of open systems and its relationship with the organizational
environment.
5. Examine the concepts of organizational culture and climate and understand their
impact in collective and individual behavior.
6. Evaluate the importance and impact of changes in culture, organizational climate
and human resources.
7. Develop critical, creative, cognitive, interpersonal and intrapersonal
competencies.
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8. Understand the natural interaction between the different administrative
components.
9. Research with an investigative, qualitative, reflexive and flexible approach.
10. Apply new knowledge to practical work related situations.
Texts and Resources
Palestini, R. (2003). The Human Touch in Educational Leadership. Lanham,
Maryland: Scarecrow Education.
Rebore, R. (2003). A Human Relations Approach to the Practice of Educational
Leadership. Boston, MA: Pearson Education.
References and Supplementary Materials
Hanson, K. L. (2001). Preparing for educational administration using case analysys.
Upper Saddle River, NJ: Prentice Hall.
Hoy, W. K., & Mislel, C.G. (2001) Educational Administration and Theory, Research,
and Practice. (6th. Edition). New York: McGraw Hill.
Lunenburg, F. C., & Ornstein, A.C. (2004). Educational Administration: Concepts and
Practices. (4th. Edition). Belmont, CA: Wadsworth/Thomson.
Marzano, R.J., Waters, T., & McNulty, B.A. (2005). School Leadership that Works: From
Research to Results. Alexandria,VA: ASCD
Senge, Peter. Et all., (1999). The Dance of Change. New York: DoubleDay
Evaluation
The final grade of each student will be based on the participation of all individual and
group learning activities. The final grade will be based on the execution of the following
activities and their relative weight:
Criteria Points Percentage
Attendance and punctuality 200 20%
Participation y contribution to the class 200 20%
Course portfolio: Must include all assignments and
activities for each Workshops
200 20%
Annotated bibliography 100 100%
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Article Analysis 100 100%
Final Presentation 200 20%
Total 1,000 100%
NOTE: The rubrics to be used for these evaluations are included at the end of the
module. The student will be evaluated in terms of their dominion of the content of the
course and, also the dominion of the languages both English and Spanish.
The standard curve to be used is the following:
A: 100 - 90 %
B: 89 - 80 %
C: 79 - 70 %
D: 69 - 60 %
F: 50 - 0 %
Evaluation description:
1. Attendance and punctuality: Attendance is mandatory, and being punctual
reflects a professional ethic. The facilitator will register the student’s performance
for both in every workshop. At the end of the course, the Facilitator will evaluate
each student with the rubric in Appendix 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 .
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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
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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
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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. Annotated bibliography: The student will prepare an annotated bibliography using
the criteria specified in Appendix D. It will have a minimum of 20 sources related
to the different topics included in the course. This project is due in workshop five.
5. Article analysis: The student will select two articles related to any topic included in
the course. For each article, a detailed analysis will be prepared (essay type)
presenting their opinion on the subject. This opinion must be based in theories,
research or related literatures that will help the student demonstrate its argument.
6. Final research project: In workshop five the final research projects will be
presented. It is structured with the following guidelines:
1. Group work with no more that three students. (Workshop 1)
2. Selection of a course related topic.
3. Identify a research problem based on the topic or a situation that the group
wants to investigate in a real scenario. Determine the scenario.
4. Identify a theoretical background that will support the research.
5. Prepare data gathering instruments or questions for interview. Determine
methodology to be applied.
6. Administer instruments and gather needed data.
7. Determine or identify findings related to the problem.
8. Compare findings to theoretical background, literature or other research.
9. Determine conclussions and reccomendations.
10. As a group present the research in class as well as provide a written report to
the Facilitator.
Note 1: The Facilitator will evaluate the oral presentations using Appendix M ,
and the written reports using Appendix L . 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 N .
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Note 2 : For the final presentation, 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.
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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:
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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 (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
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Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is
a philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One
Specific Objectives
At the end of this workshop, the student will:
1. Demonstrate knowledge of educational administration theoretical background
through classroom application.
2. Model the importance of human relations in the educational environment.
3. Recognize the importance of the organizational climate and culture in
educational institutions.
Language Objectives:
1. Summarize the main ideas using correct gramar and spelling of the language.
2. Explain the importance of human relations in the educational environment using
excellent written skills of the language.
3. Express their personal opinion on the importance of the organizational climate and
culture in educational institutions, using excellent oral command of the language.
Electronic Links (URLs)
Educational Administration
http://eric.ed.gov/
http://www.education-world.com/a_admin/
www.ascd.org
http://escholarship.bc.edu/dissertations/AAI3043396/
http://en.wikipedia.org/wiki/Academic_administration
http://www.ascd.org/publications/educational_leadership.aspx
http://jel.sagepub.com/
http://www.nsba.org/sbot/toolkit/
http://www.umsl.edu/~henschkej/articles/HistoryASTDmodelspracticeHRD.pdf
http://eprints.uum.edu.my/1065/
Assignments before Workshop One
1. Carefully read the module and come to class prepared with any questions or
doubts that need explanation.
2. Read the recommended URL’s regarding the APA style, identifying the basic
guidelines, about title page, index, allowable fonts, spaces, margins, and
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references. The student should be prepared to ask and 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. Study the following:
• Development of Administrative Theory
• Organizational structure and the different models
• Management levels and responsibilities
• Motivational Theories
5. Define human relations, organizational culture and organizational climate.
6. Compare and contrast the different organizational structures and its relation to
the basic educational institution structure.
7. Choose an article of your interest related to the class. Analyze it and prepare an
essay according to the criteria established for Article Analysis.
Activities
1. The facilitator will begin the workshop with an icebreaker activity.
2. The facilitator will explain the details of the module content, appendixes and
assignments.
3. The facilitator will explain to the class the process of selecting the student
representative for the course.
4. The facilitator will lead the process of organizing the small groups for the final
research project. Appropriate time will be provided for interaction and information
exchange. These teams will also work together in other partial classroom
presentations in Workshops Two and Four. Depending on how many groups are
organized the facilitator will assign the topics for the presentations in the already
mentioned workshops.
5. Divide the group in pairs to share the information related to task #1 before
Workshop One.
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6. The facilitator will interact with students to review all concepts and Theories.
Special emphasis will be given to the identification of these theories/concepts in
today’s educational institutions.
7. Divide into three small groups. Each will work with on definition (from task #2
before Workshop One) identifying its application in their work environment. Share
the definition and application with the rest of the group.
8. The facilitator will take the group to the Learning Resource Center for an
orientation session related to: research engines, net-library, etc.
9. Upon resuming the class activities students will discuss the different
organizational structures and their relationship with the educational institution.
10. Students will turn in their article analysis.
11. The Facilitator will explain the details and requirements for the Portfolio
(Appendix D thru K ).
12. The Facilitator will explain in detail the assignments and activities for the next
workshop.
Assessment
1. Students will fill out the reflexive diary. See Appendix O .
2. The Facilitator would assess student participation in content and language
through the workshop using Appendix C.
3. Written report rubric.
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Taller Dos
Objetivos Específicos
Al finalizar el Taller, los estudiantes:
1. Reconocerán la importancia del ambiente en el funcionamiento de la
organización.
2. Comprenderán la relación y el efecto de la estructura organizativa, las relaciones
humanas y la efectividad en el logro de metas y objetivos.
3. Identificarán los componentes de un sistema y diferenciarán entre los distintos
tipos.
4. Analizarán situaciones reales e hipotéticas relacionadas con los sistemas, las
relaciones humanas y su impacto para lograr las metas de la institución
educativa.
Objetivos del Lenguaje
1. Traducir un artículo sobre la relación entre el y el efecto de la estructura
organizativa, las relaciones humanas y la efectividad en el logro de metas,
utilizando excelente gramática, puntuación y ortografía.
2. Leer y resumir las ideas principales de un libro ó artículo sobre la importancia del
ambiente en el funcionamiento de la organización, utilizando excelente uso
apropiado del lenguaje incluyendo la sintaxis, uso de vocabulario y conjugación
de verbos.
3. Comunicar ideas verbalmente en español haciendo uso correcto de verbos y
dicción.
Direcciones Electrónicas
Organization in the Education Industry
www.valuebasedmanagement.net/methods_gestalt.html
http://accel-team.com/publications/atPDF_06_openSystems.html
http://www-personal.umich.edu/~marvp/facultynetwork/whitepapers/jimhamrick.html
http://www.ed.brocku.ca/~cmitchel/orgbehav.html
Organizational structures
http://www.analytictech.com/mb021/orgtheory.htm
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http://www.fao.org/docrep/W7503E/w7503e04.htm#reading%20note:%20structure%20o
f%20an%20organization
http://www.reason.org/pb21.pdf
http://www.schoolchoices.org/roo/fm.htm
Tareas a realizar antes del Taller Dos
1. Redactar un ensayo de cuatro páginas, utilizando el estilo APA, de acuerdo con
las especificaciones, sobre la importancia de las relaciones humanas para el
logro de las metas de la organización.
2. Buscar información relacionada con la Teoría de Sistemas y sus tipos.
3. Buscar información acerca de:
• Enfoques sicológicos de relaciones humanas
• Principios éticos en relaciones humanas
• Responsabilidades del administrador para unas relaciones humanas
efectivas
4. Identificar el impacto de las estructuras organizativas en las relaciones humanas
dentro de las instituciones educativas y estar preparados para discutirlo con el
resto del grupo.
Actividades
1. Se efectuarán las presentaciones orales/escritas grupales sobre los temas
asignados.
2. Los estudiantes evaluarán oralmente las presentaciones por separado.
Discutirán los aspectos más relevantes sobre los temas presentados.
3. Los estudiantes trabajarán en grupos pequeños e identificarán la pertinencia de
los asuntos presentados en su entorno de trabajo.
4. El facilitador proveerá el estudio y análisis de un caso en el cual los estudiantes
puedan aplicar los conceptos aprendidos.
5. El facilitador realizará una discusión socializada para clarificación de conceptos.
6. Análisis de Situación: Mediante la aplicación de la dinámica “Phillip 6-6” (Anejo
Q) analizar la relación y el efecto de la estructura organizativa, las relaciones
humanas y la efectividad en el logro de metas y objetivos.
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7. Los estudiantes realizarán una breve presentación oral sobre el contenido de su
ensayo antes de entregar el mismo al facilitador.
8. El facilitador, sin evaluar, podrá provocar un diálogo, en forma individual o
colectiva, entre los estudiantes con respecto a las presentaciones.
9. Los estudiantes podrán presentar algunos ejemplos de su bibliografía anotada
para retrocomunicación del facilitador y los demás compañeros.
10. El/la facilitador(a) aclarará cualquier duda que haya surgido en relación a la
entrega del portafolio y los trabajos entregados.
11. El/la facilitador(a) explicará con detalle las actividades para el Taller tres y
aclarará interrogantes presentadas.
Avalúo
1. Los estudiantes completarán la forma del diario reflexivo. Ver Anejo O .
2. Entregará el diario reflexivo (Anejo O ) al finalizar el Taller.
3. El Facilitador evaluará la participación de cada estudiante utilizando el Anejo C .
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Workshop Three
Specific Objectives
At the end of this workshop students will:
1. Understand the different types of individual and group conflict and strategies to
overcome them.
2. Determine effective strategies to implement change in an educational institution.
3. Differentiate between the different leadership theories and styles relating them to
best practices in an educational institution.
4. Be able to understand the different elements affecting an educational institution
and how to effectively impact its organizational behavior to achieve stated goals
and objectives.
Language Objectives:
1. Summarize types of individual and group conflicts, using correct grammar and
spelling of language.
2. Express the effective strategies to implement change in an educational
institution, using excellent oral command of the language.
3. Explain the leadership theories, using excellent skills of language.
Electronic Link (URLs)
http://eric.ed.gov/
http://www.education-world.com/a_admin/
http://managementhelp.org/org_chng/org_chng.htm
www.ed.brocku.ca/~cmitchel/orgbehav.html
www.cps.usfca.edu/ob/resources/
www.infed.org/biblio/b-explrn.htm
www.weleadinlearning.org/mt05.htm
www.crinfo.org/
http://scholar.lib.vt.edu/CAUSE97.pdf
Assignments before Workshop Three
1. Read thoroughly about the following topics:
• Conflict and conflict resolution
• Leadership theories and styles
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• Change Theory
• Organizational behavior
2. Choose an article related to change in organizations and write an essay
according to the established criteria.
3. Continue working in your annotated bibliography.
4. After reading about conflict resolution, think about a real situation that you can
relate to conflict principles, theories or resolution strategies.
5. Each student must be working on their portfolio, making sure they have included
all works. Also, each student should work with the Introduction of the Portfolio.
The portfolios must be delivered at the end of the workshop in order for the
Facilitator to monitor student’s progress and compliance.
Activities
1. The facilitator will lead a socialized discussion in the topic of leadership evolution
and the different theories and styles.
2. In small groups, students will discuss the different types of conflict and strategies.
Each group will discuss the individual situations requested in assignment prior to
workshop #4. They will choose one and determine which strategy to apply for
solving the conflict. The group will demonstrate the process through a role play in
the classroom.
3. After each role play the rest of the group will have the opportunity to reflect upon
the issue and express their opinion in how the matter was handled or what
resolution strategy they would have applied.
4. The facilitator will lead a socialized discussion related to the change process and
theory, and its impact in organizational behavior.
5. Students will analyze these concepts in pairs and present real or simulated
situations and their perceptions on how to use change in a positive way to
strengthen the educational institution.
6. The facilitator will provide opportunity for students to meet in their presentation
groups and assign the topic for the presentations in Workshop 4.
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Assessment
1. Students will fill out the reflexive diary. See Appendix O .
2. The Facilitator would assess student participation in content and language
through the workshop using Appendix C .
3. Written report rubric.
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Taller Cuatro
Objetivos Específicos
Al finalizar el Taller, los estudiantes podrán:
1. Valorar al recurso humano como el activo más importante de una organización.
2. Reconocer y explicar la evolución de la administración educativa.
3. Identificar los elementos cruciales para lograr la efectividad de una institución
educativa y cómo manejarlos efectivamente.
4. Aplicar efectivamente estrategias que promuevan el cambio en su organización
para lograr optimizar los recursos disponibles en el logro de metas y objetivos.
Objetivos del Lenguaje:
1. Redactar un ensayo con excelente gramática, puntuación y ortografía donde
opine sobre el impacto del liderazgo en el clima y la cultura organizacional.
2. Leer y resumir las ideas principales de un artículo sobre la importancia del
recurso humano en una organización, utilizando excelente uso apropiado del
lenguaje incluyendo la sintaxis, uso de vocabulario y conjugación de verbos.
3. Comunicar la evolución de la administración educativa verbalmente en español
haciendo uso correcto de verbos y dicción.
Direcciones Electrónicas
Administracion Educativa
http://educdigitalmtv.blogspot.com/2007/11/administracin-educativa.html
Liderazgo y cultura organizacional
http://www.gestiopolis.com/canales/emprendedora/articulos/53/lidestrapyme.htm
http://www.monografias.com/trabajos17/cultura-organizacional/cultura-
organizacional.shtml
Información Adicional
www.weleadinlearning.org/mt05.htm
www.infed.org/biblio/b-explrn.htm
http://ema.sagepub.com/cgi/content/abstract/33/2/245
www.leaderu.com/education/raisingstandard.html
www.schoolmatch.com/articles/SMESPR01.htm
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Tareas a realizar antes del Taller Cuatro
1. Redactar un ensayo, de acuerdo con las especificaciones, sobre el impacto del
liderazgo en el clima y la cultura organizacional.
2. Buscar información sobre los recursos humanos y el proceso organizacional
para su manejo efectivo.
3. Buscar información sobre el desarrollo de la administración educativa.
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. Los estudiantes harán sus presentaciones en power point.
3. Al finalizar cada presentación, se proveerá oportunidad para que el resto del
grupo reaccione a la misma y pueda hacer aportaciones que enriquezcan el
diálogo sobre el tópico presentado.
4. Dividir la clase en grupos de trabajo pequeños.
5. EL facilitador asignará tres preguntas que promuevan la reflexión y el análisis
entre los miembros de los grupos y que ayuden al logro de los objetivos
establecidos para este taller. Se proveerán 45 minutos para esta interacción.
6. Cada grupo expondrá sus respuestas a las preguntas. Deberán asegurarse que
las mismas estén sustentadas con literatura de los temas discutidos en el curso
o con temas de otras disciplinas que sean aplicables. En lo posible aplicarán sus
respuestas o las relacionarán con escenarios reales de trabajo en el ámbito
educativo.
7. El facilitador resumirá los puntos más importantes presentados por cada grupo.
8. Se proveerá un espacio de tiempo para clarificar dudas con el facilitador con
respecto a la presentación de la investigación final y de la bibliografía anotada.
Avalúo
1. Los estudiantes completarán la hoja de diario reflexivo. Ver Anejo O .
2. El Facilitador evaluara la participación de cada estudiante utilizando el Anejo C.
3. Matriz valorativa para trabajos escritos.
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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
At the end of this workshop, students will:
1. Recognize the importance of human relations for an effective organizational
climate and culture in educational institutions.
2. Be aware of new leadership challenges in educational institutions that will help
them pro-act towards change effectively.
3. Demonstrate awareness of the importance in becoming an effective learning
community in today’s educational institutions.
Language Objectives:
1. Explain the major points of the topic 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
Electronic Links (URLs)
Climate and Culture
http://cnx.org/content/m13465/latest/
http://books.google.com/books?id=QB1VFodH9kkC&pg=PA18&lpg=PA18&dq=organiza
tional+climate+culture+education&source=web&ots=mZMtrgjOjP&sig=pBqsdoaRTdkQ
G765W_bBtMTGqlk&hl=en&sa=X&oi=book_result&resnum=4&ct=result#PPR9,M1
www.creatinglearningcommunities.org/
www.cc.gatech.edu/elc/
www.mcli.dist.maricopa.edu/ilc/
http://carbon.cudenver.edu/~mryder/dlc.html
http://www.1hup.edu/diversity/relations.htm
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Assignments before Workshop Five
1. Read and define multiculturalism, learning communities
2. Search about new trends in educational leadership
3. Complete all assignments to be turned in at this workshop.
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. 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 have up to 30 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).
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 SPANISH.
2. The facilitator will initiate the workshop discussion with students on the topics of
multiculturalism and learning communities. 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 ENGLISH.
3. 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.
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4. The students will perform their research project presentation. Each group will
have approximately 30 minutes for their presentation. The Facilitator will evaluate
the oral presentation using Appendix M , and the written report using Appendix
L. 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. Each member of the group will also evaluate the contribution made by
the other group members to the group’s work, using Appendix N .
5. After all the reports have been presented, the facilitador will promote questions or
further discussion among the class.
6. The facilitator will rap-up the discussion.
7. Students will complete the End of Course Evaluation Form.
8. Students will hand in the Portfolio.
9. Closing activity – to be determined by the facilitator.
Assessment
1. Students will complete the reflexive diary. See Appendix O .
2. The students will complete one evaluation for each member of their group on the
presentation, using Appendix P . Once finished, please deliver it to the facilitator.
3. The Facilitator would assess student attendance and punctuality through the
course using the attendance/punctuality records fors each workshop and
Appendix A .
4. The Facilitator would assess student participation in content and language
through the workshop using Appendix C .
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Anejos/Appendixes
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Anejo A/Appendix A
MATRIZ VALORATIVA PARA ASISTENCIA Y PUNTUALIDAD
NOMBRE: __________________________ NOTA FINAL _____________
FECHA: ____________________________
La asistencia a cada taller es mandataria 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 Estudiante:
Taller Uno 25 puntos - 25 puntos - 5 puntos ____________
Taller Dos 25 puntos - 25 puntos - 5 puntos ____________
Taller Tres 25 puntos - 25 puntos - 5 puntos ____________
Taller Cuatro 25 puntos - 25 puntos - 5 puntos ____________
Taller Cinco 25 puntos - 25 puntos - 5 puntos ____________
Total: ____________
Comentarios:
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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:
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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:
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Workshop Four: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:
Workshop Five: Criteria: ______________________ Student’s signature: ______________________ Facilitator’s Signature:
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Anejo C / Appendix C
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:
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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:
________________________________________________________________.
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Anejo D / Appendix D
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
a. Documentation will be posted in a binder or in a digital version (e-
portfolio).
b. The cover page will follow exactly APA guidelines applied to a cover page
of research papers submitted at Metro Orlando Campus. This cover page
will be placed at the beginning of the portfolio.
c. The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication
Manual of the APA, Fifth Edition”
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d. A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
include a brief description, date produced, date submitted, and date
evaluated (Appendix F ).
e. Introduction and conclusion of the income and outcome of the portfolio.
f. A list of references and appendixes of all assignments included will be
added to the end of the portfolio.
g. The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix E ).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix I ). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
a. Portfolio samples will be safely stored for a six-month term on campus.
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b. 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 ).
c. 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 ).
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Anejo E / Appendix E
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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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
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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.
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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?
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� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo I /Appendix I
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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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
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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
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Anejo L / Appendix L
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: _________________________
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MATRIZ 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: _________________________
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Anejo M /Appendix M
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
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MATRIZ 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
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Anejo N/Appendix N
RUBRIC TO EVALUATE PARTICIPATION IN GROUP
NAME: ________________________ FINAL GRADE: ________________ TITLE: ________________________ DATE: _________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A 1. Attended group meetings and
activities.
2. Collaborated in planning group meeting and activities.
3. Demonstrated disposition to cooperate with the group.
4. Contributes frequently to group discussion.
5. Actively participated in meetings and activities.
6. Demonstrated interest in group discussions and activities.
7. Arrived prepared to group meetings, activities and discussions.
8. Demonstrated attention and opening towards arguments from classmates.
9. Demonstrated leadership in group activities
10. Formulated pertinent questions in group discussions.
11. Contribuyó al grupo con material e información adicional.
12. Demonstrates initiative and creativity in group activities.
13. Completed assigned tasks. 14. Significantly contributed to work
presented by the group.
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MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO
NOMBRE:___________________________NOTA FINAL ___________________ TITLE: _____________________________FECHA:_____________________________ 0-NO CUMPLIO 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-EXCELENTE N/A-NO APLICA
CRITERIOS 0 1 2 3 4 5 N/A 1. Asistió a las reuniones o
actividades del grupo.
2. Colaboró en la planificación y celebración de las reuniones o actividades de grupo.
3. Demostró disposición para cooperar con el grupo.
4. Contribuyó frecuentemente a las discusiones del grupo
5. Participó activamente en las reuniones y actividades.
6. Demostró interés en las discusiones y actividades del grupo.
7. Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
8. Demostró atención y apertura a los puntos y argumentos de sus compañeros.
9. Demostró liderazgo en las actividades del grupo.
10. Formuló preguntas pertinentes a las discusiones del grupo.
11. Contribuyó al grupo con material e información adicional.
12. Demostró iniciativa y creatividad en las actividades de grupo.
13. Completó las tareas asignadas. 14. Contribuyó significativamente al
trabajo que presentó el grupo
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Prep. 2005. Luis A. Burgos, Ed.D. Rev. 2009. Bernardo Gil, MBA
Anejo O /Appendix O
DIARIO REFLEXIVO
Nombre: _______________________
Fecha : _______________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los
sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de
cada taller. Este proceso le ayudará en su autoanálisis, así como, propiciará la
autoevaluación.
Luego, de concluido cada taller, usted deberá reflexionar sobre lo presentado en él y
contestará las preguntas que aparecen a continuación, analizando los trabajos de ese
día.
1. Hoy aprendí…. (expresado de manera sencilla, en sus propias palabras, lo que
más le llamó la atención)...
2. Este tema presentado en clase me ayuda a....(reflexione en relación a los
asuntos discutidos en clase….)
3. Puedo aplicar lo discutido en la clase a mi vida personal y experiencias
profesionales…
(Reconocer fortalezas y limitaciones. Experiencias actuales o pasadas que le
ayudaron a crecer como ser humano o profesional. Experiencias durante esa
semana o ese día en el hogar o trabajo que se relaciona con lo que se habló en
el taller o que le hicieron reflexionar sobre el tema discutido.)
EDAG 650 Human Relations, Organizational Climate and Culture in… 65
Prep. 2005. Luis A. Burgos, Ed.D. Rev. 2009. Bernardo Gil, MBA
Reflective Diary
Name: _______________________
Date: _______________________
The purpose of this reflective diary is to be able to reflect on the significance of this
course. You should draw on your own experiences for examples of the ideas you are
studying. You can also speculate about how you might apply what you are learning in
class. This process will help in your self-analysis.
At the end of each workshop, you should reflect on the topics presented and answer
the following guide questions.
1. Today I learned ….(express these thoughts in a simple manner and in your own
words)
2. The topic presented in class today helps me to … (reflect in relation with the
topics discussed in class….
3. I can apply what was presented in class today to some aspects of my personal
life or to any other past experience …
(recognize personal strengths and limitations you identify with the theme;
how can you improve some aspect of your personal and professional life.)
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Prep. 2005. Luis A. Burgos, Ed.D. Rev. 2009. Bernardo Gil, MBA
Anejo P/Appendix P
Recap Activity “The Whip”
Objective:
To allow the students to express their thought in regards to what they have learned in
the workshop and, to emphasize the important concepts that come up from the
students’ answers.
Procedure:
The students will answer in complete sentences the questions at the bottom. The
facilitator will go around the room asking each student to respond to a question and
he/she would answer with short phrases. Every student is expected to respond. They
may pass on the first turn but, must answer once the whip circles again.
What was one thing you learned today?
What was one thing you are unclear about today?
What one surprise was in today’s class?
What was one thing you want to think more about?
EDAG 650 Human Relations, Organizational Climate and Culture in… 67
Prep. 2005. Luis A. Burgos, Ed.D. Rev. 2009. Bernardo Gil, MBA
Anejo Q /Appendix Q
Dinámica 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.