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

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
Products to Individual:
deliver by
Each student posts on the Collaborative Learning
student
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
guidelines for references, including:

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
● 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 of Use APA format. Edition 6th

references
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
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.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=
3. Evaluation rubric

Evaluation rubric

Collabora
Activity
Individual Activity ☒ tive ☒
type:
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 forum Collaborative
a YouTube link Learning
with a video forum a video The student
where appears identifying the does not
himself problem faced post any
Identify and indicating its by the video in
evaluate name, date and company, but relation to
problems in the group there is not a the problem 30
organization number clear proposed in
s identifying deduction of the case
clearly the 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
 The student
participates in
The student the
participates Collaborative
actively in the learning The student
Collaborative forum, but, it does not
learning forum, is not participate
proposing sufficiently in the
relevant ideas to relevant to Collaborativ
Build up develop the develop the e learning
team work strategy, the strategy, the forum
15
and decision plan and the plan nor the developing
making balanced balanced the
manager scorecard, scorecard, or strategy,
skills evidencing its its proposals the plan nor
position in do not the
contrast to the evidence a balanced
strategy proper scorecard
according to the understanding
situation of the
contents in
this unit
(Up to 15 (Up to 10 (Up to 0
points) points) points)
Formulate The student The student The 20
corporate, proposes a submits a student
business, creative, viable proposal for does not
and and credible the case, but, submit the
functional strategy to solve it does not proposal of
strategies the problem evidence a the strategy
from faced by the proper or it is not
competitive company in the understanding related to
advantages case, argued its of the studied the
suitability from contents to company in
Porter´s generic formulate the case
strategies theory successful
strategies or
the generic
strategy is not
 identified
(Up to 20 (Up to 10 (Up to 0
points) points) points)
The student
presents a well- The student
developed plan presents a
The student
to implement strategic plan, does not
but, some of
the strategy develop the
its items are
Implement proposed strategic
not well-
corporate, previously, plan, or, it
developed or
business, including all its information is not
and main items to related to
is not 20
functional ensure strategy
sufficiently
strategies as compliance: formulated
relevant to
backbone of Mission, vision, implement the for the
the company objectives, company in
strategy
the case
goals, strategies formulated
and tactics previously

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

points) points) points)
Control The student The student The student 15
corporate builds a creative presents a does not
strategies and complete Balanced develop the
execution Balanced Scorecard, Balanced
and results Scorecard, proposing Scorecard,
including at indicators to or, it is not
least three control the related to
indicators for strategy company
each of its four implementatio strategic
perspectives, to n, but, its plan,
ensure the development proposed
development of does not for the
the tactics evidence a company in
designed in the clear the case
strategic plan perspective
for each of
the 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
communicat at the 10
all conclusions
e strategic beginning,
requirements of the case
managemen explaining its
or its content
t 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