Free Essay

Director

In: Business and Management

Submitted By MaryDurand
Words 10599
Pages 43
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo

STMG 601

STRATEGIC MANAGEMENT
GERENCIA ESTRATEGICA

© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
© Ana G. Méndez University System, 2007. All rights reserved

STMG 601 Strategic Management 2

TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ...................................................................................................................................... 3
Study Guide ................................................................................................................................. 11
Workshop One ............................................................................................................................ 17
Taller Dos..................................................................................................................................... 21
Workshop Three ......................................................................................................................... 25
Taller Cuatro ................................................................................................................................ 29
Workshop Five/Taller Cinco ...................................................................................................... 34
Anejo A/Appendix A ................................................................................................................... 36
Anejo B/Appendix B ................................................................................................................... 37
Anejo C/Appendix C ................................................................................................................... 38
Anejo D/Appendix D ................................................................................................................... 39
Anejo E/Appendix E ................................................................................................................... 40
Anejo F/Appendix F .................................................................................................................... 42
Anejo G/ Appendix G ................................................................................................................. 43
Anejo H/Appendix H ................................................................................................................... 45
Anejo I/Appendix I ...................................................................................................................... 46
Anejo J/Appendix J..................................................................................................................... 47
Anejo K/Appendix K ................................................................................................................... 48
Anejo L/Appendix L .................................................................................................................... 50
Anejo M/Appendix M .................................................................................................................. 51
Anejo N/Appendix N ................................................................................................................... 52

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 3

Prontuario
Título del Curso:

Gerencia Estratégica

Codificación:

STMG 601

Duración:

5 semanas

Prerrequisito:

Ninguno

Descripción:
Formulación, selección e implantación de estrategias de negocio a través de la evaluación del desempeño organizacional, análisis competitivo del mercado y de la industria. Desarrollo de las posiciones estratégicas e identificación de oportunidades.
Práctica del pensamiento crítico en el contexto de la variedad existente de empresas, según sus estructuras; desde pequeños negocios, corporaciones, compañías públicas y empresas con multiplicidad de negocios. El curso se desarrolla a través de trabajos colaborativos que incluyen ejercicios de simulación, estudios de casos y proyectos. Se estudia la planificación estratégica como un proceso interactivo que enlaza el desempeño organizacional interno al externo, factores competitivos y las fuerzas del cambio. Énfasis en el aprendizaje del pensamiento estratégico.
Objetivos Generales
Al finalizar el curso, el estudiante:
1. Desarrollar la capacidad de pensamiento estratégico sobre una empresa, su posición actual, directrices a largo plazo, recursos, capacidades competitivas y las oportunidades para desarrollar ventaja competitiva sostenida.
2. Desarrollar las destrezas de análisis estratégico en una variedad de industrias y situaciones con un mayor entendimiento de los retos competitivos en el ambiente de mercado global.
3. Proveer experiencia operacional en el desarrollo de la estrategia de negocio, razonando cuidadosamente sobre alternativas estratégicas, utilizando análisis de escenarios y tomando decisiones de impacto positivo significativo.
4. Conocer las tareas gerenciales asociadas con la implantación y desarrollo de las estrategias de una empresa.
5. Recomendar acciones para promover la ejecución competente de la estrategia.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 4

6. Adquirir la confianza necesaria para funcionar efectivamente como miembro de un equipo de trabajo que implanta la estrategia en una compañía.
7. Integrar el conocimiento de cursos medulares y demostrar el por qué las diferentes divisiones de un negocio necesitan manejarse con armonía estratégica para operar exitosamente.
8. Aplicar el juicio gerencial en la evaluación del riesgo del negocio y mejorar la habilidad en la toma de decisiones para lograr resultados efectivos.
9. Enfatizar y poner en práctica principios éticos ejemplares, valores personales, valores de la compañía y prácticas gerenciales de responsabilidad social.
10. Evaluar la implantación de un plan estratégico en un negocio.
Textos
Hill, C. W. & Jones, G. R. (2007). Strategic Management: an Integrated Approach.
Boston, NY: Houghton Mifflin Co.
David, F. R. (2005). Strategic Management Concepts (10th Ed.). Pearson-Prentice Hall.
Hitt, M. A. (2005). Strategic Management: Competitiveness and Globalization
Concepts. Thomson/South-Western.
Recursos Recomendados
Pearce, J. A. (2005). Strategic Management: Formulation, Implementation, and
Control (9th Ed.). McGraw-Hill.
Dess, G. G. (1993). Strategic Management. New York: McGraw-Hill.
Hunger, J. D. (2003). Essentials of Strategic Management. Upper Saddle River, NJ:
Prentice Hall.
David, F. R. (2002). Strategic Management: Concepts and Cases. Upper Saddle River,
NJ: Prentice Hall.
Hitt, M. A. (2001). Strategic Management: Competitiveness and Globalization.
Cincinnati, Ohio: South-Western College Pub.
Otros Recursos:


California Management Review



Journal of Brand Management

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 5



Journal of Strategic Marketing



Long Range Planning



Sloan Management Review



Strategic Management Journal



Strategy & Leadership

Evaluación:
Participación y asistencia

15%

Actividades de interacción

15%

Análisis estratégico de situaciones

10%

Análisis de caso

15%

Plan estratégico

15%

Portafolio

15%

Presentaciones

15%

1. Participación y asistencia 15%: la asistencia y la participación en las actividades presentadas en cada taller es necesaria e indispensable. En caso de ausencia, el/la estudiante debe realizar todas las gestiones necesarias para comunicarse con el facilitador de manera que pueda prepararse adecuadamente para la próxima reunión. Todas las actividades realizadas en el taller ausente, sujetas a evaluación, serán consideradas y ponderadas de acuerdo con los parámetros especificados en el módulo y los estándares comunicados por el facilitador en el Taller Uno.
2. Actividades de interacción 15%: Se trabajarán en grupos. Durante el Taller
Uno (1), el facilitador organizará a los estudiantes en grupos. A cada uno de los grupos se le asignará un par de compañías competidoras para que contrasten sus estrategias competitivas que las han ayudado a alcanzar y a mantener el éxito. Luego de realizado el análisis cada grupo hará una breve exposición oral y entregarán por escrito el contraste realizado de las estrategias
3. Análisis estratégico de situaciones 10%: Se trabajarán en grupos. A cada uno de los grupos se le asignará una situación diferente que presentarán en el Taller
Dos (2) oralmente y en documento escrito.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 6

4. Análisis de caso 15%: se entregará en el Taller Tres (3). Ver Anejo
5. Plan estratégico 15%: Trabajo final para entregar y presentar en el Taller
Cinco (5). Desarrollo del plan estratégico de una empresa seleccionada. Incluye las consideraciones presentadas en clase que contribuyen al éxito y el desempeño efectivo de las estrategias y tácticas competitivas implantadas. Este trabajo es grupal.

Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual-Language 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.
2. 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.
3. 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:

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 7

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.
4. 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.
5. 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.
6. 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.
7. 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 (vea la política de honestidad académica).
8. 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.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 8

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de clases.
12. Todo estudiante esta 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 direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la 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.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 9

Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir información. Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la educación es intrínsicamente interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 10

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 11

STUDY GUIDE
Course Title:

Strategic Management

Code:

STMG 601

Time Length:

5 weeks

Prerequisite:
Description:
The formulation, selection and utilization of business strategies throughout the evaluation of organizational performance, and market and industry competitiveness analysis. The development of strategic positions and identification of opportunities.
Critical thinking practice in the context of an existing variety of businesses, according to their structures; from small businesses, corporations, public corporations, and other types of business. This course will be developed through collaborative assignments including simulation exercises, case Studies and projects. Strategic planning will be used as an interactive process that ties the organizational performance, competitive factors and forces of change. Strategic thinking will be emphasized.
General Objectives
At the end of the course, students will be able to:
1. To develop the strategic thinking skills related to a business, its current position, long term instructions, competitiveness, and the opportunity to develop competitive advantage.
2. To develop the skills of strategic analysis in a variety of industries and situations with a better understanding of the competitive challenges in the global market.
3. To provide operational experience in the development of Business strategies, carefully reasoning about strategic alternatives using scenario analysis and taking decisions of positive impact.
4. To know the management tasks related to the implantation and development of businesses strategies.
5. To recommend the actions that promotes strategy accomplishment.
6. To acquire the necessary trust to effectively work as a member of a work team that helps accomplish a business strategy.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 12

7. To integrate the knowledge of main core courses and to show why different divisions in a business have to be managed with strategic harmony to obtain success. 8. To apply managerial judgment in the evaluation of business risks and to improve the ability to take decisions to obtain effective results
9. To emphasize and practice exemplary ethical principles, personal values, company values and managerial practices of social responsibility.
10. To evaluate the creation of a business managerial plan.
Texts
Hill, C. W. & Jones, G. R. (2007). Strategic Management: an Integrated Approach.
Boston, NY: Houghton Mifflin Co.
David, F. R. (2005). Strategic Management Concepts (10th Ed.). Pearson-Prentice Hall,
Hitt, M. A. (2005). Strategic Management: Competitiveness and Globalization
Concepts. Thomson/South-Western.
Recommended Resources
Pearce, J. A. (2005). Strategic Management: Formulation, Implementation, and
Control (9th Ed.). McGraw-Hill.
Dess, G. G. (1993). Strategic Management. New York: McGraw-Hill.
Hill, C. W. (2004). Strategic Management: an integrated approach.
Boston: Houghton Mifflin Co.
Hunger, J. D. (2003). Essentials of Strategic Management. Upper Saddle River, NJ:
Prentice Hall.
David, F. R. (2002). Strategic Management: Concepts and Cases. Upper Saddle River,
NJ: Prentice Hall.
Hitt, M. A. (2001). Strategic Management: Competitiveness and Globalization.
Cincinnati, Ohio: South-Western College Pub.
Other Resources:


California Management Review



Journal of Brand Management

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 13



Journal of Strategic Marketing



Long Range Planning



Sloan Management Review



Strategic Management Journal



Strategy & Leadership

Assessment:
Attendance and Participation

15%

Class Interaction Activities

15%

Strategic analysis

10%

Case Studies

15%

Strategic Plan

15%

Portfolio

15%

Presentations

15%

Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based 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

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 14

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

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 15

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 (see
Academic Honesty Policy).
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. Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 16

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.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 17

Workshop One
Specific Objectives
Students will be able to:
1. Recognize the importance of strategic leadership, competitive advantage and superior performance.
2. Correctly identify the different types of strategic managers including corporatelevel, business-level and functional level.
3. Create a business mission statement and will be introduced to a strategic plan.
4. Discover the meaning of strategic decision making, strategic leadership, decentralized planning, “groupthinking” strategic planning and decision making techniques. 5. Understand the meaning of a business model, use of power, delegation of tasks and responsibilities.
Language Objectives
1. Express themselves orally and in writing using English as the language of communication. 2. Develop a written essay using appropriate grammar, syntax and verb tense.
3. Use the reading process effectively.
Electronic Links (URLs)
Strategic Leadership http://www.1000ventures.com/business_guide/crosscuttings/leadership_strategic.html http://gbr.pepperdine.edu/072/leadership.html http://www.effectuation.org/ftp/Hitt%20JLOS.pdf http://www.greatorganizations.com/pdf/wpSLD.pdf
Competitive Advantage http://www.centerforadvantage.com/Six%20Angles%20of%20Competition.pdf http://www.skope.ox.ac.uk/WorkingPapers/skoperp66.pdf
Superior Performance http://prevos.net/ola/performance.pdf http://papers.ssrn.com/sol3/papers.cfm?abstract_id=684881
Managers and Styles

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 18

http://www.emc.maricopa.edu/faculty/bradley/organizational_leadership/mgt175/asyllab us/manage04.htm http://www.rpi.edu/dept/advising/free_enterprise/business_structures/management_styl es.htm Mission Statement http://www.how-to.com/Operations/mission-statement.htm http://www.growthconnection.com/Creating-A-Mission-Statement-Example.htm http://www.tgci.com/magazine/How%20to%20Write%20a%20Mission%20Statement.pdf Strategic Decision Making http://mba.tuck.dartmouth.edu/paradigm/spring2000/articles/waltersdecision_making.html http://petercohan.blogspot.com/2006/01/seven-principles-of-strategic-decision.html
Decision Making Techniques http://www.mindtools.com/pages/main/newMN_TED.htm http://www.time-management-guide.com/decision-making-skills.html
Assignments before Workshop One:
1. 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 assess your knowledge.
2. Look for the following definitions: strategic decision making, strategic leadership, decentralized planning, group strategic planning and decision making techniques, strategic leadership, competitive advantage and superior performance. Create a glossary using index cards (see Appendix A for more details). 3. Watch the following videos: http://youtube.com/watch?v=5_Uu1f0tSak&feature=related and http://youtube.com/watch?v=5R81uCoGby4&feature=related Take notes and make a one page summary of what you learned from the videos. Bring it to the classroom. If the videos do not work, find information about strategic management and make a three pages summary and hand it to the facilitator.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 19

4. Look for an article on the Internet, magazine or newspaper related to strategic management. Read it, and summarize it. Be prepared to discuss it in class.
Activities:
1. The facilitator and the students will introduced themselves by engaging in an icebreaking activity suggested by the facilitator.
2. Students will provide their personal contact information to their facilitator.
3. Students will elect their student representative.
4. The facilitator will talk about strategic management and the different management styles.
5. Students will meet in groups to discuss their glossary terms. The group will create a final definition and one member will share it to the class.
6. Students will change of group members. They will comment about the videos they watched (see Assignment Three). One member will summarize and share what the group learned from the videos.
7. Several students will share their news article related to strategic management.
8. The facilitator will discuss the importance of a business model, use of power, delegation of tasks and responsibilities.
9. Students will meet in groups to create a role play about the use of power, delegation of tasks and responsibilities.
10. The facilitator will assign the topics for a group PowerPoint presentation.
11. The facilitator will discuss the assignments before Workshop Two.
12. The facilitator will select the groups for the Strategic Plan: This strategic plan (presented in Workshop 5) will include a PowerPoint presentation and a written document. Students may suggest the company they want to work with.
The facilitator will explain additional requirements. Each group must bring the following for Workshop Two.


Company



Mission / Vision



Critical success factors



Environmental Variables to consider

Assessment:

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 20

Appendix A: Glossary Rubric
Appendix B: Reflexive diary form.
Appendix C: Rubric to Evaluate Written Work
Appendix D: Rubric to Evaluate Participation in Group Activities
Appendix E: Rubric for Oral Presentations

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 21

Taller Dos
Objetivos Específicos
Al finalizar el taller, el/la estudiante:
1. Identificará los cinco elementos en la formulación de la estrategia de negocio: misión, análisis del ambiente externo, análisis del ambiente interno, estrategias, análisis de estrategias y selección.
2. Establecerá la relación entre misión, visión, objetivos y selección estratégica.
3. Relacionará el conocimiento de la industria con el análisis competitivo.
4. Realizará un análisis de situación de una compañía.
5. Comprenderá la importancia de la relación entre estrategia y ventaja competitiva
Objetivos de lenguaje
1. Expresar y comunicar ideas oralmente y por escrito utilizando el lenguaje español. 2. Desarrollar trabajo escrito o ensayo utilizando gramática apropiada, al igual que sintaxis y verbos correctos.
3. Utilizar el proceso de lectura y comprensión efectivamente.
Direcciones electrónicas
Material con derecho de autor. Módulos del libro: Strategic Management: Concepts and
Cases (9th edition). Thompson & Strickland http://www.csuchico.edu/mgmt/strategy Incluye información y referencias de gerencia estratégica de diversas compañías. www.seekful.com/indx.cfm?q=Strategic%20Management Explica el concepto de ventaja competitiva utilizando diagramas para ilustrar cómo las competencias distintivas y las ventajas de posicionamiento crean valor superior en las compañías. www.quickmba.com/strategy/competitive-advantage/
Se discuten las cinco fuerzas que incluyen rivalidad, amenazas de substitutos, poder del comprador, poder del suplidor y las barreras de entrada. www.quickmba.com/strategy/porter.shtml: http://www.sld.cu/galerias/doc/sitios/infodir/6modelo.doc http://es.geocities.com/gregoriojosepo/wpne/pages/page1 Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 22

http://www.marketing-xxi.com/analisis-competitivo-17.htm http://www.slideshare.net/jpverar/20071019-4-anlisis-competitivo-ii/ http://www.planware.org/strategicplan.htm http://www.csuchico.edu/mgmt/strategy/module4/sld003.htm http://www.12manage.com/methods_porter_five_forces_es.html http://www.quality-consultant.com/gerentica/publicaciones/publicacion_009.htm Tareas a realizar antes del Taller Dos
Asignaciones antes del Taller Dos:
1. Busque información acerca del tema asignado. Usted puede usar la Internet, periódicos, libros o revistas.
2. Cree una presentación en PowerPoint relacionada al tema asignado (en grupo o individual de acuerdo a las instrucciones del facilitador). Asegúrese de incluir los recursos utilizados para crear su presentación.
3. Busque las siguientes definiciones: Industria, segmentos del mercado, riesgo, economías de escala, regulaciones del gobierno, demanda, oferta, fuerzas globales de mercado, fuerzas tecnológicas y demográficas, competencia, recursos, ventaja competitiva, y creación de valor de un producto. Añada estas definiciones al glosario de tarjetas índice.
4. Observe los siguientes videos: http://youtube.com/watch?v=5JF0ho-_4_E y http://youtube.com/watch?v=wLNwkBAruh8&feature=related ¿Qué opina usted del mercado global? ¿Qué nuevos retos tienen los gerentes de estos mercados? ¿Qué factores de deben considerar al lanzar un producto al mercado global? ¿Qué estrategias de mercado debemos utilizar? ¿Son las mismas estrategias que en un mercado local? Lleve las respuestas al salón de clases. Si los videos no funcionan, busque información sobre Mercado Global y haga un resumen de 3 páginas para entregar. Use formato APA.
5. Busque un anuncio, video o artículo de algún producto en la Internet vendido a un mercado extranjero. Analice la estrategia de mercado. Traiga el análisis al salón de clases.
Actividades

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 23

1. El facilitador comenzará la clase con un breve repaso del material cubierto en el taller anterior.
2. El/la estudiante entregará la tarea asignada y se presentarán y discutirán todas las preguntas asignadas. Se aclararán todas las dudas de esta tarea.
3. El facilitador discutirá los siguientes conceptos:
a. Cinco elementos en la formulación de la estrategia de negocio.
b. Análisis competitivo.
c. Componentes del análisis de situación de una compañía.
d. Estrategia
e. Ventaja competitiva
4. Según su experiencia, argumente sobre la siguiente aseveración: si muchas proyecciones a largo plazo usualmente son incorrectas, no hay por qué perder el tiempo en realizarlas…
5. Luego de realizada la discusión de los conceptos y argumentos de las actividades anteriores, los estudiantes se reunirán en grupos para contestar las siguientes preguntas de forma escrita y preparadas para entregar al facilitador:
a. Explique por qué es importante que la misión, visión, objetivos y estrategias de negocio estén alineados.
b. ¿Qué diferencia existe entre las decisiones estratégicas y otros tipos de decisiones? c. ¿Cómo

evoluciona

la

gerencia

estratégica

típicamente

en

las

organizaciones?
d. ¿Qué información es necesaria para la formulación adecuada de la estrategia? e. ¿A qué se refiere la jerarquía de la estrategia?
f. ¿Qué aspectos del ambiente de la corporación deben presentarse a la alta gerencia?
g. ¿Qué puede hacer una compañía para asegurar que la información relacionada a factores ambientales estratégicos sea considerada por los estrategas? 6. Los estudiantes crearán un mapa conceptual sobre uno de estos temas

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 24

misión, visión, objetivos, selección estratégica, mercado global, industrias, segmentos o economías de escala.
7. Los estudiantes discutirán la primera fase de su plan estratégico.
8. El facilitador aclarará dudas relacionadas con las asignaciones del próximo taller. Avalúo
1. Análisis estratégico de situaciones: Presentaciones orales y entrega de trabajo escrito de las diferentes situaciones de compañías que se entregaron a cada uno de los grupos durante el Taller Uno.
2. Una vez concluidas las presentaciones de los análisis estratégicos, el facilitador entregará los estudios de casos a los grupos de estudiantes ya establecidos.
Estos casos se presentarán en el Taller Tres.
3. Cada grupo presentará por escrito al facilitador la primera fase del Plan
Estratégico de la compañía seleccionada que incluye: misión, visión, factores críticos del éxito y las variables ambientales. Una vez presentados, el facilitador dará la retroalimentación necesaria, según la situación lo amerite.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 25

Workshop Three
Specific Objectives
Students will be able to:
1. Differentiate between the different strategic factors analyses: SWOT, niches and portfolios. 2. Determine appropriate alternative strategies and those which should be avoided: corporate, business unit strategies BUS, functional strategies.
3. Know and apply the strategy selection steps to get the most appropriate strategy: scenario building, management attitude towards change, pressure from the external environment, pressure from the corporate culture, needs and wants of the key managers.
4. Understand the importance of the development of policies and their relationship with the strategy.
5. Apply the Who, What, and How of the implementation of strategies.
Language Objectives
1. Express ideas orally and in writing using English as the language of communication. 2. Develop a written essay using appropriate grammar, syntax and verb tense.
3. Use the reading process effectively.
Electronic Links (URLs)
Implementing Strategies http://www.csuchico.edu/mgmt/strategy www.seekful.com/indx.cfm?q=Strategic%20Management
Levels of Strategy www.quickmba.com/strategy/levels/ PEST Analysis www.quickmba.com/strategy/pest/ Competitive Advantage www.quickmba.com/strategy/competitive-advantage/ SWOT Analysis http://www.businessballs.com/swotanalysisfreetemplate.htm Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 26

www.quickmba.com/strategy/swot/
Strategic Planning Process http://www.netmba.com/strategy/process/ Strategic Portfolio Management http://www.themanager.org/knowledgebase/Strategy/Portfolios.htm http://books.google.com/books?id=0pe7G3ztbK0C&pg=PA6&lpg=PA6&dq=portfolio+me thods+in+strategic+management&source=web&ots=sxAPFYMHna&sig=cVLdYGQkuYdAGPD_eY-05_MpWE&hl=en&sa=X&oi=book_result&resnum=9&ct=result Assignments before Workshop Three:
Instructions:
1. After completing suggested reading of articles, text, and URLs, define and present examples of the following concepts:
a. SWOT
b. Niches
c. Portfolio
d. Corporate Strategies
e. Business Units Strategies BUS // Business Level Strategies
f. Functional Strategies
g. Factors impacting the selection of the strategy that will be implemented such as

scenario,

management

attitude

towards

change,

external

environment pressure, corporate culture pressure, needs and wants of key managers. h. Relationship between company policies and its strategies.
i. The Who, What and How of strategy implementation.
2. Answer the following questions:
a. Japanese corporations typically involve more human resources and organizational levels in their development and implementation of their strategies in comparison with corporations in the United States. Is this appropriate? Why?
b. To

what

level

should

upper

management

be

involved

implementation of strategies?

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

in

the

STMG 601 Strategic Management 27

c. Should the structure follow the strategy, or should strategy follow the structure? Why?
d. What can be done to motivate large organizations to innovate?
e. Is it possible for a business unit to implement both a total-cost leadership strategy and a differentiation/ high-quality strategy at the same time?
Why?
f. Why is the “Growth” strategy the most utilized at corporate levels?
g. Compare SWOT to the portfolio analysis.
Work with “cut and paste” information directly from the Internet will not be accepted.
3. Students should be working with their portfolios.
Activities
1. The facilitator will start the class with a short review.
2. The student will turn in the assignment, which will be presented and discussed with the rest of the class. The subject will be discussed with questions and answers generated by fellow students.
3. Scenario: The following scenario is presented to initiate a discussion based on the points of view and concepts learned by the students:
a. A very successful entrepreneur had created a very difficult situation for his company. He insists in utilizing a process that it is not appropriate or obsolete. If this man is also the founder and biggest stockholder, what would be the biggest concern for the employees, other stockholders, board of directors, managers, and creditors about this entrepreneur?
4. Each group will present in writing the progress and development of the Strategic
Plan – diagnostics, scenarios, strategies, objectives and tactics. The facilitator will provide feedback accordingly.
5. The facilitator will divide the class in groups of three to four students. Utilizing the
SWOT Worksheet included in this Workshop, the groups will select an organization and complete the same. Information will be based on their perception about the organization selected.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 28

6. After the SWOT Worksheet is completed for the above organization, the groups will discuss the portfolio analysis for the same.
7. Based on the SWOT Worksheet previously completed, the groups will design five preliminary strategies based on the Vision adopted by the organization.
8. Once the five preliminary strategies are completed, students will determine the
“Who” would be involved in them.
9. Students will provide summary and feedback of activities completed during this workshop, and how these relate to their own work environments.
10. Facilitator will provide case for groups to complete and deliver during Workshop
Five.
11. The facilitator will clarify any doubts related to the portfolio.
Assessment
Groups formed during Workshop One will present their oral reports along with their written reports about the case studies assigned.
Appendix B: Reflexive diary form.
Appendix C: Rubric to Evaluate Written Work
Appendix D: Rubric to Evaluate Participation in Group Activities
Appendix E: Rubric for Oral Presentations

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 29

Taller Cuatro
Objetivos Específicos
Al finalizar el taller, el/la estudiante:
1. Conocerá la importancia de las fases de evaluación y control en la gerencia y planificación estratégica.
2. Calculará y analizará las medidas de desempeño corporativo, de divisiones y de unidades funcionales.
3. Diferenciará los sistemas de información estratégica.
4. Analizará los problemas en la medición del desempeño de la estrategia.
5. Discernirá entre las guías para un control apropiado en la implementación de las estrategias.
6. Comprenderá la gerencia estratégica de incentivos.
Objetivos de Lenguaje
1. Expresar y comunicar ideas oralmente y por escrito utilizando el lenguaje español. 2. Desarrollar trabajo escrito o ensayo en español utilizando gramática apropiada, al igual que sintaxis y verbos correctos.
3. Utilizar el proceso de lectura y comprensión efectivamente.
Direcciones electrónicas
Sistemas de control y evaluación estratégicos http://www.corp21.com/PerformanceMgmt030827.pdf http://www.mqi.com/msmt.htm http://www.metrus.com/products/scorecards.html http://knowledge.wharton.upenn.edu/paper.cfm?paperID=512 http://www.bettermanagement.com/library/library.aspx?l=11432 Sistemas de información estratégica: http://wiki.ittoolbox.com/index.php/Strategic_Information_System https://www.anu.edu.au/people/Roger.Clarke/SOS/StratISTh.html

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 30

http://dictionary.bnet.com/definition/strategic+information+systems.html
Medición del desempeño de estrategias: http://www.gmtconsulting.com/publications/ideas/stratperf.htm#balance http://www.mendhurst.com/measuring-strategic-performance.html
Implementación de estrategias: http://www.dmreview.com/issues/20021001/5788-1.html http://www.pragmaticmarketing.com/publications/topics/05/0511jm1 http://ezinearticles.com/?Implementing-Strategy:A-Balancing-Act&id=272447 http://www.allbusiness.com/business-planning/business-development-strategicalliances/171750-1.html
Planes de contingencia http://www.tuobra.unam.mx/publicadas/040710174457.html http://www.seguridad-la.com/artic/segcorp/7209.htm http://www.deltaasesores.com/prof/PRO044.html Tareas a realizar antes del Taller Cuatro
Instrucciones:
1. Acceda al sitio de Internet http://walmartstores.com/. Prepare un informe escrito que responda a las siguientes preguntas:
a. ¿Qué tipo de plan de contingencia usted puede suponer esta compañía debe llevar a cabo?
b. ¿Cuál debería ser el propósito que dicho plan servirá?
c. ¿Es estratégicamente importante que una organización posea dicho plan de contingencia? ¿Por qué?
d. ¿Es beneficiosa una auditoria del ambiente competitivo para esta compañía? ¿Por qué?
e. Deberá traer sus respuestas escritas para entregar y presentar en la discusión del Taller Cuatro.
Nota: El estudiante puede además revisar página 430 del texto Hill, C. W. &
Jones, G. R. (2007). Strategic Management: an Integrated Approach. Boston,
NY: Houghton Mifflin Co.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 31

Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. El/la estudiante entregará el análisis de las compañía de Internet efectuado, una vez se realice el siguiente ejercicio grupal:
a. El facilitador seleccionará al azar, parejas de estudiantes.
b. Cada pareja intercambiará las contestaciones a las preguntas del análisis de las compañías.
c. Cada pareja, desarrollará una tabla con las coincidencias y las divergencias en las contestaciones.
d. Cada pareja decidirá y acordará la estrategia de control o contingencia más apropiada para la compañía, según los análisis que ambos miembros hayan efectuado.
e. Cada pareja entregará el nuevo análisis con el nombre de ambos integrantes conjuntamente con la tarea individual realizada antes del taller. 3. Los estudiantes discutirán la última fase de su plan estratégico.
4. El facilitador discutirá las diferentes formas de medir el desempeño de las estrategias establecidas en una organización.

Los estudiantes presentarán

cuales de estas han sido mencionadas en sus trabajos finales y el por qué.
5. El facilitador revisará con los estudiantes el caso “Closing Case – Strategy
Implementation at Dell Computer”, del texto Hill, C. W. & Jones, G. R. (2007).
Strategic Management: an Integrated Approach. Boston, NY: Houghton Mifflin
Co., página 450. Se contestarán las preguntas al final del caso, creando un debate de ser necesario. Este libro se encuentra en el Centro de Recursos.
6. Se presentarán en grupos los diferentes tipos de Sistemas de Control
Estratégico explicados en el texto Hill, C. W. & Jones, G. R. (2007). Strategic
Management: an Integrated Approach. Boston, NY: Houghton Mifflin Co., página
422: Personal, Comportamiento, Realización de Metas (output). Este libro esta disponible en el Centro de Recursos.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 32

7. Se discutirá la importancia de utilizar sistemas de información durante el desempeño de estrategias.

El facilitador hará presentación para desarrollar

preguntas y respuestas.
8. Se discutirá la importancia de sistemas estratégicos de incentivos. El facilitador hará presentación para desarrollar preguntas y respuestas
9. El facilitador aclarará dudas relacionadas con las asignaciones del próximo taller. Avalúo
1. Una vez completado el ejercicio grupal, se unirán los grupos previamente asignados a trabajar el Plan Estratégico que se presentará en el Taller Cinco
(5). Entre las siguientes 6 preguntas, el facilitador asignará una pregunta a cada grupo para análisis y presentación en clase.
a. ¿Por qué es necesario analizar el valor añadido, el valor de los accionistas? ¿No es más sencillo evaluar a la compañía y sus unidades estratégicas utilizando medidas de rendimiento como el ROI o la ganancia por acción?
b. ¿Cuáles son las diferencias entre controles estratégicos, tácticos y operacionales? c. ¿Cuáles son las ventajas y desventajas de la utilización de objetivos para evaluar el desempeño?
d. ¿Cuál es la diferencia entre objetivos de desempeño y factores críticos para el éxito?
e. ¿Por qué el desplazamiento de objetivos y la orientación a corto plazo son posiblemente efectos secundarios del monitoreo del desempeño? ¿Qué puede hacer una compañía para evitarlos?
f. ¿Es el proceso de evaluación y control apropiado para una compañía que enfatiza la creatividad? ¿Son el control y la creatividad compatibles?
Explique.
Nota: El facilitador podrá adaptar o cambiar la actividad de interacción, según su experiencia o necesidad del grupo.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 33

2. Cada grupo presentará al facilitador por escrito el progreso y desarrollo del Plan
Estratégico: en las fases de: presupuestos, establecimiento de controles y plan de contingencias. Una vez presentados, el facilitador dará la retroalimentación necesaria, según la situación lo amerite.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 34

Workshop Five/Taller Cinco
Specific Objectives
Students will be able to:
1. Have a clear understanding of the Strategic Management process.
2. Apply all aspects of the Strategic Management process to analyze different situations and scenarios.
3. Determine what strategies, tactics, control systems, and contingency plans are appropriate for specific organizations.
Language Objectives
1. Express themselves orally and in writing using English and/or Spanish as the languages of communication.
2. Develop a written essay using appropriate grammar, syntax and verb tense in both English and Spanish.
3. Use the reading process effectively both in English and Spanish.
Electronic Links (URLs)
Strategic Planning http://www.work911.com/planningmaster/faq/index.htm http://www.changeperform.com.au/change_management_tips.html http://www.onlinebusadv.com/index.php?PAGE=14&gclid=CMT9rKLOmJQCFQllsgody EuktQ http://www.almond-architects.com/Benefits%20of%20Strategic%20Planning.pdf http://www.aegis-marketing.com/StrategicThink.htm http://connect.educause.edu/Library/EDUCAUSE+Quarterly/StrategicPlanningWhatsSo S/39898?time=1214706722
Assignments before Workshop Five:
Instructions:
1. Students will meet with their groups to complete the Strategic Plan which will be presented during this Workshop. Should they have any doubts they would contact the facilitator to clear them.
2. Students will give the final touches to their portfolios.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 35

Activities
1. The facilitator will present a review of topics discussed throughout the term in
English.
2. A session of questions and answers will be developed among students to clarify any other topic discussed, or possible topics that could be of interest for the group. This will be done in Spanish.
3. The groups will deliver their oral presentations on their Strategic Plans in English.
4. A questions and answer session will follow each presentation.
5. The facilitator will discuss which strategies, tactics, control systems, and contingency plans are appropriate for specific organizations in English.
6. Students will have a few minutes to finish their portfolio.
7. The students will provide a feedback on the contents of the class in Spanish.
8. Closing activity – to be determined by the facilitator.
Assessment
1. The facilitator will observe and evaluate each one of the Strategic Plan presentations based on the rubric provided in the Appendix section.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 36

Anejo A/Appendix A

Guía para Elaborar el Glosario

Antes del inicio de cada taller, los estudiantes deben conocer alguna terminología básica. Para ello, los estudiantes deben:
1. Buscar estas palabras en las direcciones electrónicas citadas o en el diccionario.
2. Escribirlas en tarjetas.
3. Las dimensiones requeridas de las tarjetas son 8 ½ x 5.
4. El estudiante deberá traer el glosario a cada taller para usarlo en actividades específicas. Glossary Guide
Before each workshop, students should know some basic terms. Students should:
1. Look up these words in the cited websites or in the dictionary.
2. Write these words on index cards.
3. The required size of the cards is 8 ½ x 5.
4. The student should bring the glossary to each workshop to be used in specific activities. Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 37

Anejo B/Appendix B
Reflexive Diary
Name ________________________

Answer the following questions and return the document to the facilitator. These answers will provide the facilitator with valuable information regarding your doubts about 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.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 38

Anejo C/Appendix C
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________
Criteria

Date: _______________
Value Points

Student Score

Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
Presentation of ideas is organized, coherent and can be easily followed
The paper properly explains content.

10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class. The paper demonstrates substance, logic and originality.
The author presents his point of view in a clear, convincing and well based manner. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Demonstrate a command of standard
English (vocabulary used, syntax and flow of ideas).
Uses grammar appropriately and correctly. Manages and uses verbs appropriately and correctly.
Total Points

10
10

10
10

10

Language
10

10
10
100 (70% content and
30% language)

Student’s total Score:
_______

Student’s Signature: __________________Facilitator’s Signature:_________________

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 39

Anejo D/Appendix D
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES
Students name: _________________________
Group: ________

Date: _______________

Name of evaluating student: ______________________

Criteria

Points

Attended all the meetings and activities of the group.
Collaborated with the planning and organization of activities of the group.
Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.
Participated actively in the meetings and activities.
Demonstrated interest in the discussions and activities of the group. Came prepared to meetings, activities and discussions of the group.
Demonstrated attention to the arguments within the group.
Contributed to the group with additional information.
Contributed significantly with the work that presented the group.
Totals

Students Points

10
10
10
10
10

10
10
10
10
100

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 40

Anejo E/Appendix E

Matriz Valorativa Para Evaluar Presentación Individual/Grupal Oral
Nombre del estudiante: _______________________Fecha:_________________
Criterio

Puntos

Puntuación del estudiante Contenido
Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación. La presentación es organizada y coherente y puede seguirse con facilidad.
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique. Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

10
10

10

10

10

10

Lenguaje
Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
Total de Puntos

10

10
10
100 (70% de contenido y 30%
Lenguaje)

Puntuación del
Estudiante:
________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 41

RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria

Value Points

Student Total Score

Content
Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation. The presentation is organized and coherent, and could be easily followed
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
Capture of the attention and interest of the audience and/or promote their participation, as applicable
Effective personal projection, corporal posture and manage of the audience;
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class. 10

10
10

10

10

10
10

Language
Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
Correct use of grammar and verb conjugation. Use of correct use of vocabulary words to express message.
Total Points

10

10
10
100 (70% of content and 30% of language)

Student’s Total Score:
________

Student’s signature: __________________Facilitator’s Signature: __________________

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 42

Anejo F/Appendix F
SWOT WORKSHEET
Strengths:

Weaknesses:

potentially positive internal factors

potentially negative internal factors





























Opportunities:















Threats:

potentially positive external factors

potentially negative external factors















Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 43

Anejo G/ Appendix G
PORTFOLIO

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, reflexive 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 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.



The entire portfolio will follow APA style: Courier or Times New Roman font, size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition”



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 I).

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 44



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



A list of references and appendixes of all assignments included will be added to the end of the portfolio.



The Portfolio Informational Sheet will be placed in the transparent front pocket of the binder for identification purposes (Appendix H).

4. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix L). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop.
5. Portfolio storage:


Portfolio samples will be safely stored for a six-month term on campus.



Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix M).



After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix N).

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 45

Anejo H/Appendix H
PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez
Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one:
Universidad del Este
Universidad Metropolitana
Universidad del Turabo
Check one:
Undergraduate
Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 46

Anejo I/Appendix I
Log of Entries

Entry Description

Date of Entry

Date
Submitted

Date
Evaluated

1

2

3

4

5

6

7

8

9

10

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

Page #

STMG 601 Strategic Management 47

Anejo J/Appendix J
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid judgments?
Does the portfolio include evidence of complex learning in realistic setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on what was learned?
Does the portfolio enable one to determine learning progress and current level of learning?
Does the portfolio provide clear evidence of learning to users of the portfolio?
Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of successful performance?
Does the portfolio provide for greater interaction between instruction and assessment?
Adapted from:
Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 48

Anejo K/Appendix K
Portfolio Rubric

4

3

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
Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

2

1

STMG 601 Strategic Management 49

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

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 50

Anejo L/Appendix L
Portfolio Assessment Feedback Template

Strengths

Weaknesses

Improvement Ideas

Facilitator’s comments Student’s response and comments Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 51
Anejo M/Appendix M
Use and Return of Portfolio

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

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)

_______________________________
Student’s Signature

___________
Date

___________
Date

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

STMG 601 Strategic Management 52
Anejo N/Appendix N
Use and Discard of Portfolio

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

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)

_______________________________
Student’s Signature

___________
Date

___________
Date

Prep. 2006 Sylvia Y. Cosme Montalvo, MBA. Rev. 2008 Amilcar Martinez, MBA.

Similar Documents

Free Essay

Directors

...topic Directors of Company While engaging ourselves in making this report, we gained useful information related to the procedures of election of directors and also find the eligibilty criteria for the election of directors other issue related to director of company. We have worked hard in making this report. We hope that it will fully serve its purpose. We appreciate your support in making this report and we also look forward to your feedback which will be helpful for us. Please check the enclosed report. Sincerely, Syed Abid Haider Mohammed Waqas Manzoor Encl. (1) LETTER OF ACKNOWLEDGEMENT All thanks to Almighty GOD, who is most merciful, who granted and helped us to work on this report. We would like to express our gratitude towards our parents for their kind co-operation and encouragement which helped us in completion of this report. We would also like to extend our gratitude towards our faculty Mr. Muhammad Zia Kayani, who gave us an opportunity to do a research and to make a report related to our course outline. We have made a report on Directors of Company Respectfully yours, Syed Abid Haider (12784) Mohammed Waqas Manzoor (12782) TABLE OF CONTENTS 1. LETTER OF TRANSMITTAL 1 2. LETTER OF ACKNOWLEDGEMENT 2 3. TABLE OF CONTENT 3 4. DEFINITION OF DIRECTOR 4 5. KINDS OF DIRECTORS 8 6. APPOINTMENT OF FIRST DIRECTOR 11 7. ELECTION OF DIRECTOR 14 8. METHOD OF VOTING 17 9. LOANS TO DIRECTORS 19 10. POWERS AND DUTIES OF DIRECTORS 23 11...

Words: 4829 - Pages: 20

Free Essay

Directors

...duty and his interest may conflict” - fiduciary duties stem from equitable principles developed through case law act in good faith in the best interest of the company exercise their powers for proper purposes retain their discretionary powers avoid undisclosed conflicts of interest Also owe a duty of care * Fiduciary duties overlap with Corporations law Fiduciary duties are supplemented by statutory duties, * S 182 and 183, directors’ fiduciary duties to avoid undisclosed conflicts between their personal interests and the interests of their company – improper use of position and improper use of information * S 180(1) owe a duty at common law to exercise reasonable care, skill and diligence – business decisions, gaining knowledge of the business and financial position, making inquiries where necessary and relying on others * S 588G imposes a statutory duty on directors to prevent their company incurring debts when there are reasonable grounds to suspect that it is insolvent * Duties in s 180-184 imposed on directors and officers of a corporation * Employees – s 182 improper use of position and s 183 information * ASIC v Adler: Adler participated in making decisions that affected the whole or...

Words: 885 - Pages: 4

Free Essay

Duties of Directors

...Directors of a company normally have exclusive power to manage the company’s business and exercise its powers. At common law, the duties were owed to the company, to employees, to individual shareholders and creditors. 1.0 Duties of Directors to the company It is convenient to categorise the duties of directors into fiduciary duties which arise because they are quasi-trustees of the assets of the company. The word ‘fiduciary’ refers to trust and confidence. ‘A fiduciary is someone who has undertaken to act for or on behalf of another in a particular matter in circumstances which give rise to a relationship of trust and confidence’(Bristol and West Building Society v Mothew [1998] Ch1 per Millet LJ at p.18). Fiduciary duties of the directors of a company considered are imposed on them by equity for the protection of the persons for whom they act. Directors’ fiduciary duties are mandatory element of company law; they are imposed by the courts all directors of all companies. A director of a company holds an office not an employment, and is on duty all the time while holding the office: there are no off-duty hours when the director is free from his or her fiduciary duties (Gwembe Valley Development Co. Ltd v Koshy [1998] 2 BCLC 613) Some people argue that that is inappropriate to apply the concept of a fiduciary, which is derived from the concept of trustee, to company directors. Trustees are supposed to be prudent, risk-averse people whose priority is to preserve the capital......

Words: 620 - Pages: 3

Free Essay

Athletic Director

...School athletic director. In preparation, I have obtained an internship with Brian Thomas at Northern Guildford High School. During my internship I am going to shadow Brian to see exactly what being an athletic director entails. Also, I am going to ask him questions about his journey in becoming an athletic director.  My goal during my internship is to first, see what Brian does day by day, as I believe there is not a typical day for an athletic director. From what I understand, athletic directors do something different every day, whether it's budgeting, fundraising, planning home games and away games or prepping fields. Next, I plan to see where Brian started his career. I understand it's difficult to become an athletic director right out of college. It will be beneficial to see where he started and what kind of experience he obtained. Through my research, I have found, some athletic directors need a master’s degree. In addition, I am anxious to see how he budgets the allowances for things like team uniforms without favoring one team over another. Lastly, I hope to get enough insight and experience of what being an athletic director fully entails, to my decision of pursuing a career in this field.  I am very excited to start my internship and I am ready to adapt to the change of working and no just going to school. I am going to take in, and learn as much as I can when working with Brian.  I am eager to finish school and start my career, whether as an athletic director or......

Words: 336 - Pages: 2

Premium Essay

Board of Directors

...Memorandum To: Board of Directors From: Date: 3/1/15 Re: Corporate Culture Purpose Due to recent issues involving your last CEO I recommend you evaluate and clearly define the role of the board of directors as well as the roll of the CEO. The role of the board is to ensure that your organization is accomplishing its mission by developing policies that guide the operation of organization and by monitoring the finances of the organization. Role and Authority of Board Member and/or Board Officer The Board needs to be focused on governance of the organization, which is accomplished through policies. Responsibilities of a Board Member • SELECT THE EXECUTIVE DIRECTOR • Support the Executive and review his or her performance • Ensure effective organizational planning • Track progress toward meeting the results defined by the strategic plan • Provide for the availability of adequate resources • Oversee the effective management of resources Code of Conduct Chief Executive officers and Managing Directors should be responsible for setting the tone for ethical conduct for the company and ethical conduct should be made known to all employees. Recommendations: • Top management needs to consistently set the tone as they will be held accountable when something goes wrong, all employee’s need to know their responsibilities and to be ethical in their conduct. • Communicate, communicate, and communicate. Communication is key and discussions are...

Words: 331 - Pages: 2

Premium Essay

Directors Daughter

...The Directors Daughter   Browne and Keeley’s Method   What is the issue? The Issue in this case study is that the MMI’s purchasing manager Zoe Apse is unsure of what recommendation she should make between two suppliers (Tabitha's Tablecloths or Loretta’s Linens) due to the CEO’s interest in Tabitha’s Tablecloths. What are the reasons? Tabitha Tablecloths is a new company and is owned by the daughter of a member Clark Foster who is sitting on the board of directors. Loretta’s Lines is the current supplier and is well suited to handle the MMI’s large order. Andrew Manning (CEO of MMI) was elected with the help of Clark Foster. So instead of just referring Tabitha the purchasing manager, he showed a special interest in Tabitha’s Table cloths. What are the value assumptions and descriptive assumptions?   Value Assumptions * The assumption that Tabitha cannot handle the company’s order.   Descriptive assumption * MMI must have a supplier for linens no matter who they choose business will continue as usual. What significant information has been omitted? In this situation there are a few details that are indeed omitted. Whether or not there are any other vendors to be considered for a better business decision. The case study doesn’t specify if the purchasing manager has the final say as to what company gets MMI’s contract.  Since both companies have similar pricing, is the only determining factor how long the company has been in business? We also do not......

Words: 1054 - Pages: 5

Premium Essay

Board of Directors

...CORPORATION CODE OF THE PHILIPPINES [Batas Pambansa Blg. 68] TITLE III BOARD OF DIRECTORS/TRUSTEES/OFFICERS Sec. 23. The board of directors or trustees. Sec. 24. Election of directors or trustees. - At all elections of directors or trustees, there must be present, either in person or by representative authorized to act by written proxy, the owners of a majority of the outstanding capital stock, or if there be no capital stock, a majority of the members entitled to vote. The election must be by ballot if requested by any voting stockholder or member. In stock corporations, every stockholder entitled to vote shall have the right to vote in person or by proxy the number of shares of stock standing, at the time fixed in the by-laws, in his own name on the stock books of the corporation, or where the by-laws are silent, at the time of the election; and said stockholder may vote such number of shares for as many persons as there are directors to be elected or he may cumulate said shares and give one candidate as many votes as the number of directors to be elected multiplied by the number of his shares shall equal, or he may distribute them on the same principle among as many candidates as he shall see fit: Provided, That the total number of votes cast by him shall not exceed the number of shares owned by him as shown in the books of the corporation multiplied by the whole number of directors to be elected: Provided, however, That no delinquent stock shall be voted. Unless......

Words: 1180 - Pages: 5

Free Essay

Directors Tuties

...corporations act through people. Such people are referred to as directors and manage the activities of a corporation. In Lennard’s Carrying Co. v. Asiatic Petroleum Co. Ltd, the court observed that directors are the directing mind and will of the company. Accordingly, directors of a company act for and behalf of the company, and as such owe several duties to the company. These duties are at common law and also statutorily provided for. In the U.S., there is no single statute codifying these duties, and as such states are given the latitude to legislate on the issue (Clarke, 2007). Majority of other commonwealth contries however have a codified statute dealing with such issues. From a general perspective and subject to state law, director’s duties at common law apply to all states. It is imperative to note that these duties are owed to the company and not to the owners or shareholders. In Percival v. Wright, the court held that directors are not agents of the shareholders, but rather agents of the company as a whole. Importantly also, these duties also bind any person lawfully authorized by the directors, to act on behalf of their behalf. At common law, the duties of directors fall into two categories: the duty of care and skill in the conduct of the affairs of the company; and fiduciary duties of good faith and loyalty. In establishing the level of care and skill, the court in Re D’Jan of London Ltd. stated that a director only has to exercise the degree of care and skill......

Words: 2467 - Pages: 10

Premium Essay

Art Director

...Art Director Research Part A: 1. What education is needed for this career? (Explain type of education, where one can get it and how long it would take.) To become an art director, you need to get at least a bachelor’s degree in art or some sort of a design subject. Entry level into this profession would be as a Junior Art Director with advancement possible after experience is gained. Necessary education could be obtained at an Art School such as The Art Institute which has 50 locations in North America which would leave you many possibilities of where to obtain your education. 2. What training is needed for this career? (Explain type of training, where one can get it and how long it would take.) To become an art director, you would usually start out as an industrial ,graphic, or set designer, or work in another field ot art. Some people obtain a Master of Fine Arts degree {MFA} or a Master of Business Administration degree {MBA} Usually 3-5 years of related experience will lead to youre being qualified for an Art Director’s job. Developing a portfolio that can show your abilities and talents is also an absolute must to be chosen for a good job in the field. 3. Who are the largest employers for this career /field? Some of the largest employers in the field of Art director careers are The Disney Company, Nordstroms, Marriot, ARAMARK Corporation , Macy’s Target, Hyatt, and major retailers such as Sears and JC......

Words: 1349 - Pages: 6

Free Essay

Aa Director

...their own ways. Now at WORK Communications Limited, we are more ready than ever to offer the most innovative creativity, flexible and dedicated services, yet with the focus on delivering business results and fun work! We are dedicated to providing professional services with width and depth: - 4As’ creativity & professionalism + Hot shops’ flexibility - Local knowledge & insight + International brand experiences - Multi-media creativity and services - Creativity + Strategic thinking - Service Scope: TV Commercial/ Print advertising/ Outdoor advertising/ Online-advertising & Website/ In-store promotion materials/ Below-the-line materials design/ Newsletters/ Packing design/ Corporate image and branding Assistant Art Director Requirements: * Diploma or above in advertising, design institute or equivalent. * 1-2 years of solid experience in the advertising or graphic design field. * Able to execute projects from ideas to finished products independently. * Proficient in AI, In-Design, Photoshop and other design softwares in Mac platform. * Self-motivated with strong creative sense. * Familiar with output and print production. * Able to meet tight deadlines under pressure. * Knowledge in website/digital development is a plus. * Fresh graduate are also welcome. Career Level | Entry Level | Yr(s) of Exp | 1 year | Qualification | Non-Degree Tertiary | Industry | Advertising/Public Relations/Marketing Services...

Words: 262 - Pages: 2

Premium Essay

Director Duties

...Introduction The welfare of a company depends on the shoulders of the directors and the directors are also responsible for the interests of the company as well as shareholders. Directors are basically fiduciary agents and they owe duties to the company, directors' are appointed by the company's shareholders to run the company's affairs for the benefits of the shareholders. Moreover, no company can get success without having the good and honest directors, so company success can only be achieved, if the directors of the company fulfil their duties and complete enforcement of the director's duties. Therefore directors play very significant role in any corporate governance system. Director's general duties are based on the certain common law rules and equitable principles. Lord Judge Bowen explains director's duties in these beautiful words that “directors are described sometimes as agents, sometimes as trustees and sometimes as managing partners. But each of this expression is to be used not as exhaustive of their powers and responsibilities, but indicating useful points of view from which they may for the moment and for the particular purpose be considered.” The Chapter 1 of this paper is amid to critically analyze that what are the duties and responsibilities of directors under Companies Act 2006. The duties of directors alone are of no importance if they cannot be fully enforced, the chapter 2 of this piece of work relates to the system of enforcement which provides the......

Words: 8848 - Pages: 36

Premium Essay

Board of Directors

...Board of Directors Responsibilities The general public has pressured the government to demand accountability in the corporate world. The public worries that the inside board members may use their positions for personal gain. The outside board members are lacking enthusiasm and knowledge to do a decent job at monitoring top management. The role of the Board of Directors has become more organized and efficient, through laws and standards, than in the past. (Wheelen & Hunger, 2010) Laws and standards are different for each country. The United States has a different approach. The U.S. has requirements for each state where the corporate charter is issued. There is an agreement through worldwide consensus that there should be key responsibilities for the board members. (Wheelen & Hunger, 2010) The following duties, listed in the order of importance, are: Setting corporate strategy, overall direction, mission or vision; hiring and firing the CEO and top management; controlling, monitoring, or supervising top management; reviewing and approving the use of resources, and caring for the shareholder interests. (Wheelen & Hunger, 2010, p. 45) The National Association of Corporate Directors performed a survey with U.S. CEOs. The four most prominent issues the survey describes are as follows: Corporate performance, CEO Succession, strategic planning, and corporate governance. (Wheelen & Hunger, 2010, p. 46) The U.S. Corporation manages the laws of the state in which it is......

Words: 414 - Pages: 2

Free Essay

Directors Duties

...Section 228(1) of the Companies Act 2014 details the eight fiduciary duties directors of companies are obliged and compelled by law to comply with. The question is why it is necessary through the application of law to limit director’s decision making responsibility. The potential for directors to abuse their positions of power with regards to company’s assets in the daily running of the company seems limitless even when directors are in their own perception acting bona fides with regards to their decisions. Section 228(1) is so important and appropriate to business law as Directors are persons who according to Callanan(2007,p207) ‘have been entrusted with powers for the benefit of others’ but the potential to damage one person or persons to benefit another is so highly possible that the law is compelled to control directors decisions. Section 228(1) (d) addresses a directors duties ‘to not use the company’s property, information or opportunities for his or her own or anyone else’s benefit’. The case of Regal Hastings v Gulliver (1942) is one which has involved much debate throughout the years. The directors of Regal although acting in their opinion bona fides, through holding a position as directors were privy to information that, had they not held their position as directors would not have been able to benefit from the transaction that they undertook. The key point behind this case was that directors are exposed to sensitive and sometimes exclusive information and such......

Words: 2154 - Pages: 9

Premium Essay

Executive Director

...Materials Management Executive Director Performance Evaluation Introduction In the world today, corporations go through a lot of red tape when developing a business. There are certain rules and regulations that should be followed. Detailed in the report will consist of the improvement of leadership evaluation in order to assist in building a successful healthcare organization. Discussions will also include the expectations of the employees and the work practices and procedures that will be obligatory. In developing the leadership evaluation management must consider language, decision-making and daily work practices. An initiative to measure and meet all necessary performance objectives must involve major improvements of the healthcare processes. The following Performance Management’s Key Components are a must with the implementation process. Planning – Set goals and measurements to communicate the company’s requirements. Developing – Address and improve performance Monitoring – Observe productivity. Does the employee comprehend the tasks being implemented? Rating – rate the performance of the employee. Rewarding – compensate and award staff When conducted properly, evaluations serve that purpose by: (1) showing employees how to improve their performance, (2) setting goals for employees, and (3) helping managers to assess subordinates' effectiveness and take actions related to hiring, promotions, demotions, training, compensation, job design, transfers, and......

Words: 880 - Pages: 4

Premium Essay

Role of a Director

...The role of a director of a company carries with it much legal responsibility This is the topic that will be discussed in this essay. It will begin with a definition of what a director is, followed by the relevant legislation. I will go on to discuss the different types of directors in a company followed by the main duties directors owe to a company. I have taken a look then at the powers directors have in a company and ended this topic with the personal and criminal accountability directors may experience if they don’t exercise their powers in good faith and in the interests of the company. Section 2(1) of the Companies Act 1963 defines ‘director’ as “including any person occupying the position of director by whatever name called.”(Keane 1991) The primary function of a director is to manage the company on behalf of the members. The Articles of Association usually provide for the delegation of the members’ management powers to the Board of Directors and many of the functions of the directors are set out in a company’s Articles of Association. (Abbott et al 1993) The relevant legislation that applies to companies and its directors is the Companies Act 1963. It states regulations for management of a company limited by shares not being a private company. (Callanan 2007) There are numerous types of company directors, Shadow Director, Alternative Directors, De Facto Directors, Executive Directors and Non Executive Directors. A shadow director is any person......

Words: 2746 - Pages: 11