11. MARCO DE LA ESTRATEGIA OPERACIONAL 15 AMBIENTE Y ENTORNO ESTRATEGIA CORPORATIVA RECURSOS CORPORATIVOS CALIFICADORES CAPTADORES LOGÍSTICOS MISION Capacidad Infraestructura Instalaciones Gestión de los Recursos Gestión de los Procesos Estrategia Operacional Gestión de los Recursos
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13. LAS TRES ESTRATEGIAS GENÉRICAS EXTRAIDO DE : ESTRATEGIA COMPETITIVA, MICHAEL PORTER VENTAJA ESTRATÉGICA Exclusividad percibida por el cliente Posición de costo bajo Todo un sector DIFERENCIACIÓN LIDERAZGO EN COSTOS OBJETIVO ESTRATÉGICO Solo a un segmento particular ENFOQUE O ALTA SEGMENTACIÓN
14. Implica alcanzar el objetivo formulado Se es eficaz cuando se obtiene el resultado esperado EFICACIA
15. EFICIENCIA Implica alcanzar el objetivo, optimizando la asignación de recursos. Busqueda de la óptima asignación de recursos, minimizándolos. eliminan do el desperdicio. (menor costo, menor tiempo, optimo resultado...) La productividad es una medida de eficiencia.
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Notes de l'éditeur
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You might ask students to prepare for class by visiting several company web sites, and, for each company: locating the company mission, and printing a copy of the mission to bring to class. The students should also be asked to, if possible, determine the strategy used by the company to achieve its avowed mission. You might even ask that a student finding a mission statement that they believe of special interest, bring a copy of the statement on a transparency. You might begin the class by asking students why a company’s mission is so important. Does it really convey important information, or is it, as some cynics might claim, simply an expression of wishful thinking? Among other benefits, the mission provides an “umbrella” under which decisions should be made. This may be especially useful for a global enterprise. If the students have obtained the mission statements of companies with which they are familiar, you might ask if their perception of the company suggests that it is fulfilling it published mission. If the answer is “No,” ask what suggests otherwise.
One can obviously discuss the impact of each of these factors on a company mission. An alternative is to have each student take a company mission and identify the connection to each of the factors. In particular, ask students if the connection is uni- or bi-directional, i.e., “The environment within which a company operates may impact its mission, can the mission also impact the environment?”
You might ask students to prepare for class by visiting several company web sites, and, for each company: locating the company mission, and printing a copy of the mission to bring to class. The students should also be asked to, if possible, determine the strategy used by the company to achieve its avowed mission. You might even ask that a student finding a mission statement that they believe of special interest, bring a copy of the statement on a transparency. You might begin the class by asking students why a company’s mission is so important. Does it really convey important information, or is it, as some cynics might claim, simply an expression of wishful thinking? Among other benefits, the mission provides an “umbrella” under which decisions should be made. This may be especially useful for a global enterprise. If the students have obtained the mission statements of companies with which they are familiar, you might ask if their perception of the company suggests that it is fulfilling it published mission. If the answer is “No,” ask what suggests otherwise.