Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric – Phase 2 - Propose
strategies to create value
1. General description of the course

Faculty or Basic Science, Technology and Engineering

Academic Unit School
Academic Level Undergraduate
Academic Field Disciplinary
Course Name Strategic Management
Course Code 212053
Course Type Theoretical Can be yes ☒ N ☐
enable o
d
Number of Credits 3

2. Description of the activity

Type of Number
the Individual ☒ Collaborative ☒ of 4
activity: weeks
Moment of Unit
Initial ☐ ☒ Final ☐
evaluation Intermediate:
Delivery Environment of the
Evaluative score of the activity: Collaborative Learning and
activity: 125 Monitoring and Evaluation
Environment
Starting date of the Deadline of the activity:
activity: 04/10/2019 01/11/2019
Competence to develop:
The student is able to formulate and implement corporate strategies
from innovation and competitive advantages, in order to create real
value for the organizations

Temas a desarrollar:

Unidad 2. Formulación y ejecución de gestión estratégica:

 Diseño y ejecución de la estrategia: estrategias genéricas de
Porter, estrategia del océano azul, innovación de valor

 Control Estratégico: Plan Estratégico, Balance Scorecard

Pasos, fases de la estrategia de aprendizaje para desarrollar
Fase 2: proponer estrategias para crear valor

Actividades a desarrollar
Individual:

Los estudiantes deben desarrollar las siguientes actividades:

 
1. Lea la siguiente referencia para la Unidad 2 en el Entorno del
conocimiento:
 Jeyarathmm, M. Strategic Management, (pp. 122-133)

2. Lea el siguiente caso, adjunto como Anexo 3: La ventaja

competitiva de Uber frente a las estrategias genéricas de Porter,
en el entorno de aprendizaje colaborativo:
 Hales, G., & Mclarney, C. (2017). Uber’s Competitive
 Advantage vis-à-vis Porter’s Generic Strategies.  

3. Lea la siguiente situación relacionada con la fuerza laboral de Uber:

Recientemente, Uber se ha enfrentado a manifestaciones
públicas de sus conductores, quienes argumentan que sus
derechos no están protegidos y respetados por la compañía,
además, su seguridad está en riesgo y la compañía no los está
apoyando para resolver la situación. Parte de su lucha está
relacionada con salarios, vacaciones, pensiones, seguros y otras
condiciones laborales que no están disfrutando como parte de
este nuevo modelo de negocios.

Con base en la información previa y su propia investigación en

Internet u otras fuentes, elabore un mapa conceptual para
exponer el problema de la fuerza laboral, las causas y las
consecuencias de la situación que enfrenta la empresa, incluya
en la imagen la siguiente información:
 Nombre del alumno, fecha, título del caso.

3. Publique el mapa conceptual como una imagen en el Foro de

aprendizaje colaborativo.

Collaborative:

4. Cada miembro del grupo comparte sus ideas y conclusiones en el

foro de aprendizaje colaborativo, desarrollando en equipo las
siguientes actividades, basadas en el caso dado y la información
adicional recopilada de Internet:

Lea y analice el contexto estratégico descrito en la Tabla

1: Estrategia de Uber: la búsqueda simultánea de bajo
costo y diferenciación en el Anexo No 3- Caso de
estrategia de Uber

Proponga una nueva estrategia para que la empresa

enfrente el problema en relación con su fuerza laboral,
seleccionando qué tipo de estrategia genérica es y
describiendo cómo se ejecutaría, de acuerdo con el
siguiente cuadro:

Propuesta de estrategia
Case Company: Uber Group number: #
Tipo de estrategia Costo ☐ Diferenciacion ☐ atencion
genérica: ☐
Descripción de la estrategia:

 Revise el siguiente artículo de Knowledge Environment:

CASPARI, C., & CASPARI, M. (2016). Strategic Planning

Moving Ideas to Practice

Según el artículo, redacte un plan estratégico para

ejecutar la nueva estrategia propuesta para enfrentar el
problema de la fuerza laboral que enfrenta la empresa,
completando el siguiente cuadro:

Plan estratégico
 Compañía del caso: Número de grupo: #
Uber
Declaración Definición
Mision Tómelo de la Fase 1
Vision Tómelo de la Fase 1
Objetivos Tómelo de la Fase 1
Metas Una relacionada con la
estrategia anterior.
Estrategias Tómelo de la actividad
anterior
Táctica Al menos 5 se relacionan con
la estrategia anterior

 Revise el siguiente artículo de Knowledge Environment:

Kaplan, R. S., & Norton, D. P. (2007). Using the Balanced

Scorecard as a Strategic Management System

Según el plan estratégico anterior, cree un Cuadro de

Mando Integral que incluya al menos tres indicadores para
cada una de las cuatro perspectivas para controlar la
ejecución de la nueva estrategia propuesta para el
problema de la fuerza laboral que enfrenta la empresa, de
acuerdo con el siguiente cuadro:
 Cuadro de mando integral
Case Company: Uber Group number: #
Tactic Indicator
1.
2.
3.
1.
2.
3.
1.
2.
3.
Lear. and Gr. 1.
2.
3.

5. De acuerdo con el desarrollo de las actividades propuestas, cada

estudiante graba un audio (no más de 1 minuto) con su propia voz,
incluyendo su nombre y fecha al principio, explicando una
conclusión respondiendo la siguiente pregunta:

 ● ¿Cuán crucial es establecer una estrategia para crear

ventajas competitivas?

 Explique su respuesta de los argumentos de gestión
estratégica, estudiados en esta unidad.
6. Consolide todas las evidencias en una presentación creativa de
PowerPoint, de acuerdo con las pautas que se dan a continuación
en la sección Productos para entregar por estudiante, y asígnele el
nombre con la siguiente estructura:

• Dirección estratégica Fase 2_Número de grupo

Environme
nt for the Collaborative Learning, Monitoring and Evaluation
developme Environment
nt
Individual:
Cada estudiante publica en el Foro de Aprendizaje
Colaborativo un mapa conceptual según el caso.

Collaborative:

Cada grupo, a través del alumno que elige el rol

"Entregas", presenta al Entorno de Monitoreo y
Evaluación una presentación de PowerPoint, utilizando
Products las pautas de APA para referencias, que incluyen:
to deliver
by student 1. cubierta
2. Introducción
3. Objetivos
4. Tabla de contenidos
5. Mapa conceptual de cada alumno (Actividad 3)
6. Propuesta de estrategia (Actividad 5)
7. Plan Estratégico (Actividad 5)
8. Cuadro de mando integral (Actividad 5)
9. Conclusiones: un enlace de audio por alumno
(Actividad 6)
10. Referencias (Use APA)

General guidelines for the collaborative work

 ● Review frequently News and General forums.
Planning of ● Develop a personal agenda to achieve all
activities for proposed activities.
the ● Do not leave everything to the last minute. 
development ● Participate on due time posting relevant
of information on the forums.
collaborative ● Respect copyright, citing the sources.
work ● Use correct English grammar and spelling
● In case of doubt, ask in advance to the due date

Roles to ● Compiler
perform by ● Reviewer
the student ● Evaluator
in the ● Deliveries
collaborative ● Alerts
group

Roles and Compiler: Consolidate the document constituted as

responsibilit the final product of the debate, taking into account
y for the that the contributions of all the participants have been
delivery of included and that only the participants who
products by participated in the process are included.
students

Reviewer: Ensure that the writing complies with the

rules of presentation of work required by the teacher.

Evaluator: Ensure that the document contains the

criteria present in the rubric. You must inform the
person in charge of the alerts so that you inform the
other members of the team in case any adjustments
have to be made on the subject.
 Deliveries: Notify delivery times of the products and
send the document in the stipulated times, using the
resources destined for the shipment, and indicate to
the other partners that the delivery has been made.

Warnings: Ensure that the members of the group are

notified of new developments and inform the teacher
through the work forum and messaging of the course,
which has been sent the document

Use APA format. Edition 6th

The APA Standards is the most used style of
organization and presentation of information in the
area of social sciences. These are published under a
Manual that allows to have the scope in the forms in
which a scientific article must be presented. Here you
will be able to find the most relevant aspects of the
sixth edition of the Manual of the APA Rules, such as
Use of references, quotations, elaboration and presentation
references of tables and figures, headings and seriation, among
others. You can check how to implement them by
entering the page
http://centrodeescritura.javerianacali.edu.co/index.p
hp?
option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

Plagiarism
policy
In the agreement 029 of December 13, 2013, article
99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the
whole or part of a writing, report, task or document of
 invention performed by another person. It also implies
the use of cites or lack of references, or includes cites
where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for
profit, educational resources or results of research
products, which have intellectual rights reserved for
the University”.

The academic punishments that the student will face

are:
a) In case of academic fraud proved in the
academic work or evaluation, the score achieved will
be zero (0.0) without leading to disciplinary measures.
b) In case of plagiarism proved in the academic
work of any nature, the score achieved will be zero
(0.0), without leading to disciplinary measures.

To know how the documents must be cited, check the

following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.ph
p?option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

7. Evaluation rubric

Evaluation rubric

Activity Individual Activity ☒ Collabora ☒

type: tive
 Activity
Moment of Unit
the Initial ☐ Intermed ☒ Final ☐
evaluation iate:
Performance levels of the individual
Assessed Scor
activity
Aspects e
High score Media score Low score
The student
posts in the
The student
Collaborative
posts in the
Learning
Collaborative The student
forum a
Learning forum does not
diagram
a clear concept post any
Identify and identifying the
map, identifying diagram in
evaluate problem faced
the problem relation to
problems in by the 30
faced by the the
organization company, but
company proposed
s there is not a
deducing causes case study
clear
and
deduction of
consequences
causes and
consequences
(up to 30 (up to 15 (up to 0
points) points) points)
Performance levels of the collaborative
Assessed Scor
activity
Aspect e
High score Media score Low score
Build up The student The student The student 15
team work participates participates in does not
and decision actively in the the participate
making Collaborative Collaborative in the
manager learning forum, learning Collaborativ
skills proposing forum, but, it e learning
relevant ideas to is not forum
develop the sufficiently developing
strategy, the relevant to the
plan and the develop the strategy,
balanced strategy, the the plan nor
scorecard, plan nor the the
evidencing its balanced balanced
 scorecard, or
its proposals
do not
position in
evidence a
contrast to the
proper
strategy scorecard
understanding
according to the
of the
situation
contents in
this unit

(Up to 15 (Up to 10 (Up to 0

points) points) points)
The student
submits a
The student
proposal for
proposes a The
the case, but,
creative, viable student
it does not
Formulate and credible does not
evidence a
corporate, strategy to solve submit the
proper
business, the problem proposal of
understanding
and faced by the the strategy
of the studied
functional company in the or it is not 20
contents to
strategies case, argued its related to
formulate
from suitability from the
successful
competitive Porter´s generic company in
strategies or
advantages strategies theory the case
the generic
strategy is not
identified
(Up to 20 (Up to 10 (Up to 0
points) points) points)
Implement The student The student The student 20
corporate, presents a well- presents a does not
business, developed plan strategic plan, develop the
and to implement but, some of strategic
functional the strategy its items are plan, or, it
strategies as proposed not well- is not
backbone of developed or related to
previously,
the company its information strategy
including all
is not formulated
 main items to
ensure sufficiently
compliance: relevant to
for the
Mission, vision, implement the company in
objectives, strategy
the case
goals, strategies formulated
previously
and tactics

(Up to 20 (Up to 10 (Up to 0

points) points) points)
The student
presents a
The student Balanced
The student
builds a creative Scorecard,
does not
and complete proposing
develop the
Balanced indicators to
Balanced
Scorecard, control the
Scorecard,
including at strategy
or, it is not
Control least three implementatio
related to
corporate indicators for n, but, its
company
strategies each of its four development 15
strategic
execution perspectives, to does not
plan,
and results ensure the evidence a
proposed
development of clear
for the
the tactics perspective
company in
designed in the for each of
the case
strategic plan the four
factors to be
monitored
(Up to 15 (Up to 10 (Up to 0
points) points) points)
Build up The student The student The student 10
speaking records with its records with does not
English skills voice a no more its voice an record the
to than 1 (one) audio audio of its
communicat minute clear and explaining its conclusions
e strategic loud audio, conclusions of the case
managemen including its about the
t name and date case, but it
 does not meet
at the
all
beginning,
requirements
explaining its
or its content
conclusions
is not relevant
conclusions about the case,
to solve the
using its own
proposed
words
question
(Up to 10 (Up to 5 (Up to 0
points) points) points)
The
The student
student
The student submits the
does not
submits the document at
submit the
PowerPoint the Monitoring
PowerPoint
presentation to and
presentatio
the Monitoring Evaluation
Strength n to the
and Evaluation environment,
written com Monitoring
Environment, evidencing
munication s and 15
evidencing some spelling
kills Evaluation
proper spelling and grammar
environmen
and grammar, mistakes or
t, solving
following all missing some
the
given guidelines. of the given
proposed
guidelines
activities
(Up to 15 (Up to 8 (Up to 0
points) points) points)
Final score 125