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 ☒ No ☐
enabled
Number of Credits 3

2. Description of the activity

Number
Type of 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
activity: 125 and Monitoring and Evaluation
Environment
Starting date of the activity: Deadline of the activity:
15/03/2020 14/04/2020
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

Topics to develop:

Unit 2. Strategic Management Formulation and Execution:

  Strategy design and execution: Porter’s Generic Strategies, Blue
Ocean Strategy, Value Innovation

 Strategic Control: Strategic Plan, Balance Scorecard

Steps, phases of the learning strategy to develop

Phase 2 - Propose strategies to create value

Activities to develop

It is important to clarify: This course is in English and as it is specified

in the Rules and conditions for the development of the course:

The student must develop the proposed activities on due time,

in English. Contributions in different languages won´t be evaluated.

Individual:

The students must develop the following activities:

1. Read the following reference for Unit 2 at the Knowledge

Environment:

 Jeyarathmm, M. Strategic Management, (pp. 122-133)

2. Read the following case, attached as Annex 3 - Uber’s

Competitive Advantage vis-à-vis Porter’s Generic
Strategies, at the Collaborative Learning Environment:

 Hales, G., & Mclarney, C. (2017). Uber’s Competitive

Advantage vis-à-vis Porter’s Generic Strategies.

3. Read the following situation related to the workforce of Uber:

Recently Uber has been facing public demonstrations of its

drivers, who are arguing that its rights are not protected
and respected by the company, also, its security is in risk
and the company is not supporting them to solve the
situation. Part of its fight is related to wages, holidays,
 pension, insurance and other employment conditions which
they are not enjoying as part of this new business model.

4. Based on the previous information and its own research on

internet or other sources, record and post in YouTube a 2 - 3
minutes video where the student appears himself explaining in
English:

 Student Name
 Date
 Group number
 Uber general description
 Description of the problem faced by Uber
 Causes of the problem faced by Uber
 Consequences of the problem faced by Uber

5. Post the YouTube link in the Collaborative Learning Forum.

Collaborative:

6. Each member of the group shares its ideas and conclusions in the
Collaborative learning forum, developing as a team, the following
activities, based on the given case and extra information gathered
from the internet:

● Read and analyze the strategic context described in the

Table 1: Uber’s Strategy: The Simultaneous Pursuit of
Low Cost and Differentiation in the Annex No 3- Uber´s
strategy Case

Complete the following chart describing the different

generic strategies according to Michael Porter:

Michael Porter´s Generic Strategies

Strategy Definition
Cost Leadership
Differentiation
Focus
 Understanding the different generic strategies, propose a
new strategy for the company to face the problem in
relation to its workforce, selecting its type describing how it
would be executed, according to the following chart:

Strategy Proposal
Case Company: Uber Group number: #
Type of Generic Cost ☐ Differentiation ☐ Focus ☐
strategy:
Strategy description:

● Review the following article from Knowledge Environment:

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

Moving Ideas to Practice

According to the article, draft an strategic plan to execute

the new strategy proposed to face the workforce problem
faced by the company, completing the following chart:

Strategic Plan
Case Company: Uber Group number: #
Statement Definition
Mission
Vision
Objectives
Goals One related to the previous
strategy
Strategies Take it from previous activity
Tactics At least 5 relate to the
previous strategy

● Review the following article from Knowledge Environment:

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

Scorecard as a Strategic Management System
 Based on the previous strategic plan, build a Balanced
Scorecard including at least three indicators for each of the
four perspectives to control the execution of the new
strategy proposed for the workforce problem faced by the
company, according to the following chart:

Balanced Scorecard
Case Company: Uber Group number: #
Perspective Tactic Indicator
Financial 1.
2.
3.
Processes 1.
2.
3.
Customer 1.
2.
3.
Lear. and Gr. 1.
2.
3.

7. According to the development of the proposed activities, each

student records an audio (no more than 1 minute) with its own
voice, including its name and date at the beginning, explaining
a conclusion answering the following question:

● Which are the generic strategies proposed by Michael Porter

and how to apply them in a company?

Explain your answer from strategic management arguments,

studied in this unit.

8. Consolidate all evidences in a creative PowerPoint presentation,

according to the guidelines given below in section Products to
deliver by student, and name it with the following structure:

 Strategic Management_Phase 2_Group number

Environment
Collaborative Learning, Monitoring and Evaluation
for the
Environment
development

Individual:
Each student posts on the Collaborative Learning
Forum a YouTube link according to the case.

Collaborative:

Each group, through the student that chooses the role

“Deliveries”, submits to the Monitoring and Evaluation
Environment a PowerPoint presentation, using APA
Products to guidelines for references, including:
deliver by
student 1. Cover
2. Introduction
3. Objectives
4. Table of contents
5. YouTube link of each student (Activity 3)
6. Strategy Proposal (Activity 5)
7. Strategic Plan (Activity 5)
8. Balanced Scorecard (Activity 5)
9. Conclusions – one link of audio per student
(Activity 6)
10. References (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
work ● Respect copyright, citing the sources.
● 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
Compiler: Consolidate the document constituted as
the final product of the debate, taking into account that
the contributions of all the participants have been
included and that only the participants who participated
in the process are included.

Reviewer: Ensure that the writing complies with the

rules of presentation of work required by the teacher.

Roles and Evaluator: Ensure that the document contains the

responsibilit criteria present in the rubric. You must inform the
y for the person in charge of the alerts so that you inform the
delivery of other members of the team in case any adjustments
products by have to be made on the subject.
students 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
Use of
Manual that allows to have the scope in the forms in
references
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
references, quotations, elaboration and presentation 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.ph
p?option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

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”.

Plagiarism The academic punishments that the student will face

policy 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=
3. Evaluation rubric

Evaluation rubric

Collaborat
Activity type: Individual Activity ☒ ive ☒
Activity
Moment of Unit
the Initial ☐ Intermedi ☒ Final ☐
evaluation ate:
Performance levels of the individual
Assessed activity Scor
Aspects e
High score Media score Low score
The student
posts in the The student
Collaborative posts in the
Learning forum a Collaborative
YouTube link Learning
The student
with a video forum a video
does not
where appears identifying the
post any
himself indicating problem faced
video in
Identify and its name, date by the
relation to
evaluate and the group company, but
the problem 30
problems in number there is not a
proposed in
organizations identifying clear deduction
the case
clearly the of causes and
study
situation faced consequences
by the company or it does not
deducing causes includes all
and requirements
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
team work participates participates in does not
15
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 strategy,
plan and the develop the the plan nor
balanced strategy, the the balanced
scorecard, plan nor the scorecard
evidencing its balanced
position in scorecard, or
contrast to the its proposals
strategy do not
according to the evidence a
situation proper
understanding
of the 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 case, but, The student
creative, viable
it does not does not
Formulate and credible
evidence a submit the
corporate, strategy to solve
proper proposal of
business, the problem
understanding the strategy
and faced by the
of the studied or it is not
functional company in the 20
contents to related to
strategies case, argued its
formulate the
from suitability from
successful company in
competitive Porter´s generic
strategies or the case
advantages strategies theory
the generic
strategy is not
identified
(Up to 20 (Up to 10 (Up to 0
points) points) points)
 The student The student
presents a well- presents a
developed plan to strategic plan, The student
does not
implement the but, some of
develop the
strategy its items are
Implement proposed strategic
not well-
corporate, plan, or, it
previously, developed or
business, is not
including all main its information
and related to
items to ensure is not 20
functional strategy
compliance: sufficiently
strategies as formulated
relevant to
backbone of Mission, vision,
implement the
for the
the company objectives, goals, company in
strategy
strategies and the case
formulated
tactics previously

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