The ABP for the preparation and presentation

from Executive Reports in the Portfolio of

FACULTY OF ADMINISTRATION SCIENCES. GRADUATE SCHOOL. research

From Problem-Based Learning

(ABP) to the drafting of the Report
Learning strategy for research, problem-solving, the
critical thinking and writing in business

Prepared by: Eduardo Iguardia

This document illustrates and guides the development and implementation of Project-Based Learning.
Problems for the preparation and presentation of the academic work titled "Report", such as
part of the Research Portfolio in the Curriculum of the Graduate Studies Directorate
Faculty of Administrative Sciences of the Mariano Gálvez University of Guatemala.

2015 edition, with the curriculums approved by the Board of Directors dated: 04-11-2013.

First edition, date: 09/02/2015

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 The ABP for the preparation and presentation
from Executive Reports in the Portfolio of
FACULTY OF ADMINISTRATIVE SCIENCES. GRADUATE DIRECTORATE. research

Problem-Based Learning (PBL)

Problem-Based Learning (PBL) can be defined as an inquiry process that

solves questions, curiosities, doubts, and uncertainties about complex phenomena of life.
A problem is any doubt, difficulty, or uncertainty that needs to be resolved in some way.
way. Inquiry by the learner is an important integral part of PBL and problem-solving.
of problems. (Barel, J., 2007:24)

It is a teaching-learning strategy in which both the acquisition of knowledge and

the development of skills and attitudes is important, in the PBL a small group of
Students meet, with the facilitation of the teacher, who acts as a tutor, to analyze and solve
a problem selected or designed specifically for the achievement of certain objectives of
learning. During the interaction process of the students to understand and solve the
The problem is achieved, besides the learning of the knowledge specific to the subject: that they can
develop a diagnosis of their own learning needs, which includes the
importance of working collaboratively, which develops skills of analysis and synthesis
information, in addition to committing to your learning process.

The objective is for students to acquire knowledge through reflection and research and
they apply them to solve a real problem, without the teacher using the lecture or another
method for conveying that subject matter. The ABP is based on the principle of using problems as a starting point
to start the acquisition and integration of new knowledge. In this methodology the
The protagonists of learning are the learners themselves, who take on the responsibility of being
active part in the Andragogic process (adult learning), helping them to develop
various competencies such as:

. Problem solving
. Decision making
. Teamwork
. Communication skills (argumentation and presentation of information)
. Development of values: excellence, respect for human dignity, and perseverance (see
Academic Model)
. Identification of relevant problems in the professional context
. The awareness of one's own learning
. The planning of the strategies that will be used to learn
. Critical thinking
. Self-directed learning
. The skills of evaluation and self-evaluation
. Lifelong learning

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. Effective reasoning
. Creativity

The ABP promotes the development of skills in relation to the search and management of information and
it also develops research skills and creative problem-solving, since, the
students in the learning process will have to, based on a statement or "case", find out and
understand what is happening and achieve an adequate solution.

Characteristics of PBL

One of the main characteristics of PBL is to foster a positive attitude in the student.
towards learning, the method respects the autonomy of the learner, who learns about the
contents and the very experience of working in the dynamics of cooperative work, the students
they also have the possibility to observe in practice applications of what they find
learning about the topic/problem. The passive transfer of information by the
the teacher is something that is eliminated in ABP, on the contrary, all the information that is poured into the
a group of students is sought, contributed, or generated by the same group. Learning
Based on Problems is characterized by:

. It is an active working method where learners constantly participate in the

acquisition of their knowledge.
. The method is oriented towards solving problems that are selected or designed to
achieve the learning of certain knowledge objectives.
. Learning focuses on the learner and not on the teacher, or only on the content.
programmatic.
. It is a method that stimulates collaborative work in different disciplines, work is done in
small groups no larger than six (6), preferably four (4) members.

Source:[Link]

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. Courses with this work model open up to different disciplines of knowledge.

. The teacher becomes a facilitator or tutor of learning.

When working with ABP, the activity revolves around the discussion of a problem and learning.
surge de la experiencia de trabajar sobre ese problema, es un método que estimula el
self-learning and allows the student to practice by facing real situations and identifying
their deficiencies in knowledge.

Source: [Link]

Procedure to apply ABP

The path taken by the conventional learning process is reversed when working in project-based learning.
While traditionally the information is presented first and then its
application in solving a problem, in the case of PBL first the problem is presented, it
they identify the learning needs, seek the necessary information, and finally
return to the problem.

In the journey that students experience from the original framing of the problem
until their solution, they work collaboratively in small groups, sharing in that
learning experience the opportunity to practice and develop skills, to observe and
reflect on attitudes and values.

The ABP includes the development of Critical Thinking in the same teaching process.
learning, it does not incorporate it as something additional but rather as part of the same process of
interaction for learning. The ABP seeks for the learner to understand and deepen adequately

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in the response to the problems that are used for learning addressing aspects of order
philosophical, sociological, economic, strategic, psychological, historical, practical, etc. Everything
previous with a comprehensive approach. The structure and process of solving the problem are always
open, which motivates conscious learning and systematic group work (team) in
a collaborative learning experience.

The students work in teams of six (6) members with the guidance of the teacher who will promote the
discussion in the class session with the group. The teacher acts as a facilitator, so the
Students will only rely on it for information gathering. It is important to note that the
the objective is not focused on solving the problem but on using it as a basis for
identify the learning topics for independent or group study, that is, the
The problem serves as a trigger for learners to meet the learning objectives of the
course. Throughout the team working process, the students must acquire responsibility and
trust in the work done, developing the ability to give and receive constructive criticism aimed at
improvement of their performance and the team working process.

Within the Research Portfolio of the Graduate School, the ABP is presented as a
way to challenge students to deeply commit to the pursuit of knowledge
search for answers to their own questions and not just those posed by a textbook or a
teacher-. Identify problematic situations in the curriculum, ask questions, research and
Presenting reports depends on a research community and helps to shape it. In this
type of community the participants listen to each other, are open to different points of view
view and can work together to reach reasonable conclusions. The research is
led by the teacher, who is responsible for managing the ABP process, from the
planning, organization, management, and evaluation.

Steps that students must follow

1. Once the problem has been defined and presented to the students, they analyze and discuss it in
a cooperative framework, using their prior knowledge.
2. During the course of this discussion, the students verify the need for subsequent
clarifications and new knowledge to find the solution.
3. The new learning topics are formulated, which must be approved by the team.
These new topics are distributed among the student members.

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4. The students work independently for several days writing a report on their
work intended for the teacher, in summary.
5. The students present what each one has learned. It is discussed and focused on again.
initial problem, based on the new knowledge acquired.
The team focuses on the creative resolution of the posed problem.
7. The students carry out an analysis of the concepts learned and the concepts that have not been.
have been able to be taken on by the team or any of its members and that require a
major study.
8. Each team drafts a final report - Report - with the proposed solution, explaining it.
to the rest of the participants in the classroom.

The report

Reports are the most common writings in business, they are used to facilitate information and,
often, to persuade readers among colleagues, executives, managers, or members of some
committee, board of directors or shareholders' group. They are usually classified as:

. Occasional report: to alert or update about a situation.

. Activity report: to summarize a trip, a meeting, a conference, or any other.
event.
. Progress or situation report: to provide an overview of the activities of a
department or progress on a particular project.
. Formal report: to provide a comprehensive view of a problem.

However, for academic purposes in the development of Research Management Skills

And to solve problems creatively, the Formal Report will be used as an academic figure.
integrator of the Research Portfolio that presents the results of the methodology of
Problem-Based Learning (PBL).

A formal report -hereinafter simply referred to as the Report- is the usual means
to organize and express important information needed for different people from a
company. It is used in organizations to get someone to read more, to agree with
provide feedback, share information with others, or offer a specific type of support or
support that the specialist in Administrative Sciences needs to achieve success in his
management. The report has a critical or persuasive orientation. It is a document that is used in the
business world to describe and present the main points of the proposed solution to
a problem in the most concise and attractive way possible.

Within the Academic Model of the Graduate Directorate of the Faculty of Sciences of the
Administration of the Mariano Gálvez University of Guatemala, the report is a presentation

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writing a proposal in response to a problem posed by the course instructor, it is the

result of the collaborative work of a team of students in applying the teaching strategy -
learning known as 'Problem-Based Learning' (PBL) and research directed by the
teacher and shared by the students.

Features

The report organizes and expresses important information necessary for the solution of a problem.
Determined, it is aimed at different people within a company. It allows access
easily access relevant information for executives without having to read the entire document,
because it outlines the content by identifying the most relevant parts for decision-making
decisions. The report is characterized by:

Gather relevant information.

2. Propose a way to meet the need, solve the problem, or benefit from it.
the opportunity.
3. Try to convince the readers.
4. Conclude with a strong action emphasizing the benefits it will bring them
carry out the recommended actions.

Structure

The structure of the report includes the following elements:

Cover letter

Executive Summary

Introduction

Index

I. Body or development
II. Conclusions
III. Recommendations

Annex

Bibliography

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Benefits of the Report

The Report is an academic work that is part of the strategy called 'Portfolio of
"Research", its elaboration and presentation allows the student to apply the Decision-Making Process.
Decisions and turning a problem into a short document that presents the proposal or the solutions.
solution proposals for its implementation.

Businesses depend on communication. A specialist in Administrative Sciences must

knowing how to communicate effectively to improve productivity at work. The Report is a
means of commercial writing that facilitates clear communication and the expression of thought.

The methodology for drafting the Report will allow you to think in terms of objective, readers and
scope. Inform and persuade readers, to encourage them to read and understand and make them to
information arrives and works as efficiently as possible within the organization, this is the goal
primordial in the drafting of a Report. The specialist will be more competent and effective if the
The report focuses on the specific subject of study resulting from the application of
Problem-Based Learning (PBL), but also, if it connects with the interests of the
executives who will read it, if it addresses their needs and those of the organization, if it provides
essential information and if it facilitates the reader's use of information.

Stages of preparation

For the purposes of applying the ABP and the subsequent drafting of the Report, the stages in the
preparation are:

1. Identify the problem.

2. Development of the work plan or project.
3. Gather relevant information.
4. Develop alternatives.
5. Evaluate and choose the best alternative.
6. Develop the Action Plan proposal.
7. Preparation of the Report.
8. Evaluation of the report, checking it from the perspective of the reader or readers.
9. Reworking of the basic structure.
10. Draft.
11. Final drafting.
12. The postscript.
13. The presentation.

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Presentation requirements

The report presents relevant details to address its readers, connecting with their interests.
and the needs of the organization to which they belong. Include visual elements along
the text that describes it to make it accessible to the reader. It must be interesting, informative
and easy to understand.
2. The report must not have amendments or crossings out. The text must be presented in a
homogeneous manner, which means maintaining the same type throughout the text
font, size, margins, justification, etcetera.
Both the bibliographic citations and the bibliography list must adhere to the standards.
from the American Psychological Association -APA, for its initials in English-, having the
be sure to check the latest edition.
4. Likewise, this academic work must meet the following requirements:
5. The type of paper used in terms of size is 'letter'. Only one side is written on.
the leaf.
6. The font type is Arial, size 12 normal.
The line spacing is 1.5 for the entire text.
The indents in the first line of each paragraph serve to highlight them.
visually. They are expressed with a number of 5 spaces.
The margins are: 3.5 cm for the left margin and 2.5 cm for the right; and 3 cm
for the top and bottom margins.
10. All pages of the work must be numbered, except for the cover page, the letter of
accompaniment, the executive summary, the introduction, and the table of contents. The numbering that is
use the Arabic and the position is the top right angle.
11. The recommended paragraphing is as follows:

I. (Roman numeral)

A.

1.

a.

1)

a)

(1)

(a)

1.

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a.

--

Evaluation

The evaluation of each report will be carried out by the teacher using the evaluation matrix or rubric.
designed for the effect (See attachment No. 1). The rubric is a measurement instrument in which
criteria and standards are established by levels, through the arrangement of scales, which allow
determine the quality of the students' performance in a specific academic work.

Table No. 1

Evaluation matrix or rubric for assessing the report

Rating scale
Aspect
to a
Excellent Good Regular Deficient Not acceptable
evaluate
(5) (4) (3) (2) (1)
ar

Explain to the recipients Explain to the Explain to the Explain in a way Does not explain to the
the circumstances of the recipients the recipients confused the the recipients
report, indicating why and circumstances of circumstances of the the recipients circumstances of
how it has been prepared report, but not report, but not circumstances of the report, does not indicate
same. indicate why it has indicate why and report, does not indicate why and how
prepared the same. how has it been clearly by has prepared the
prepared it. what and how has it been same.
prepared the
same.
Present a short synopsis It presents a short one. Present a short Present a short It does not present a
of the report outlining synopsis of the report synopsis of the report synopsis of the synopsis of the report;
the areas it addresses and the schematizing them schematizing the report does not offer a
main points; offers areas it addresses and the areas it deals with and the schematizing summary of the
a summary of the main points; main points; the areas it addresses conclusions. No
conclusions. It contains the provide a summary does not offer a and the points contains the essential,
essential and awakens the from the conclusions. summary of the main; no do not wake up the
interest in reading the report Contains the essentials, conclusions. provides a summary interest in reading the
complete. but he does not wake up Contains the essentials, of the full report.
interest in reading the but it does not wake him up conclusions. No
full report. interest in reading the contains it
complete report. essential, no
awaken interest
in reading the report
complete.

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Explain the history of the Explain the history Explain the history Explain the history Explain the history
report, the objective and the of the report, the of the report, the of the report. No from the report. No
scope. It presents the objective and scope. objective and scope. include the objective indicate the objective nor the
context, define your Present the context, Present the context, not the scope. No scope. Does not present
purpose and show it define its purpose and define its purpose and present the the context does not define
organization of the report. show the show the context, does not define its purpose and the
Indicate at least some of organization of organization of its purpose and the organization of
his conclusions and informe. Indica report. Indicate organization of the report is confusing.
recommendations. conclusions but only the report is Does not establish
these do not have conclusions. confused. Indicates to the relationship between the
relationship with the less some of conclusions and the
recommendations. his conclusions and recommendations.
recomendacio-nes.
Present the titles and Present the titles and Present only Does not present the Present only
ordered subtitles ordered subtitles the ordered titles titles and subtitles the titles, these do not
according to the scheme or according to the according to the ordered are ordered
paragraphing scheme or scheme or according to the according to the
recommended. Indicate the paragraphing paragraphing scheme or scheme or
page or pages where recommended. Indicates recommended. Indicates paragraphing paragraphing
They locate each one of them. the page or pages the page or pages recommended. recommended. Indicates
where they are located where are they located Indicate the page or the page or pages
Index each one of them, each one of them, pages where where are they located
but these do not but these do not they locate each one each one of them,
they coincide with the coincide with the of them, but but these do not
distribution in the distribution in the these do not match they coincide with the
body or development body or development with the distribution distribution in the
of the document. of the document. in the body or body or development
development of from the document.
document.
Capture and maintain interest Capture and maintain the Capture and maintain the Capture and maintain It doesn't catch or

of the reader. Uses with reader's interest. reader's interest. the interest of maintains interest
property, the language Use with Employ with reader. Does not use of the reader. It does not use
specific discipline, in the property property with ownership, the with property, the
descriptions and disciplinary language disciplinary language disciplinary language disciplinary language
explanations that he/she makes. specific, in the specific, in the specific, in the specific, in the
The titles, subtitles, items descriptions and descriptions and descriptions and descriptions and
or sub-items, maintain a explanations that explanations that explanations that explanations that
direct relationship with the topic execute. The titles, Make. The titles, promises. The realize. Although the
and logic between them. There is subtitles, items or they maintain a titles, maintain titles, maintain
critical exposition of all sub-items, maintain direct relationship with a relationship a direct relationship
the documentary sources a direct relationship the theme and logic betweendirectly with the subject with the theme and logic
Body consulted. The exhibition with the theme and logic yes. There is no exhibition and logic between them. between each other, and contains
oo is orderly and between each other. There is critique of all the There is no exhibition explanatory material and
detailed breakdown of the matter. critical exposition of sources criticism of all the illustrative, there is no
hello Contains material all sources documentaries sources critical exhibition of
explanatory and illustrative, documentaries consulted. The documentaries all sources
like charts, graphs, consulted. The exposure is little consulted. The documentaries
tables, photographs, among exhibition is ordered and exhibition is little consulted.
others. ordered and detailed of the ordered and
detailed of subject. Does not contain detailed of
subject. Does not contain explanatory material and subject. No
explanatory material and illustrative, like contains material
illustrative, as charts, graphs, explanatory and
charts, graphs tables, photographs, illustrative, like
tables, photographs, among others. charts, graphs,
among others. tables, photographs,
among others.

Provide a summary of the Provide a summary Provide a summary Provide a summary Does not offer a
main points of of the points of the points from the points summary of the
report. Include the principles of principals of principles of main points
inferences based on the report. Include the report. Include the report. Includes of the report.
objective exposed in the inferences in inferences in inferences but not Include inferences
introduction. The function of the objective objective function there is a relationship but I don't know
deductions are exposed from exposed in the exposed in the with no objective. find relationship
fluid manner. The introduction. The introduction. The The deductions do not with no one
conclusions facilitate deductions are deductions I do not know are exposed of objetivo. Las
opinions for exponent in a way expose in a way smoothly. The deductions I don't know
considerations fluid. The fluid. The conclusions no exponent of
later. conclusions no conclusions no they facilitate opinions fluently. The
they facilitate opinions they facilitate opinions for considerations conclusions no
for considerations for considerations posteriors. they facilitate opinions
posteriors. posteriors. for
considerations
posterior.

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They are directly related They are related They are related They are related They are not related
with each of the directly with directly with directly with with the
conclusions. Proposes the each of the each one of the each of the conclusions. No
way to satisfy the conclusions. conclusions. But conclusions. But proposes the way
need to resolve the Propose the way to does not propose the form does not propose the way to satisfy the
problem or to benefit satisfy the to satisfy the to satisfy the need, of
of the opportunity. It puts need, of need, of need, of solve the
emphasis on the advantages that solve the problem solve the problem solve the problem problem or of
will report on undertaking the o or to benefit from or to benefit from or to benefit from to benefit from the
the actions the opportunity. Without the opportunity. No the opportunity. opportunity.
recommended. embargo, it does not apply expose the advantages
emphasis on the what it will bring them
advantages that they undertake the one or the ones
will report to undertake actions
the actions recommended
recommended.
Present the Action Plan Present the Plan of Present the Plan of Present the Plan of Does not present the
to implement the Action for Action for Action for Action Plan
proposal or proposals of implement the implement the implement the to implement
solución. Incluye un glosario proposal or proposal or proposal or the proposal or
of terms that readers proposals of proposals of proposals of proposals of
they may not understand solution. Includes a solution. Does not include solution, but this one solution. Includes
easily, especially glossary of terms a glossary of incoherent with the glossary of
technical words. It contains that the readers terms that the conclusions and terms, material
statistics, tables and they may not readers may not recommendations. statistical
any other information understand understand Includes glossary of graphics.
that may interest the easily, in easily, in terms, material
Annex readers but without special words special words statistical, graphs
a suitable place in the techniques. It does not contain techniques. It does not contain and any other
development of the report. statistics, tables and statistics, tables and information
any other any other additional.
information that information that
may interest the may interest the
readers but not readers but not
have a place have a place
suitable in the adequate in the
development of development of
report. report.
List the articles, books, List the articles, List the articles, List only Does not include quotes in
previous reports or others books, reports books, reports books in the report. the text, nor the
sources used in the previous or others previous or others Does not include quotes in the list of
report. The quotes in the sources used in sources used in text. The list of bibliography.
text and in the list of the report. No the report. No bibliography is not present
bibliography is includes quotes in the include quotes in the available for
disposed in accordance text. The list of Text. The list of compliance with the
to the APA Standards. bibliography is bibliography is not there APA guidelines.
available from disposed of
compliance with the compliance with the
APA guidelines. APA Guidelines.

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Spring.

Iguardia E. (2010). Research Portfolio. Mariano Gálvez University of Guatemala.

Faculty of Administrative Sciences: Graduate Direction.

Iguardia E. (2010). Academic model. Mariano Gálvez University of Guatemala. Faculty of

Administrative Sciences: Graduate Management.

Iguardia E. (2011). Development of managerial skills. Graduate Studies. Faculty of Sciences

from the Administration. Mariano Gálvez University of Guatemala.
Iguardia E. (2010). Methodology for the preparation and presentation of academic works.
Mexico: Pearson.

Olivares S., and Heredia Y. Development of Critical Thinking in Learning Environments Based on
Problems in higher education students. Mexican Journal of Research
Educational, vol. 17, no. 54, July-September, 2012, Mexican Council of Research
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Sparks S. (2002). La habilidad de escribir en los negocios. España: McGraw Hill.

Steelcase. Chair of education. Recovered of

[Link]
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Mariano Gálvez University of Guatemala. (2015). SteelCase educational chair. Retrieved from
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