ITHM 460 CAPSTONE COURSE CURSO CAPSULAR 460 DLP... · ITHM 460 CAPSTONE COURSE ... Prontuario ... & Vallen, J. J. (2000). Check-In Check-Out (6 th ed.). New York, Prentice Hall. Evaluation

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

ITHM 460

CAPSTONE COURSE

CURSO CAPSULAR

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

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

ITHM 460 Capstone Course 2

Prep. 09-30-05. Prof. Abigail Ríos-Lugo, MPA Rev. 07-31-09 Prof. Abigail Ríos-Parnell, MPA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Study Guide .................................................................................................................... 4

Prontuario ...................................................................................................................... 13

Workshop One .............................................................................................................. 20

Taller Dos ...................................................................................................................... 24

Workshop Three ............................................................................................................ 27

Taller Cuatro ................................................................................................................. 30

Workshop Five/Taller Cinco .......................................................................................... 34

Anejo A/Appendix A ...................................................................................................... 37

Anejo B/Appendix B ...................................................................................................... 39

Anejo C/Appendix C ...................................................................................................... 41

Anejo D/Appendix D ..................................................................................................... 43

Anejo E/Appendix E ...................................................................................................... 44

Anejo F/Appendix F ....................................................................................................... 45

Anejo G/Appendix G...................................................................................................... 46

Anejo H/Appendix H ...................................................................................................... 48

Anejo I/Appendix I ......................................................................................................... 49

Anejo J/Appendix J........................................................................................................ 50

Anejo K/Appendix K ...................................................................................................... 51

Anejo L/Appendix L ....................................................................................................... 52

Anejo M/Appendix M ..................................................................................................... 53

Anejo N/Appendix N ...................................................................................................... 55

Anejo O/Appendix O...................................................................................................... 56

Anejo P/Appendix P ...................................................................................................... 58

Anejo Q/Appendix Q...................................................................................................... 59

Anejo R/Appendix R ...................................................................................................... 60

Anejo S/Appendix S ...................................................................................................... 62

Anejo T/Appendix T ....................................................................................................... 65

Anejo U/Appendix U ...................................................................................................... 66

Anejo V/Appendix V ...................................................................................................... 68



Anejo W/Appendix W .................................................................................................... 70

Anejo X/Appendix X ...................................................................................................... 71

Anejo Y/Appendix Y ...................................................................................................... 72



Study Guide

Course Title Capstone Course

Code ITHM 460

Time Length Five Weeks

Pre-requisite All major and core courses

Description

This course is a seminar that emphasizes case studies to explore current trends

and issues pertaining to the hospitality industry. Emphasis is placed o the student’s

abilities to investigate, analyze, and discuss these issues thorough written work.

General Objectives

1. Demonstrate how to integrate the knowledge of various (lodging, food and beverage,

and event planning) to make a successful service operation.

2. Apply the knowledge acquired during the students’ years if study to analyze and

solve problems affecting a hospitality operation.

3. Demonstrate the techniques that an effective manager should use to maximize

revenue and reduce costs in any given hospitality operation.

4. Analyze current economic issues in the hospitality industry and offer cost-effective

solutions.

5. Analyze how the most important tourism destinations in the Caribbean, the

Americas, and the rest of the world have an effect in our local tourism industry.

6. Discuss the most important federal and local laws affecting the hospitality industry

and the legal considerations I the decision making process.

7. Demonstrate proficiency in making sound decisions and analyzing the repercussions

those decisions might have in other people within the organization.

8. Prove good service skills and explain how these help a hospitality business generate

more revenue.

9. Summarize the most important skills necessary to be an efficient hospitality

professional.

Suggested Text

Casado, M.A. (2006). Hospitality Management: a capstone course (1st. ed.). New

Jersey: Pearson Education, Inc. Upper Saddle River.



References

Kasavana, M. L., & Brooks, R. M. (2001). Managing Front Office Operations (7th ed.)

East Lansing MI, AH&LA Educational Institute.

Kasavana, M. L. (1995). Front Office Procedures. East Lansing MI, AH&LA

Educational Institute.

Kappa, M. M., Netschke, A., & Schappert, P. B. (1997). Managing Housekeeping

Operations ( 2nd ed.). East Lansing MI, AH&LA Educational Institute.

Vallen, G. K., & Vallen, J. J. (2000). Check-In Check-Out (6th ed.). New York,

Prentice Hall.

Evaluation

Students in this course will be evaluated as follows:

Criteria %

Attendance and punctuality 15% Class Participation 25%

Written papers and oral presentations 10%

Course Portfolio 30% Final Presentation 20%

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

module.

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, and at the end of the course. The facilitator will evaluate each

student with the rubric in Appendix A .

Class participation and contribution: All students are expected to attend class

prepared to discuss workshop topics (readings, assigned questions, study cases, etc.),

and to actively participate in class. The Facilitator will evaluate the student’s overall

class participation, at the end of the course using Appendix B ; taking into

consideration the degree of participation, if it shows the student’s degree of

preparation for class, and how much this participation contributed to the class’

development.



3. Course portfolio: Each student must prepare a course portfolio, where he/she will

reflect on course topics and development. It is important that all students work on their

portfolio beginning the first week of class, and keeping it up-to-date. They should also

bring it to class for discussion and Facilitator review. The Portfolio will be evaluated by

the Facilitator using Appendix C , and the progress follow-up using Appendix D . It

should include the following sections:

a. Weekly Assignments : Every student must include in the portfolio a copy of

the assignments required throughout this module. Every student must bring

all written assignments to class. The Facilitator will return the assignments in

the next class, so that the student may revise, correct or improve these

assignments, based on Facilitator’s comments and what was learned in class

assignments must be prepared in the language of the workshop.

b. Case Analysis : Case studies are useful pedagogical tools. Cases expose

students to a mix of theory and practice. They offer the opportunity to

participate in discussions, debates, or projects pertaining to the subject matter

(Watson, 2003). Case analysis must be prepared in the workshop language.

c. 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.

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

reaction papers.

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



g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

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

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

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

3. Presentation of the portfolio

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

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix E ).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

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

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

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

(Appendix F ).

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

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

workshop.

• Self assessment of the portfolio (Appendix H ).

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

to the end of the portfolio.

• Letter for student authorization (Appendix I ).

• Letter of Use and Return or Use and Discard of Portfolio (Appendices J, & K ).

• The entire portfolio will follow APA style: Arial, Courier or Times New Roman

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

the APA, Fifth Edition.”

1. Final Oral Presentation: The class will be dividing into groups of no more than five

(5) students. The details for this presentation are explained in Appendix L . This



presentation should be completed in English. All members of the group must

participate in the oral presentation. The schedule for preparing this final oral

presentation is as follows:

a. First week: Groups are formed. The students of each group should

indicate how and when they can be contacted and agree what day the

group can start to work in the final project.

b. Third week or before : Groups present a proposal of the topic to be

discussed to the Facilitator. The proposal should explain the topic

chosen, why it was chosen, and how it will be presented. The topic should

be related to one of the topics discussed in the course. The Facilitator will

be available at any time.

c. Fifth week : Each group will have 30 minutes to give their oral

presentation. The presentation should be interesting and impact on the

rest of the class. The Facilitator will evaluate the oral presentation using

Appendix M.



Description of course policies

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

Dual-Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each workshop

will be conducted entirely in the language specified. The language used in the

workshops will alternate to insure that 50% of the course will be conducted in

English and 50% in Spanish. To maintain this balance, the course module may

specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty

with asking a question in the target language in which the activity is being

conducted, students may choose to use their preferred language for that particular

question. However, the facilitator must answer in the language assigned for that

particular day. This should only be an exception as it is important for students to use

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

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

English only).

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

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

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

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

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

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:



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

on the students existing grade.

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

based on the students existing grade.

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

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

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

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

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

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

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

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

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

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

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

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

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

the classrooms.

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

community established by the institution and in this course.

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

not stop your investigation. There are many search engines and other links you

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



• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

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

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

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

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

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

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

around which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

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

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

of the world.

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



Prontuario

Título del Curso Curso Capsular

Codificación ITHM 460

Duración Cinco Semanas

Prerrequisito Todos los cursos de concentración

Descripción

Este curso es un seminario dónde se enfatiza el análisis de casos para explorar

tendencias actuales y temas pertinentes a la industria de la hospitalidad. También, se

enfatiza en las habilidades de los estudiantes para investigar, analizar y discutir dichos

temas en forma escrita.

Objetivos Generales

1. Demostrar cómo se integra el conocimiento de varias áreas funcionales

(alojamiento, alimentos y bebidas y planificación de eventos) para lograr un servicio

operacional exitoso.

2. Aplicar el conocimiento adquirido a través del programa de estudio para analizar y

resolver problemas que afectan las operaciones dentro de la industria de la

hospitalidad.

3. Demostrar las técnicas que un gerente efectivo debe utilizar para maximizar las

ganancias y reducir costos dentro de cualquier operación en la industria de la

hospitalidad.

4. Analizar las tendencias económicas existentes en la industria y ofrecer soluciones

costo-efectivas.

5. Analizar cómo los destinos más importantes del Caribe, las Américas y el mundo

tienen un efecto en el turismo local.

6. Discutir las leyes locales y federales más importantes que afectan a la industria de

la hospitalidad y las consideraciones legales en el proceso de toma de decisiones.

7. Demostrar destrezas en la toma de decisiones y analizar las repercusiones que

dichas decisiones puedan tener en otras personas dentro de la organización.

8. Probar destrezas de buen servicio y explicar cómo estas destrezas ayudan a qué un

negocio dentro de la industria de la hospitalidad genere más ganancias.



9. Resumir las destrezas más importantes necesarias para ser un profesional exitoso

dentro de la industria de la hospitalidad.

Texto Sugerido

Casado, M.A. (2006). Hospitality Management: a capstone course (1st. ed.). New

Jersey: Pearson Education, Inc. Upper Saddle River.

Referencias y material suplementario

Kasavana, M. L., & Brooks, R. M. (2001). Managing Front Office Operations (7th ed.)

East Lansing MI, AH&LA Educational Institute.

Kasavana, M. L. (1995). Front Office Procedures. East Lansing MI, AH&LA

Educational Institute.

Kappa, M. M., Netschke, A., & Schappert, P. B. (1997). Managing Housekeeping

Operations ( 2nd ed.). East Lansing MI, AH&LA Educational Institute.

Vallen, G. K., & Vallen, J. J. (2000). Check-In Check-Out (6th ed.). New York,

Prentice Hall.

Evaluación

Criterios %

Asistencia y puntualidad 15%

Participación y contribución en clase 25%

Trabajos escritos y presentaciones orales 10%

Portafolio 30%

Presentación oral final 20%

TOTAL 100%

NOTA: Las rúbricas a utilizarse para la evaluación de estas actividades se incluyen

al final del módulo.

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

ética profesional. El facilitador llevará un registro de las mismas para cada taller y,

al finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante.

2. Participación y Contribución en clase: Se espera que todo estudiante asista a

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



diario actualizado, etc.) y que participe activamente en cada taller. El Facilitador

evaluará la participación y contribución de cada estudiante al finalizar el curso

(Anejo B ). Tomará en cuenta el grado de participación de cada estudiante, si se

preparó para cada taller y su contribución en el desarrollo de la clase.

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

donde reflexionará sobre los temas del curso y sus experiencias en el centro de

práctica. Es importante que cada estudiante trabaje este portafolio a partir de la

primera semana de clases, lo mantenga actualizado y lo traiga a clases cada

semana para que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio

será evaluado utilizando el Anejo C y el Anejo D para ver el progreso del mismo. El

portafolio debe incluir las siguientes partes:

a. Tareas semanales: La industria de la hospitalidad es una cambiante día a

día. Los gerentes dentro de esta industria deben ser multitalentosos. A

través de las tares semanales, el estudiante está expuesto a la práctica y a

mantenerse al día en relación a la cambiante industria de la hospitalidad.

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. Los

trabajos deberán ser preparados en el idioma del ta ller.

b. Análisis de casos : Los análisis de casos son herramientas pedagógicas de

gran ayuda. Exponen a los estudiantes a una mezcla de teoría y práctica.

Ofrecen a los estudiantes la oportunidad de participar en discusiones,

debates, o proyectos pertinentes a los temas que se discuten en clase

(Watson, 2003). Los estudiantes deberán preparar el análisis en el idioma

del taller.

c. Actividades de avalúo : El estudiante deberá incluír todas las actividades de

avalúo realizadas en clase. Las mismas serán avaluadas 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 taller respectivo.



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 para

no acumular trabajo innecesariamente. La presentación es importante y debe estar

preparado y organizado profesionalmente. Debe incluir cada una de las secciones

debidamente organizadas y rotuladas. El mismo debe estar redactado utilizando el

estilo APA.

4. Presentación oral final: Los estudiantes se dividirán en grupos de no más de cinco

(5) estudiantes. Prepararán una presentación oral de 30 minutos para la última

semana de clases. Los detalles de esta presentación se encuentran en el Anejo L .

La misma será presentada en el idioma inglés. Todos los integrantes del grupo

deberán participar en dicha presentación. El itinerario de trabajo para preparar este

proyecto es el siguiente:

a. Primera semana: Se constituyen los grupos. Los estudiantes dentro de

cada grupo deberán indicar cómo y cuándo pueden ser contactados y se

pondrán de acuerdo en el día o días que se pueden reunir para comenzar a

trabajar en el proyecto.

b. Tercera semana o antes: Los grupos presentan una propuesta del tema a

trabajarse al Facilitador. La propuesta debe explicar el tema, por qué se

escogió, cómo lo van a desarrollar y cómo lo van a presentar.

c. Quinta semana : Cada grupo tendrá 30 minutos para hacer su presentación.

La presentación oral debe ser interesante e impactar al resto de la clase. El

Facilitador evaluará la presentación oral utilizando el Apéndice M .



Descripción de las Normas del Curso

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

del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes

serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés

y 50% en español. Para mantener un balance, el módulo debe especificar que se

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

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia

para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el

idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues

es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o

todo en español según aplique.

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

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

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

11. 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

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.



Workshop One

Specific Objectives

At the end of this workshop, the students will:

1. Identify the best ways to contact prospective employers.

2. Prepare a perfect resume and cover letter.

3. Analyze what to look for in a job offer.

4. Understand what the first and second interview mean.

5. Discuss the importance of bilinguals professional in the hospitality industry.

Language Objectives

The student will:

2. Use technological resources adequately.

3. Express him/herself appropriately in English.

4. Build up and acquire specialized vocabulary in both languages.

URLs

American Hotel and Lodging Association

www.ahla.com

Career builder

http://www.hospitality.careerbuilder.com

Caribbean Hotel Association

www.caribbeanhotels.org

Days Inn

http://www.daysinn.com/

Embassy Suites

http://www.embassy-suites.com/Hilton Hotels

Holyday Inn Hotels

http://www.holiday-inn.com/

Hospitality Adventures

http://ww.hospitalityadventures.com

Hospitality Careers

http://www.outdoorhospitalitycareers.com/

Hyatt Hotels



http://www.hyatt.com/

Hospitality News

www.hotel-online.com

Hotel resources and information

www.hotelresource.com

Hyatt hotels

www.hyatt.com

International Hotel and Restaurant Association

www.ih-ra.com

Mandarin Oriental Hotel Group

www.mandarin-oriental.com

Marriott hotels

www.marriott.com

Walt Disney World Resorts

disneyworld.disney.go.com

Westin hotels

www.starwoodhotels.com/westin

World Tourism Organization

www.world-tourism.org

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, textbooks and other reference materials. Pay close

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

evaluate your academic performance through the class.

3. Complete Appendix N “Expectations of the Course vs. Your expectations” and be

prepared to discuss it in class.

4. Uses the URLs’ provided or make your own research, and look for the newest

information on how to create a resume. Compile a list of your references (include

name, address, phone number, and e-mail address). Update yours to discuss it in

class.



5. Using any search engine, choose a position as a manager within the lodging

industry.

a. Analyze the responsibilities of the position and compare them according to

your expectative of that position. What are you looking in a job offer?

b. Using the latest information on how to write a cover letter, write one asking

the job position you chose.

6. Write at list ten (10) questions you would ask in an interview for a managerial

position within the lodging industry. Bring your list to discuss it in class.

7. Write a three pages essay, APA style, and give your personal opinion about the

importance of bilingual professionals in the hospitality industry. The Facilitator will

evaluate this paper using Appendix O .

Activities

1. The facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the facilitator.

2. The Facilitator will explain in detail the class module, and will answer any questions

or concerns from the students regarding the course. He/she will turn in a syllabus

with any changes made to the module if applicable. .

3. The students will share their expectations from Appendix N . The Facilitator will align

the students’ input with the course objectives.

4. The Facilitator will explain Appendix P , “Student Progress Report”, and will answer

any questions or doubts about it.

5. The Facilitator will explain the importance of the Student Representative and, the

group will choose a candidate to represent them at the Student Representatives’

meeting.

6. The students will share their resumes and explain why they choose the elements

included in them. The Facilitator will recap on the topic.

7. The students will share their analysis of the responsibilities of a manager position

within the lodging industry, and compare them according to their expectative of that

position. Discussion on what the students are looking in a job offer.

8. The facilitator will divide the students in groups of five. Each group will share their

interview questions, and will choose at list eight (8) of them to create a one-interview



document. Each group will choose a student who is going to play the role of the

candidate for the interview, while the others will play the interviewers’ role. At the

end of the dramatization, each group will analyze the candidate answers, and

explained to the rest of the group why or why not the candidate should be or not

hired for the position.

9. The students will share their personal opinion about the importance of a bilingual

professional in the hospitality industry.

10. The students will choose their groups for the final presentation. A leader is chosen to

act as contact with the Facilitator.

11. The Facilitator will explain in detail the final oral presentation (Appendix L).

12. The Facilitator will explain assignments for the next workshop.

Assessment Activities

1. The students will complete and discuss the “Transfer & Apply” (Appendix Q) and turn

it at the end of the class.

2. The facilitator will assess student participation in content and language through the

workshop using Appendix P.



Taller Dos

Objetivos Específicos

Al finalizar el Taller, los estudiantes:

1. Justificarán las estrategias de solución de problemas en el servicio de alimentos

dentro de un establecimiento de alojamiento.

2. Discutirán los distintos aspectos de las operaciones en el servicio de alimentos.

3. Determinarán el costo, precio y porciento de ganancias del servicio de bebidas.

4. Discutirán las regulaciones de la venta de bebidas alcohólicas.

5. Analizarán y resolverán estudios de casos dentro de las operaciones de alimentos y

bebidas.

Objetivos de Lenguaje

El estudiante:

1. Propondrá soluciones a los problemas laborales diarios.

2. Explorará plan de acciones para situaciones problemáticas en español.

3. Resumirá las ideas principales utilizando excelente gramática y puntuación en

español.

Direcciones Electrónicas

Alcohol Laws

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

American Culinary Federation

www.acfchefs.org

American Dietetics Association

www.eatright.org

Articles and Publications on Customer Service

www.members.aol.com/legendaryserv/page10.htm

Food and Nutrition Service

www.fns.usda.gov

Food Safety and Inspection Services

www.fsis.usda.gov

http://www.fsis.usda.gov/Food_Safety_Education/index.asp

National Restaurant Association



www.restaurant.org

Nation’s Restaurant News

www.nrn.com

Restaurant Edge.com

http://www.restaurantedge.com/index.phtml?catid=428

Restaurant Business

www.restaurantbiz.com

Restaurant & Institutions

www.rimag.com

U.S. Department of Agriculture

www.usda.gov

U.S. Department of Labor

http://www.bls.gov/oco/ocos162.htm

Tareas a realizar antes del Taller Dos

1. Visite los websites www.rainforestcafe.com, http://www.medievaltimes.com y

http://www.dixiestampede.com/

a. Compare y discuta los distintos aspectos de las operaciones en el servicio de

alimentos de los mismos para discutir en clase.

b. Desarrolle el concepto de una página de Internet (“home page”) para

anunciar un restaurante de comida típica de su país u otro concepto

alimenticio que usted desee (puede hacerlo en cartulina, computadora,

“power point”, etc.). Esta presentación debe incluir lo siguiente:

i. Introducción

ii. Tema

iii. Facilidades

iv. Servicios Incluídos

v. Precios

vi. Determina el costo, precio y porciento de ganancias del servicio de

bebidas.

vii. Información adicional

c. Esta presentación oral será evaluada utilizando el Apéndice M.



2. Visite el website

http://www.pwcglobal.com/extweb/industry.nsf/docid/C1428957A12BB99E85256B1F

00502B3E

a. Escriba una corta reflexion donde explique cómo esta compañía ayuda en el

control de manejo de ingresos dentro de la industria del servicio de alimentos

y bebidas.

3. Lea, resuma, analice el artículo en el Apéndice R y aplique los mismos a situaciones

operacionales dentro de la industria de alimentos y bebidas. Explique su punto de

vista en relación a la posición de un gerente dentro de la industria de servicio de

alimentos y bebidas. Entregue esta tarea al Facilitador al terminar la clase.

4. Lea, resuma, analice el artículo en el Apéndice S y aplique los mismos a situaciones

operacionales dentro de la industria de alimentos y bebidas. Explique su punto de

vista en relación a la posición de un gerente dentro de la industria de servicio de

alimentos y bebidas. Entregue esta tarea al Facilitador al terminar la clase.

Actividades

1. Los estudiantes llevarán a cabo su presentación oral en referencia a su página

cibernética en relación al servicio de alimentos y bebidas que escogieron. El

Facilitador evaluará las mismas utilizando el Anejo M.

2. En grupos de cinco estudiantes, compartirán sus hallazgos sobre la tarea

relacionada al servicio del control de manejo de ingresos. Cada grupo presentará un

resumen al grupo en pleno.

3. En grupos de cinco estudiantes, los estudiantes discutirán sus respectivos análisis

en relación a los artículos solicitados. Discusión en pleno de los mismos.

4. Si hay tiempo disponible, el Facilitador permitirá que los grupos se reúnan para

discutir detalles de su presentación final.

5. El Facilitador discutirá las tareas asignadas para el próximo taller.

Actividades de Avalúo

1. Los estudiantes completarán el Anejo T, “The Whip”.

2. El Facilitador avaluará la participación de cada estudiante en relación al contenido

del taller y su dominio del idioma utilizando el Anejo P.



Workshop Three

Specific Objectives

At the end of this workshop, the students will:

1. Justify the concept of the control function in management.

2. Explain budgeting procedures for restaurants and lodging departments.

3. Summarize the format and purpose of profit and loss (P&L) statements.

4. Identify short-term and long-term cash-flow budgets.

5. Relate the terms cost, profit, and sales to determine the generation of income.

Language Objectives

The student will:

1. Propose solutions for daily work problems.

2. Solve a field-related problem in both languages.

3. Identify the relevant needs to develop an action plan to address these needs

effectively.

URLs

Hospitality News



www.ahla.com



Hotel management systems

www.micros.com/products/hotels/hotel_management

Assignments before Workshop Three

Read the topic Controlling Hospitality Operations from the textbook suggested, and

justify the concept of the control function in management.

Solve case analysis from Appendix U to discuss in class:

a. Present a budget for the next fiscal year reflecting the changes proposed by

Anthony, explaining the reasons for arriving at the new amounts.



b. Give your own critique of the proposal, agreeing or disagreeing with

Anthony’s plan. Turn in this assignment to the Facilitator at the end of the

class.

3. Read the topic The Profit and Loss Statement from the textbook suggested. Create a

10 minutes power point presentation in which you will explain and summarize the

format and purpose of profit and loss (P&L) statements to your employees. Create

your own statement for any department that you are interested in (F&B, Banquet,

Restaurant, etc.). The Facilitator will evaluate this oral presentation using Appendix M.

4. Read the topic Hospitality Accounting from the textbook suggested. Write a short

paper explaining the importance of preparing a short-term and a long-term cash-flow

budget to any given hospitality operator. Turn in this assignment to the Facilitator at

the end of the class.

5. Write a short reflexion explaining the relation between the terms cost, profit, and

sales to determine the generation of income to discuss in class.

Activities

1. The Facilitator and the students will discuss the concept of the control function in

management.

2. The Facilitator will divide the class in groups of five students. Each group will share

their solutions to the case analysis from Appendix U. The students need to get a

consensus on what budget will be the best solution to the case analysis. Each

group will present their solution to the rest of the class explaining why they choose

that budget, and how it is going to work. They would discuss their opinion (agreed or

disagreed) with Anthony’s plan.

3. The students will share their findings on the assignment #2.

4. The students will present their power presentations. The Facilitator will evaluate this

oral presentation using Appendix M.

5. The students will share their explanation on the importance of preparing a short-term

and a long-term cash-flow budget to any given hospitality operator. The Facilitator

will recapitulate about the topic.

6. The Facilitator and the students will discuss the relation between the terms cost,

profit, and sales to determine the generation of income.



7. If time allows, the Facilitator will permit the class to meet with their groups to discuss

final details of their final presentation.

8. The Facilitator will explain assignments for the next workshop.

Assessment activities

1. The students will complete and discuss with the rest of the class Appendix V, “One

Minute Paper”.

2. The facilitator would assess student participation in content and language through

the workshop using Appendix P.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Examinará las implicaciones éticas relacionadas con los siete aspectos gerenciales

dentro de la industria de la hospitalidad:

a. Punto de referencia (“Benchmarking”)

b. Liderazgo

c. Responsabilidad (“Accountability”)

d. Compromiso con la excelencia

e. Integridad

f. Honestidad

g. Equidad; Justicia (“Fairness”)

2. Desarrollará un código de ética para una compañía dentro de la industria de la

hospitalidad.

3. Revisará los rasgos, destrezas y características personales de un líder dentro de la

industria de la hospitalidad.

4. Valorará la conducta de liderazgo deseable de los gerentes exitosos dentro de la


Objetivos de Lenguaje

El estudiante:

1. Traducirá documentos de un idioma a otro apropiadamente.

2. Proponer soluciones innovadoras a través de la integración de nueva información

con conocimiento previo.

3. Solucionará situaciones problemáticas que se presentan diariamente en la industria

de la hotelería.

Direcciones Electrónicas

Características de un líder

http://www.teletica.com/archivo/buendia/noticias/2004/11/lider.htm

http://www.gueb.org/liderazgo/caracteristicas-del-lider



Ética

http://www.google.com/search?hl=en&lr=&rls=GGLR,GGLR:2006-

24,GGLR:en&defl=es&q=define:%C3%89tica&sa=X&oi=glossary_definition&ct=title

http://es.wikipedia.org/wiki/%C3%89tica

http://www.eumed.net/libros/2005/dfch-fun/f23.htm

Equidad “Fairness”


24,GGLR:en&defl=en&q=define:fairness&sa=X&oi=glossary_definition&ct=title

http://www.wordreference.com/definition/fairness

http://dict.die.net/fairness/

Honestidad

http://www.wordreference.com/definicion/honestidad

http://www.definicion.org/honestidad

Hotel management systems

www.micros.com/products/hotels/hotel_management -

Hospitality News




Human Resources

http://www.business.com/directory/human_resources/consulting_services/

http://humanresources.about.com/About_Human_Resources.htm

Integridad

http://es.wikipedia.org/wiki/Integridad

http://www.mercerhr.com.co/joiningmercer/value.jhtml/dynamic/idContent/1140385;jses

sionid=VE1OQONBRG1X2CTGOUGCHPQKMZ0QUJLW

Liderazgo


24,GGLR:en&defl=es&q=define:LIDERAZGO&sa=X&oi=glossary_definition&ct=title

http://es.wikipedia.org/wiki/Liderazgo

http://es.wikipedia.org/wiki/Liderazgo#Caracter.C3.ADsticas_de_un_l.C3.ADder



http://www.profesionalesetica.com/?SEC=foro&THREAD=466&PHPSESSID=aea522a6

a4501564f716190ae943dc61

Punto de referencia ‘Benchmarking”

http://management.about.com/cs/benchmarking/a/Benchmarking.htm

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

http://govinfo.library.unt.edu/npr/initiati/benchmk/index.htm

Responsabilidad “Accountability”

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

http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=accountability

http://www.atis.org/tg2k/_accountability.html

Tareas a realizar antes del Taller Cuatro

1. Busque tres definiciones del concepto de ética. Analice las mismas y luego,

desarrolle su propia definición explicando cómo usted aplica el concepto de ética

dentro de la industria de la hospitalidad. Entregue esta tarea al finalizar la clase.

2. Lea el tema “Ethics and Hospitality Management” del texto sugerido:

a. Desarrolle un código de ética que usted, como Gerente, desea implementar

en su lugar de trabajo.

b. Explique la filosofía, misión y objetivos del mismo.

c. Examine y explique las implicaciones éticas relacionadas con los siete

aspectos gerenciales dentro de la industria de la hospitalidad. Entregar tarea

al Facilitador al terminar el taller.

3. Analice y discuta el caso de estudio que se encuentra en el Anejo W para discutir en

clase. Entregue esta tarea al finalizar el taller.

4. Escriba un corto ensayo de dos a tres páginas, estilo APA donde ofrezca su opinión

en relación a los rasgos, destrezas y características personales de un líder dentro

de la industria de la hospitalidad. El Facilitador evaluará este ensayo utilizando el

Anejo O.

Actividades

1. Los estudiantes compartirán sus definiciones del concepto de ética con el resto del

grupo. Discusión en pleno del concepto de ética.



2. El Facilitador dividirá la clase en grupos de cinco estudiantes para que discutan uno

de los siete aspectos éticos-gerenciales. Cada grupo compartirá sus opiniones en

relación a dicho aspecto:

a. Punto de referencia (“Benchmarking”)

b. Liderazgo

c. Responsabilidad (“Accountability”)

d. Compromiso con la excelencia

e. Integridad

f. Honestidad

g. Equidad; Justicia (“Fairness”)

h. Cada grupo presentará un ejemplo negativo en relación al aspecto ético

discutido y las implicaciones gerenciales del mismo. Por ejemplo, “el

Gerente General de la compañía X carece de liderazgo” ¿Qué implicaciones

podría tener su conducta en relación al personal que supervisa?

3. Los estudiantes presentarán sus códigos de ética que desean implementar en su

trabajo. Discusión en pleno de los mismos.

4. Los estudiantes compartirán su ensayo en relación a su opinión personal en

relación a los rasgos, destrezas y características personales de un líder dentro de la


5. Si hay tiempo disponible, el Facilitador permitirá que los grupos se reúnan para

discutir detalles de su presentación final.

6. El Facilitador discutirá las tareas asignadas para el próximo taller.

Actividades de Avalúo

1. Los estudiantes completarán el Anejo V, “Reacción escrita inmediata”.

2. El Facilitador avaluará la participación de cada estudiante en relación al contenido

del taller y su dominio del idioma utilizando el Anejo P.



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, the student will:

1. Discuss group behavior and the behavior of individuals in hospitality organizations.

2. Review and apply the concept of productivity in the workplace.

3. Examination of the basic principles of law regarding the hospitality industry:

a. Civil and legal rights of travelers and innkeepers.

b. Hospitality implications of contract law.

c. Laws and regulations affecting employment.

d. Discrimination in the workplace.

e. Work eligibility of job applicants.

4. Analyze how the most important tourism destinations in the Caribbean, the

Americas, and the rest of the world have an effect in our local tourism industry.

Language Objectives:

The student will:

1. Work in cooperative groups to present a project integrating technology in an

innovative manner.

2. Translate from one language to another appropriately.

3. Use technological resources adequately.

4. Establish a dialogue with somebody else in English or Spanish coherently and

without code switch.

URLs

Americans with Disabilities Act Information Center

www.adainfo.org




www.ahla.com

Articles on security

www.news.cornell.edu/Chronicle/03/5.8.03/CHR_security.htmlBehavior Definition

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

http://psych.athabascau.ca/html/aupr/ba.shtml

Behavior in the Hospitality Industry

http://www.hotelschool.cornell.edu/chr/research/inbrief/gendercommunication.html

Hotel industry magazine

www.lodgingmagazine.com

Hospitality News




Organizational Behavior

http://www.obmnetwork.com/home_lo.html

http://www.elsevier.com/wps/find/journaldescription.cws_home/622929/description#des

cription

Occupational Safety and Health Administration

www.osha.gov

Assignments before Workshop Five

1. Solve case analysis from Appendix X in English to discuss in class.

2. Choose one of the basic principles of law regarding the hospitality industry.

Research and analyze the one you choose according to the law in Florida. This

activity will be carried out in Spanish.

a. Civil and legal rights of travelers and innkeepers.

b. Hospitality implications of contract law.

c. Laws and regulations affecting employment.

d. Discrimination in the workplace.

e. Work eligibility of job applicants.

3. Go to the website Occupational Safety and Health Administration www.osha.gov, and

investigative how they rule the hospitality industry to discuss in class in Spanish.



4. Choose two destinations from around the world. Prepare a power point presentation

to compare their Tourism Offices and the packages they offer. Analyze how these

destinations have an effect in our local tourism industry. This activity will be in

English. The Facilitator will evaluate this oral presentation using Appendix W.

5. Complete final details of the portfolio.

Activities

1. The Facilitator and students will discuss case analysis from Appendix X in English.

2. The Facilitator and the students will discuss basic the principles of law regarding the

hospitality industry in Florida in Spanish.

3. The students will share their findings from Occupational Safety and Health

Administration website in Spanish.

4. The students will present their final oral presentation in English. The Facilitator will

evaluate this presentation using Appendix M.

5. The students will complete the Final Course Assessment.

Assessment activities

1. The students will complete the Recap activity: “The Five Minute Essay”, Appendix Y

in English.

2. The facilitator would assess student participation in content and language through

the workshop using Appendix P.



Anejo A/Appendix A

RÚBRICA PARA EVALUACIÓN DE ASISTENCIA Y PUNTUALIDAD

NOMBRE: ________________________NOTA FINAL _____________

FECHA: ____________________________

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

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

utilizará este anejo para evaluar a cada estudiante.

Asistencia y puntualidad: ______ x 2= _____%

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

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

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

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

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

_____ 5= Asistencia perfecta

Comentarios :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.



Appendix A

RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

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

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

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

Attendance and Punctuality: ______ x 2= _____%

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

2 workshops

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

more workshops

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

more workshops

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

workshops

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

_____ 5= Perfect attendance

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________.



Anejo B/Appendix B

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

Active participation in class.

Demonstrates initiative and creativity in class activities.

Demonstrates interest in class discussion.

Arrives prepared to class.

Contributes to class with additional material and information.

Demonstrates attention and opening towards arguments from classmates.

Respects questions and expositions from classmates.

LANGUAGE

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

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

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

Comments :

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.

ITHM 101 Introduction to the Hospitality Industry 40

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Prep. 08-09-03. Prof. Manuel A. Rivera Ramirez

Rev. 02-04-06 Prof. Abigail Ríos-Lugo, MPA Rev. 07-31-09 Prof. Abigail Ríos-Parnell, MPA

Anejo B

RÚBRICA EVALUACIÓN DE PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ NOTA FINAL: __________

DATE: ____________________________

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

Participa activamente de todas las actividades de la clase.

Demuestra iniciativa y creatividad en las actividades de clase.

Demuestra interés en las discusiones presentadas en la clase.

Viene preparado/a a clase. Contribuye a la clase con material e información adicional.

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

Respeta las preguntas y planteamientos de sus compañeros.

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

Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.

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

Comentarios :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.





Anejo C/Appendix C

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?

Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus

Anejo D/A ppendix D Progression Follow-Up Template

Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments





Anejo E/Appendix E

PORTFOLIO INFORMATIONAL SHEET (to be placed in fron t)

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

Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate



Prep. 12-15-06 Prof. Abigail Ríos-Lugo, MPA Rev. 08-15-09 Prof. Abigail Ríos-Parnell, MPA

Anejo F/Appendix F Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

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



Anejo G/Appendix G

Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo G

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.



Anejo H/Appendix H

Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________________ _____ 4. ______________________________________________________-________ ______________________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________Satisfactory __________ Somewhat satisfactory __________Unsatisfactory__________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________ 2. _______________________________________________________________________



Anejo I/Appendix I

Letter to students


Date Dear Student,

Greetings from Sistema Universitario Ana G. Méndez!

As part of our assessment plan we are collecting a sample of one portfolio from courses

that have portfolios as an assessment tool. We collect these portfolios randomly and

your course may be selected for assessment this PT (Part of Term). The evaluation and

submission of these portfolios is going to be performed by the facilitator. The selected

portfolio has to be evaluated overall as excellent.

Portfolios are essential evidence of coursework and we would like to take that in

consideration for our institutional assessment. We encourage our students to continue

their good work and to follow the guidelines that accompany this letter. In case that your

course is selected for portfolio assessment, your facilitator will provide more information

about what has to be included in your portfolio and details about the process.

Cordially,

Coordinator of Assessment and Placement



Anejo J/Appendix J: Use and Return of Portfolio


I, ____________________________________, grant permission to the office of

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

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

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

my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo K/Appendix K: Use and Discard of Portfolio


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



Anejo L/Appendix L

Final Oral Presentation

Choose two destinations from around the world. Prepare a power point presentation to

compare their Tourism Offices and the packages they offer. Analyze how these

destinations have an effect in our local tourism industry.



Anejo M/Appendix M

RUBRIC TO EVALUATE ORAL PRESENTATIONS NAME:__________________________ FINAL GRADE: ___________________ DATE:____________________________ TITLE: ________________________ 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. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal ideas included in the presentation.

3. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.

4. Captures audience attention and interest and/or promotes participation, depending on which applies.

5. The summary of principal points and/or the presentation of conclusions are clear and appropriate.

6. Fulfilled the objectives or purpose set in the introduction.

7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.

LANGUAGE

8. Utilized appropriate language with syntactical and grammatical correction.

9. Presentation is organized, coherent and can be easily followed.

10. The presenter demonstrated mastery of the theme or matter of the presentation by properly explaining content and not making mistakes.

Comments:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.



Anejo M

RÚBRICA EVALUACIÓN DE PRESENTACIONES ORALES

NOMBRE: ___________________________ NOTA FINAL: ____________ FECHA: ______________________ TITULO: __________________________ 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. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas

Principales que se incluyen en la presentación.

3. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

4. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

5. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

6. Se cumplen los objetivos o propósitos anunciados en la introducción.

7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

LENGUAJE 8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

9. La presentación es organizada y coherente y Puede seguirse con facilidad.

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

Comentarios :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.



Anejo N/Appendix N

“Expectations of the Course vs. Your expectations”

Objective: To ensure that the stated objectives of the course are in general

concert with those of the participants.

Procedure: Students will write their individual objectives related to the course

and then share it with their group and report their findings.

Expectations



Anejo O/Appendix O

RÚBRICA PARA EVALUAR UN ENSAYO

NOMBRE: ____________________________ NOTA FINAL _____ X 2= ______%

FECHA: _______________________________

5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió el criterio

Criterios de contenido 5 4 3 2 1 0

Realiza una introducción efectiva al tema.

Desarrolla el tema en forma organizada y coherente.

Mantiene la cronología de los eventos.

Argumentos válidos y aportan al análisis del tema.

Define los conceptos básicos del tema.

Realiza una conclusión efectiva al resumir ideas principales.

Sustenta el desarrollo del tema con referencias estilo APA.

Criterios de lenguaje

Excelente gramática y sintáxis.

La selección del vocabulario es apropiada para el tema.

Excelente ortografía, acentuación y puntuación.

Total 50 points

Comentarios:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Appendix O

RUBRIC TO EVALUATE AN ESSAY

NAME: ____________________________ FINAL GRADE _____ X 2= ______%

DATE: _______________________________

5-Excellent 4-Good 3-Regular 2-Poor 1-Defficient 0-Do not complete criteria

Content Criteria 5 4 3 2 1 0

Performs an effective introduction of the theme.

Develops the theme in an organized and coherent manner.

Maintain a chronology of the events.

Valid arguments to the analysis of the theme.

Define the basic concepts of the theme.

Performs an effective conclusion resuming the main ideas.

Sustain the development of the theme with APA references.

Language Criteria

Excellent grammar and syntax.

Vocabulary selection is appropriate to the theme.

Excellent style, punctuation, spelling.

Total 50 points

Comments:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo P/Appendix P

Student Progress Report/Reporte de Progreso del Est udiante

Name: ____________________________

Workshops / Criteria / Value Points Points Obtained

Comments/Action Plan Student/Facilitator’s Signatures

Workshop One Criteria: Student completed assignments with excellent grammar, syntax and orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

Taller Dos Criterio: a. El/la estudiante completó las tareas asignadas utilizando excelente gramática, sintáxis y ortografía. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre) b. El/la estudiante comprendió el contenido del taller y discutió el mismo utilizando buena comprensión, vocabulario y gramática. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre)

Workshop One Criteria: Student completed assignments with excellent grammar, syntax and orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

Taller Dos Criterio: a. El/la estudiante completó las tareas asignadas utilizando excelente gramática, sintáxis y ortografía. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre) b. El/la estudiante comprendió el contenido del taller y discutió el mismo utilizando buena comprensión, vocabulario y gramática. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre)

Taller Cinco/Workshop Five Criteria:

Student completed assignments with excellent grammar, syntax and orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar.

Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

TOTAL



Anejo Q/Appendix Q

Transfer & Apply

Please take a moment to recall ideas, techniques, strategies, and tactics we've discussed ---plus those you've thought up--- to this point in the session. Quickly list as many possible applications as you can. Don't filter or censor yourself; these are possibilities. You can always assess the practical nature and evaluate the desirability of these applications to your own professional development.

Write some intriguing ideas, techniques, strategies,

and tactics from this session, and explain them.

Write some possible applications to your

own professional development



Anejo R/Appendix R

Take the Stress Out of Customer Transactions

By Richard S. Gallagher

Stress is a fact of life, and at times particularly so in the workplace. However, most people have more control over stress than they think. The most surprising fact to realize about stress is that it is not -- repeat, not -- caused by external events in your life. Every waking emotion that we have is a result of our internal interpretation of what happens around us, and what thoughts we have based on these perceptions.

Well-known psychologist Dr. Albert Ellis has made a career of pointing out the cognitive mistakes that often guide our thoughts. He describes three steps he calls the ABC’s that outline the process many of us go through in creating stress for ourselves.

• An Activating event happens. For example, a customer is rude to us. • Next, we filter this activating event through an irrational Belief system. "He

probably thinks I’m doing a lousy job. Next, he might complain to my boss. Then I’ll be fired. And then I’ll never get a job again. And I’ll be eating out of dumpsters for the rest of my life. And …."

• Finally, we suffer the Consequences of these irrational beliefs, in the form of stress, worry and dysfunctional behavior.

According to Ellis, it is the irrational belief that causes stress, not the activating event. There are two problems with these beliefs. First, they may not be correct; the customer might have been curt because of a fight with his spouse, or indigestion, or perhaps a snub from another colleague. Second, even when there is some truth to our observations, we take them to lengths that are inappropriate and unhelpful. Suppose that the customer was in fact upset by something that we did or said. It is still probably incorrect to presume that we will be fired. Even if we were going to be fired, it is neither correct nor helpful to presume that we are unemployable. In all likelihood, neither is the case in reality. Good management of these stresses involves proactively challenging these negative thoughts and changing them to more rational ones. With the above situation, you might instead remind yourself that the customer could be in a bad mood for reasons having nothing to do with you. Or if there is a problem between the two of you, seek positive ways to communicate and resolve these problems. These cognitive principles of behavior have become the cornerstone of much of the modern counseling strategy for problems such as depression. In a customer service environment, they serve as an important tool to detach yourself, and your professional skills, from the emotions that can surround you in a customer transaction. Here are some ways to put these into practice:



3. As you deal with customers, envision yourself as a sociologist, observing the "tribal behavior" of customers with the detached interest of a researcher.

4. Learn to respond to emotionally charged statements by re-stating the customer's feelings, and then responding with neutral, professional statements of your own. This does not mean being cold and distant nor withholding empathy for the customer's situation. However, it also does not mean rising to the bait which may be thrown your way.

5. Keep your focus on solving the customer's problem, from a standpoint of both their self-interest (obtaining a solution) and yours (closing the transaction).

The key point here is that developing the habit of responding professionally instead of emotionally is an effective way to stress-proof yourself from the vast majority of customer transactions. Compare the following two approaches. Customer : You idiots said that this would be fixed! What's the matter with you people? Can't you get this right? Service : Look, people are busy and overworked here, and most people don't complain as much as you do. What do you want us to do? Few service professionals would have initially set out to say what was just said here. What happened is that the service person got flustered and angry, and made the mistake of responding at a personal level. The result of shooting from the hip like this rarely gets you or your organization out of the transaction successfully. Here is a more cognitive approach. Customer : You idiots said that this would be fixed! What's the matter with you people? Can't you get this right? Service : You sound very unhappy with the quality of our repair. If you would like, I can see to it that our chief technician personally makes sure this is fixed right this time. Would you be willing to leave this with us again? Customer : I wanted it fixed right this last time. Service : I can understand that. What would you like us to do to make it right? Customer : Well, can you make sure that I get this back tomorrow. Service : Certainly. I apologize that you had to bring this back again, and I'll make sure that this is ready for you tomorrow. The payoff here is that when you learn to handle transactions like these cognitively, instead of emotionally, you will often find that your angriest customers will come away thinking very highly of you. When people lose their cool in a public situation -- as most of us have done ourselves, from time to time -- they don't expect to receive a kind and professional response. When they do, it often makes a very strong positive impression. Learning this kind of response strategy will make all of your transactions, angry or not, go much more smoothly and reduce the amount of stress you experience on the job. Rich Gallagher is the author of Delivering Legendary Customer Service: Seven Steps to Success (Oasis Press) and founder of Skills Development International, a publisher of corporate training materials. Visit Rich on-line at www.legendaryservice.org



Anejo S/Appendix S

Delivering Legendary Customer Service: Seven Steps to Success

By Richard S. Gallagher

I have always been fascinated by what makes great companies great. For example, two groups of people may each start an airline, an overnight delivery company, a restaurant chain, or a small business. Why does one company grow to dominate its market, and the other one fade far into the background? More often than not, the key difference is the service experience that they deliver to their customers. Look at firms who are at the top of their game today, and you will often see strong service cultures behind them.

The formal statistics behind excellent customer service are nothing short of incredible. Firms who consistently deliver it often have twice the profitability, spend half as much on marketing, and far outperform the stock market. And these benefits aren’t just for Fortune 500 companies: when a family restaurant in my small town decided to commit to a service-driven philosophy, complete with fresh training and service standards, they rose from the ashes to become one of the top 300 private restaurants in America. Today, they have lines out the door every weekend.

So, why doesn’t everyone just deliver legendary customer service all of the time? Usually because of a misconception that excellent service is simply a matter of being "nice people." In reality, if you study the best practices of companies who consistently deliver legendary service, you could boil down their secrets into seven key areas. I call them the "seven steps to success." These are:

Step 1: Communicate with Your Customers

Most of us react to customer situations by human nature, and human nature will always fail you. Best-of-breed companies invest heavily in training their people to understand and manage common customer situations. When someone makes you feel good even when there is a problem, it usually isn’t just because they are pleasant - it is because they learned and practiced structured communications techniques to listen, respond and empathize as they are speaking with you.

Step 2: Manage the Overall Service Experience

Beyond basic communications skills, legendary service organizations have a keenly developed sense of "who we are" around customers. At Wegmans, a grocery chain that is one of the 100 Best Companies to Work For in America, one store manager has a delightful rule: if an employee plans to say "yes" to a customer, no management approval is required, but if they plan to say "no" a manager must be consulted. Traditions like this become part of the culture that guides the service experience people receive every day.



Step 3: Handle Difficult Situations with Class

While the right communications and transaction skills can prevent most confrontations in the first place, knowing how to handle difficult people is an important professional tool for customer service. Top customer service professionals know how to defuse a crisis, and how to understand and manage common situations with difficult customers.

For example, do you ever have customers who won’t stop talking about their vacation, their mother-in-law, the Yankees, etcetera? Next time, try the "acknowledging close" technique, where you (1) break in, (2) enthusiastically acknowledge the last thing the customer said, and then (3) take control of the conversation with binary yes-or-no questions. It is simple and incredibly effective. Similarly, there are structured techniques for situations like anger, passivity and unreasonable demands. They can be learned, practiced, and really do work.

Step 4: Manage a Service-Driven Team

Remember what it was like when you were six years old, and your parents wanted you to do something? Much of what passes for "motivating" people about customer service today is very similar: treat customers well, because we told you to. In reality, great customer service has more to do with your people than it does with your customers. The very best service-driven companies universally create an environment where people are respected, challenged and look forward to coming to work every morning. In my own career managing customer service and support operations, I have rarely uttered the word "customer," but I use the word "team" all the time.

Step 5: Learn How to Execute

One of the greatest misconceptions of customer service is that it is basically a matter of attitude. In reality, 80% of it is in the execution. If your store makes returns difficult, even the greatest attitude in the world can’t create a happy customer. A lack of clear procedures may foster nice people running around cluelessly to other nice people and not resolving someone’s problem. And without a regular program of job skills training, even the cheeriest personalities may find themselves twisting in the wind. What sets the best-of-the-best apart is creating a system behind their service, and getting everyone on board with that system.

Step 6: Turn Your Whole Company into the Customer S ervice Team

Southwest Airlines is famous for its "20 minute turnaround," where they unload and load an aircraft twice as fast as its competitors. It saves them dozens of aircraft and billions of dollars, but more importantly, it creates an environment where no one says, "that isn’t my job." Mechanics go out of their way to serve pilots, pilots and flight attendants help straighten up the cabin, and the ground crew does everything they can to get the next flight off the ground quickly and safely. These strong internal customer relationships



help drive an air carrier the consistently ranks at the top in customer service ratings, growth and profitability.

Step 7: Take Care of Your Most Important Customer

You cannot provide consistently good service unless you take care of your most important customer – yourself. These include personal skills such as time and stress management, turning your job into a profession, and keeping your career and life in balance.

When you put these seven steps to work in your own professional life, you create a real change in your service quality. They go far beyond mere courtesy, and into how to manage the entire customer relationship. More importantly, they form a set of interpersonal and leadership skills that can drive your own personal growth, and last a lifetime. Performed well, they represent a win-win situation for everyone involved: your customers, your organization, your bottom line, and most importantly, yourself.

Rich Gallagher is the author of Delivering Legendary Customer Service: Seven Steps to Success (Oasis Press) and founder of Skills Development International, a publisher of corporate training materials. Visit Rich on-line at www.legendaryservice.org

.



Anejo T/Appendix T

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 written the questions at the bottom. The facilitator will go

around the room asking each individual student to respond to a question, each

student will choose to 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.

Typical questions the facilitator can ask are:

• What was one thing you learned today?

• What was one thing you are unclear about today?

• What was one surprise in today’s class?

• What was one thing you want to think more about?



Anejo U/Appendix U

Case Analysis

Improving the Annual Fixed Budget of a Restaurant Anthony Ponty has been hired by an independent family restaurant as a manager.

The owner contacted Anthony because he was a graduate of a hotel and restaurant

management program and had two years industry experience with a nationwide

restaurant chain. Anthony has been given permission to “change things around” in

order to improve the establishment’s bottom line. The restaurant’s fixed budget last

year showed the following figures:

Dollars Percentage Sales Food 894,600 94.0 Beverage 55,200 6.0 949,800 100.0 Cost of Sales Food 301,162 34.0 Beverage 14,904 27.0 319,068 34.0 Total Gross Profit 630,732 66.0 Operating Expenses Payroll and related expenses 294,438 31.0 Employee meals 14,247 1.5 Operating Supplies 94,980 10.0 Administration and general 14,247 1.5 Advertising and promotion 18,996 2.0 Repairs and maintenance 18,966 2.0 Energy Costs 37,992 4.0 Total Operating Expense 493,896 52.0 Profit Before Occupancy Costs 136,836 14.0 Occupancy costs 47,490 5.0 Income before taxes 89,346 9.0



Anthony performed a walking analysis of the property, perused all past records, and

investigated the local market and the competition. He decided that there was a good

chance to improve the overall performance of the restaurant by allocating additional

funds to the advertising budget, improving customer service, and starting an aggressive

merchandising program, which would greatly increase the number of covers sold. He

also determined that the food cost percentage could be lowered by improving

purchasing procedures (portion control and waste were being satisfactorily controlled by

the chef). Anthony would also lower the beverage cost percentage by training

bartenders and by changing pouring system now in place to a more effective one. His

improvement plan for the next fiscal year was as follows:

� Lower the food cost percentage from 34 to 28.

� Lower the beverage percentage from 27 to 25.

� Allocate an additional $2,000 per month to advertising and promotion.

He hoped these changes would have several effects:

� Increase food sales by 20 percent.

� Increase beverage sales by 20 percent

� Increase payroll and related expenses by $2,500 per month.

� Increase operating by $900 per month.

� Increase energy cost by $400 per month.

Anthony decided to maintain all the operating expense categories and occupancy costs

at the current percentages of revenue.

Assignment:

Present a budget for the next fiscal year reflecting the changes proposed by Anthony,

explaining the reasons for arriving at the new amounts. Give your own critique of the

proposal, agreeing or disagreeing with Anthony’s plan.



Anejo V/Appendix V

REACCIÓN ESCRITA INMEDIATA

Nombre: ___________________________

Fecha : ___________________________

Después de cada taller, deberá contestar las siguientes preguntas y devolver este

documento al/a la facilitador/a. Estas contestaciones le proveerán al facilitador/a

información valiosa acerca de sus dudas respecto a los temas o asuntos discutidos en

el taller de hoy.

1. El tema más importante del taller de hoy fue…

2. Después de discutir el tema, aún me quedan algunas dudas, que son…

3. Me agradaría que se retomara la discusión de los siguientes aspectos

relacionados al tema, ya que éstos son de importancia para mí.



Appendix V

ONE MINUTE- PAPER

Name ________________________

Date _________________________

After each workshop, you must answer the following questions and return the

document to the facilitator. These answers will provide the facilitator with valuable

information regarding your doubts regarding the topics or concepts discussed in class

today.

1. The most important topic or theme of today’s workshop was…

2. After discussing the topic, some questions are still unanswered. These are…

3. I would like this discussion to go further into these other/s topic/s that are very

important for me.



Anejo W/Appendix W

Análisis de Caso

Ganancias de la Compañía Versus Beneficios para lo s Empleados

Luz Ortinsky es la Gerente General de un restaurante de familia en una pequeña

ciudad en el Noroeste del país. El establecimiento tiene una excelente reputación y

ninguna competencia directa. Como resultado, el negocio esta muy bien y el promedio

de ingresos antes de los impuestos por los últimos once años ha estado por encima del

promedio dentro de la industria. Luz es considerada una excelente gerente por lo

dueños del restaurante y recibe bonos bastante sustanciales por su desempeño

laboral. Luz se considera muy afortunada por trabajar en un área dónde hay bastante

personal para emplear porque no hay otros restaurantes en esa área. La propiedad ha

podido mantenerse con gastos bien bajos dentro de las categorías de salarios y

beneficio para los empleados.

Sin embargo, los empleados salariados por hora del restaurante no se consideran

muy afortunados. Aquellos que tienen la necesidad de cuidados médicos no pueden

sufragar el plan médico con el salario que el restaurante les paga. La semana pasada,

un grupo de empleados en representación de los empleados salariados por hora

solicitaron una reunión con Ortinsky para solicitar que la compañía les ofrezca un plan

médico como parte de las compensaciones al empleado. Después de hacer los

cálculos necesarios, Ortinsky determinó que las ganancias del restaurante antes de los

impuestos iba a disminuir de un 27 porciento a un 23 porciento de las ganancias.

Luz decide negar la petición de los empleados después de determinar que la fuente

de mano laboral que hay en el área le garantizaría suficientes personas que trabajarían

por la compensación que el restaurante ofrece actualmente.

Analice:

Discuta el caso y decida si la conducta de Luz Ortinsky fue ética. Considere el

impacto potencial que la decisión de Ortinsky pudiera tener en los inversionistas

involucrados y en las operaciones del restaurante.



Anejo X/Appendix X

Case Analysis: Labor Productivity

The Hotel Group Inc. decided to cut the pay of its 1,400 hourly employees by 8 percent

and reduce their vacation tine by 15 percent to help the company avoid bankruptcy. In

addition, the corporation’s CEO announced the downsizing of the middle-management

workforce by 10m percent; this represented as total of 70 Positions Company wide.

The Hotel Group saw the reductions in salaries and wages as inevitable and called then

“a crucial first step in saving the company from divesting itself of several properties”.

The next step, the CEO said, would be to focus on restructuring 60 percent of its $125

million long-term debt and on improving the company’s technology infrastructure, which,

according to her, was not state-of-the-art.

Conscious of the drastic reductions in manpower, management asked all employees to

be ready to work 6-day weeks during periods of high occupancy and to put in the

necessary hours daily to provide adequate service to guests.

Assignment : Consider the decisions made by the Hotel Group Inc. affecting the

workforce and predict the impact they will have on employee productivity. If you were

company CEO and believed these actions were absolutely necessary to save the

company, how would you put them into effect? Present a plan of action for their

implementation.



Anejo Y/Appendix Y

Recap Activity

The 5-Minute Essay

Objective:

To emphasize the concepts discussed during the entire workshop series and review the

learning. An assessment tool for the facilitator and the student to evaluate the fulfillment

of objectives.

Procedure:

The students will answer in a handwritten essay format the following questions posed

by the facilitator:

• What are the important points that you learned during the course?

• What points are you unclear about or do you still have concerns about?

The essays will be read to the rest of the class and the students will be able to review

the material in a group manner.

Documents

ITHM 460 CAPSTONE COURSE CURSO CAPSULAR 460 DLP... · ITHM 460 CAPSTONE COURSE ... Prontuario ... & Vallen, J. J. (2000). Check-In Check-Out (6 th ed.). New York, Prentice Hall. Evaluation