Strategic management process in an educational entity in venezuela

Abstract

This research is carried out in the IUTET Village (University Institute of Technology of the Trujillo State) of La Beatriz, of the Valera Municipality of the Trujillo State of the Bolivarian Republic of Venezuela. Its general objective is to elaborate a procedure for the development of the Strategic Direction in said village.

procedure-for-the-strategic-direction-in-the-village-trujillo

To carry it out, various techniques and tools are used such as: indicator analysis, interviews, surveys, sampling, modified SERQUAL GAP 6 model; Cause - effect diagram, Kendall coefficient expert method and brainstorming. SPSS version 16.2 and Microsoft Excel software are used to process and analyze the information. Among the main results of the research is the elaboration and application of a procedure for the development of the Strategic Direction in the IUTET La Beatriz Village, of the Valera Municipality of the Trujillo State. An in-depth analysis of the state of the art and practice is carried out in relation to strategic management; the level of implementation of the strategic lines of the Sucre Mission is analyzed;The main difficulties that affect the implementation of the strategic lines of the Sucre Mission are diagnosed and a proposal of actions is made that contributes to improving the effectiveness in the implementation of said strategic lines.

Introduction

The new globalized world of increasing complexity that organizations face in order to achieve their successes requires a strategic vision that allows them to adapt as open, dynamic and flexible systems that guide them to achieve competitive excellence in these new pluripolar systems in societies and markets.

Large organizations worldwide; in order to be able to maintain high levels of competitiveness and accessibility to new markets, motivated by constant social and technological changes, new legislation and state policies, increasingly demanding with their regulations; It has led to the need to invest more time in human talent, to achieve the generation of strategies aimed at achieving the objectives and goals of the organization and meeting the needs of the people in general. The Strategic Management has provided the new leaders of the management with a set of knowledge that adapts to their changing environment aimed at achieving their permanence.

Strategic Management in the business world has become an indispensable tool in all organizations, since it allows you to guide them in the search for opportunities and design plans that not only enable them to survive, but also to position themselves in prominent places in the future., finding a faster and safer path towards the creation of value, capable of satisfying and retaining its customers, collaborators and suppliers.

Strategic Management allows organizations to develop by making innovation decisions that facilitate access to new challenges and face them effectively, adapting to new social, technological, environmental trends and the needs of the environment. Although decision-making is the responsibility of senior management, its members must be involved at different levels.

For the development of an efficient Strategic Management in a globalized world of increasing competitiveness, organizations require various tools that allow them to capture and analyze the different changes in the environment and their impact on organizational management; with an integrating vision that has the power to guide it, constructively towards the future.

The survival of new organizations over time is subject to the creation of new knowledge, which is disseminated and quickly incorporated into the new processes, thus achieving a sustainable competitive advantage for the organization.

The Bolivarian Republic of Venezuela (RBV) is an oil exporting country. It has one of the largest industries in the world in this sector: Petróleo de Venezuela SA (PDVSA). Its top management has to continually generate strategies that allow it to compete with other organizations in world markets.

Not only the oil sector has ventured into Strategic Management. This has been directed to the different activities of the economic, social, political and educational events of the country, achieving successes in some fields such as industry and service, and failures in others due to not applying the appropriate procedures and the right tools for their area of ​​action. The president of the Bolivarian Republic of Venezuela, Commander Hugo Rafael Chávez Frías, in the Venezuelan revolutionary process for fourteen years, made a great effort to achieve the incorporation and recognition of the country in the international context and the creation of organizations such as the Alliance Bolivarian for the peoples of our America (ALBA).

Education in the RBV has been directed at various activities implementing strategies at all levels. In higher education, Venezuela is affiliated with Telescopi, a network of observatories of good practices in university direction and management, created in Spain through a project called Alfa that is being carried out by the European Union for Latin America. The model replicated in the RBV is coordinated by the Simón Bolívar University, established in November 2010. It has eleven private and public universities in the country, interested in promoting, learning and sharing successful experiences in Strategic Management in institutions of higher education.

The Sucre Mission was born as a new icon of higher education in Venezuela, incorporated into university education in all municipalities in the country, as well as the promotion of a new educational and institutional model committed to the Simón Bolívar National Project, in the construction of socialism of the XXI century and the impulse of Popular Power.

Of the students of official university education in Venezuela, the Sucre Mission has more than 40%, who have had the opportunity to study with social and local relevance, rooted in their community contexts.

The strategic lines of the Sucre Mission are the basis of a university education network, which is built in close relationship with the Popular Power, strengthening the technical, scientific, political and cultural capacities of the communities so that they exercise the real direction of society, embodying the revolutionary protagonist democracy, an indeclinable characteristic of Bolivarian socialism.

The weaknesses found in the Sucre Mission are part of the obstacles and contradictions faced when promoting a radical transformation of society, confronting the dominant ideology, bureaucratic visions, and established traditions.

Due to its general characteristics, Misión Sucre lacks certain elements that allow it to compete with traditional universities with more than one hundred years of existence and dedication to higher education in the RBV. However, despite being established the strategic lines to follow, it is observed in practice that they are not applied properly, because there is no adequate procedure that makes their implementation viable, a situation that is defined as a general problem of the investigation: The lack of adequate procedures hinders the development of the strategic lines of the Sucre Mission in the IUTET University Village of La Beatriz, of the Valera Municipality of the Trujillo State, affecting the evolution of the National Training Programs (PNF).

In correspondence with the scientific problem raised, the following research hypothesis is defined: If a procedure is developed that allows the adequate implementation of the strategic lines of the Sucre Mission in the IUTET University Village of La Beatriz, of the Valera Municipality of Trujillo State, will contribute to the development of the National Training Programs (NFP).

In accordance with the research hypothesis formulated, the general objective of the research consists of: Elaborating a procedure that allows compliance with the strategic lines of the Sucre Mission in the IUTET University Village of La Beatriz, of the Valera Municipality of Trujillo State.

The specific objectives are presented as follows:

1. Carry out an analysis of the state of the art and practice in relation to Strategic Management.

2. Diagnose the difficulties that affect the implementation of the strategic lines in the IUTET Village of La Beatriz, of the Valera Municipality of the Trujillo State.

3. Propose actions that contribute to improving the implementation of the strategic lines in the IUTET Village of La Beatriz, of the Valera Municipality of the Trujillo State.

The presentation of the document that collects the research is structured as follows:

Introduction: the essentials regarding the Strategic Direction are presented, the problematic situation is characterized and the scientific problem to be solved is based.

Chapter I: contains the theoretical-referential framework that supports the research.

Chapter II: the methodological design to be applied in the investigation is exposed and described.

Chapter III: the main results that show the feasibility of applying the developed methodological design are shown.

Finally, the conclusions and recommendations derived from the investigation are presented; the bibliography consulted and the annexes of necessary inclusion, as a complement to the results presented.

Chapter I: Theoretical foundation of the research

The objective of this chapter is to analyze from a theoretical-conceptual framework the main elements related to the subject of Strategic Management.

1.1. Background of the Strategic Direction

The term "strategy" and its evolution has as its primary reference to the year 300 BCE, with Tzun Tzu's book "The Art of War", in which, based on the experiences of ancient military campaigns, a series of recommendations on how to make war, the organization of armies, the use of arms, how to explain the influence of geography and politics in war.

The origin of the term is Greek. Strategy, strategists or the art of the general in war, comes from the fusion of two words: stratos (army) and agein (lead, guide).

In the Larousse dictionary strategy is defined as the art of directing military operations, the ability to direct. The reference to the emergence in the military field is confirmed, it refers to the way to defeat one or more enemies on the battlefield. It is synonymous with rivalry, competition.

In the Hellenic world, which was characterized by the observations and writings of Xenophon and Thucydides, they mark the beginning of strategy as a military science; in Rome Polybius, Plutarch and Livy were the first to relate their strategic experiences. The highest representative of this era is considered the Emperor Julius Caesar.

With the Renaissance appears the figure of Nicholas of Machiavelli, who wrote his book "The Prince." It makes important recommendations on the composition of armies and the use of power to ensure the existence of the state.

With the French Revolution and the entire great bourgeois revolutionary cycle of the 19th century, one of the modern architects of strategy emerged, Karl Von Clausewitz, who in his work "De la Guerra", systematizes the knowledge accumulated until then about it and its technique. The thought of this author had influence until shortly after the world wars.

The concept "strategy" was introduced into the academic field in 1944 with the theory of games by Von Newman and Morgerstern. In the field of management theory, it was announced in the United States of America in 1962 and is exposed in the book by Igor Ansoff (1965) “Corporate Strategies”.

This variety of authors provide definitions that show the essence of the emergence of Strategic Management, as a necessary tool in management, which allows organizations to easily adapt to their environment and allows them to compete in world markets in the most favorable ways. terms. Likewise, reference is made to the achievement of objectives, depending on the fulfillment of organizational goals.

In 1987 the concept appeared in the field of Pedagogy, enthroned with different nuances (educational strategy, metacognitive strategy, learning strategy) approached by the authors Chawich C. B (1987), Betancourt (1995), Riveira A. and Sevillano ML (1995), Labarrera SA (1996), Serra R. (1993), Ortiz E. (1995), Mariño M. (1995) and Augier A. (1995). As is appreciable, the use of the term has been advancing from the military field to the humanistic area.

In international literature, to refer to strategy, the terms Strategic Planning, Strategic Management, Strategic Management, Strategic Management, Strategic Formulation and its equivalent in English, Strategic Management, were used. In this sense, it is affirmed that according to the essence and the steps of the revised models, the term Strategic Management allows the integration of the strategic level with the tactical and operational levels in the functional management cycle to be achieved.

1.1.2. The Strategic Direction

Organizations face the challenge of assimilating strong and continuous changes, not only in the environment, but also social, technological, environmental, regulations and legislation, capital resources. Situation for which it is necessary to make decisions within the organizational scope to be able to adapt to the changing and complex world. This process is called strategic management, which can be defined as the art and science of putting into practice and developing all the potentials of an organization, which ensure a long-term and beneficial survival. The strategy must always be accompanied by innovation and the creation of added value.

Any organization that wants to be successful, seeks profit and wants to stay in time; it must undergo a formal strategic management system.

The literature reflects the phases of strategic management that should not be ignored by any organization:

- Definition of strategic objectives:

• Define the philosophy and mission of the organization.

• Establish short and long-term objectives to achieve the organization's mission, which defines the present and future fundamental activities of an organization.

- Strategic planning:

• Formulate various possible strategies and choose the one that is most appropriate to achieve the objectives established in the mission of the organization.

• Develop an organizational structure that allows you to achieve the appropriate strategy.

- Strategic implementation:

• Ensuring the activities necessary to ensure that the strategy is carried out effectively.

• Control the effectiveness of the strategy to achieve the objectives of the organization.

The Strategic Management process requires planning. It is a continuous decision-making process that is a function and responsibility of managers at all levels of the organization, but the final responsibility corresponds to senior management. It is this who establishes the vision, mission and philosophy of the organization:

- The vision of the organization is the result of a search process, an intuitive impulse that results from experience and the accumulation of information.

- The mission is the one that defines the raison d'être of the organization, conditions its present and future activities, provides unity, a sense of direction and guidance in making strategic decisions. It provides a clear vision when defining what market the organization is in, who its customers are and with whom it is competing. Without a clear mission it is impossible to practice Strategic Management.

- The philosophy of the company defines the system of values ​​and beliefs of an organization. It is made up of a series of principles, which are based on knowing who we are and what we believe in, that is, on their ideas and values; and what are its precepts, as well as knowing the commitments and responsibilities with the public, both internal and external. The philosophy of the organization is the one that establishes the framework of relations between the company and its shareholders, collaborators, clients, suppliers, government, society in general. Therefore, the implementation of the strategy consists of assigning specific actions to specific people in the organization, who are assigned the necessary material means to achieve the objectives set by it.

1.1.3. Importance of Strategic Management as a philosophy of management

The importance of Strategic Management in the new knowledge society is verified by the requirement for organizations to have new capacities to obtain competitive success and the ability to mobilize and exploit intangible assets or invisible of an organization, which has become much more critical than investing and managing its tangible and physical assets. As organizations have sought to transform themselves to be able to compete successfully in the future, they have turned to a variety of improvement initiatives, aimed at achieving a performance that allows them to succeed in the new competition of the information age.

Spectacular advances in performance require significant change, and that includes making changes to the measurement and management systems used by the organization.

Currently, organizations must define strategies in line with a dynamic and highly competitive environment. But the problem is not only focused on knowing how to define this differentiated strategy, consistent with the evolution of the market, the culture and its characteristics, but also lies in the need to carry out its implementation, a factor that does not depend only on senior management, but of all the members of the same and be consistent with the global objectives and with the mission of the organization. It has to be understood by everyone in order to make its implementation viable. It is necessary that the mission, the objectives of the organization and the strategy to be used, are understood and assimilated by all human capital, and that each of the members can see the effect or incidence of their work on these aspects.

1.1.4 Importance of Strategic Management in the Venezuelan Higher Educational System.

The Ministry of People's Power for Higher Education is the governing body of higher education policies of the Bolivarian Republic of Venezuela, created on January 8, 2002, according to Presidential Decree No. 1,634 and official gazette No. 37359. On January 8 of 2007, according to Presidential Decree No. 5,103, published in Extraordinary Official Gazette No. 5,836, in its new strategic lines it became the Ministry of Popular Power for University Education (MPPEU).

The new strategic lines of the MPPEU are aimed at planning, directing and coordinating activities inherent to the advice, execution, monitoring, evaluation, control and dissemination of academic and student policies, with this name of Ministry of Popular Power expresses the clear need for transformation of this body of the National Executive and its sphere of competence, based on the construction and strengthening of the Popular Power, as a fundamental imperative for overcoming the capitalist model and the creation of a new society, which must create its own model: the XXI Century Socialism.

The reformulation of the mission and vision, as well as the formulation of the guiding principles of the MPPEU, take this consideration as a fundamental pillar and review the legal framework that defines the role of the Ministry as rector of the Venezuelan University Educational System.

The mission and vision of the Ministry express the perspectives outlined by the Venezuelan State for the re-founding of the Republic and the construction of a socialist society that overcomes all forms of oppression, exploitation and exclusion.

Its fundamental references are the strategic lines of the National Plan for Economic and Social Development of the Nation: the impulse to the new socialist ethic, the search for Supreme Social Happiness, the strengthening of popular power and Protagonic Democracy, the Socialist Production Model, the new Geometry of Power, the affirmation of Venezuela as a world energy power, Latin American and Caribbean unity, solidarity with the peoples of the South and the fight for a fair and united international order. In this sense, the fundamental tasks of the management of the Ministry of People's Power for University Education are framed in the decision to transform the institutional framework of the state, strengthen popular power and advance in the construction of a socialist society oriented towards training processes.,research, innovation and dissemination of knowledge. The mission and vision of the ministry express the perspectives outlined by the Venezuelan state for the re-founding of the republic and the construction of a socialist society that overcomes all forms of oppression, exploitation and exclusion.

Its fundamental references are the strategic lines of the National Plan for Economic and Social Development of the Nation: the impulse to the new Socialist Ethics, the search for Supreme Social Happiness, the strengthening of the Popular Power and Protagonic Democracy, the Socialist Production Model, the new Geometry of Power, the affirmation of Venezuela as a world energy power, Latin American and Caribbean unity, solidarity with the peoples of the South and the struggle for a fair and united international order. In this sense, the fundamental tasks of the management of the Ministry of Popular Power for Higher Education are framed in the decision to transform the institutional framework of the State, strengthen popular power and advance in the construction of a socialist society.

With this new strategy from higher education, it is up to the MPPEU to promote a change of vision and action in the tasks of training, intellectual creation and social bonding of academic institutions and programs, which is integrated into this process of change.

The Ministry of Popular Power for University Education has as its main objective of its organization and operation compliance with the principles, values ​​and norms enshrined in the Constitution of the Bolivarian Republic of Venezuela and service to the Venezuelan people, under the principles of legality, service to individuals, accountability, regulatory publicity, financial and fiscal responsibility, planned operation, allocation and use of public resources, sufficiency, rationality, adequacy, simplicity, transparency, organizational closeness to individuals, coordination and cooperation between organs of the state; which should be translated into their daily practice in criteria of economy, speed, administrative simplicity, efficiency, objectivity, impartiality, honesty,transparency, good faith and trust, within parameters of technical and legal rationality. Likewise, the importance of simplifying administrative procedures and more fluid dialogue with citizens and institutions with which the MPPEU is related is emphasized. These tasks require permanent and high-level training of all its officials.

The articulated work with the other entities of the State, as well as the permanent dialogue with the university communities and other social actors, is essential for the realization of the mission and the realization of the guiding principles that are enunciated here:

- Education and knowledge as public goods at the service of all.

- Inclusion and Social Justice.

- Diversity and interculturality.

- Joint cooperation.

- Participatory and protagonist democracy.

- Quality.

- Relevance.

- Integral formation.

- Exercise of Critical and Creative Thinking.

- Education throughout life.

- Responsible Autonomy.

- Territorial Equity.

- International cooperation.

1.1.5. Advantages of Strategic Management

The implementation of Strategic Management shows advantages for those organizations that use it:

- It allows the organization to integrate mission, vision, objectives, strategies and knowledge with learning.

- Focuses attention on the internal and external aspects of the organization, which improves the strategic thinking of leaders, both at the strategic apex and in the middle line.

- The organization will maintain a benchmark on how to raise its overall performance, in one or more key elements of a strategic unit.

- Improves the motivation of human talent within the organization through the achievement of planned goals and objectives.

- It favors the commitment, cohesion and sense of belonging of the worker in the organization, by the organization and for the organization.

- Helps maintain organizational direction.

- Uses the positive experiences achieved by the organization and other leading organizations and implements them with a minimum and maximum effectiveness.

1.1.6. The Strategic Management as a model of change

The Strategic Management has generated a great variety of changes in the organizations that are promoted due to the continuous and growing demands of the new society and the constant variability in the economic, political, social, labor and structural aspects that impact on the management of institutions. Among the most significant changes we can mention:

- The new economic environment is characterized by rapid, deep, complex, discontinuous and highly unpredictable changes.

- A growing liberalization and globalization of markets linked to increased competition. In this globalized, dynamic and diverse market, the economic and strategic value of market share is reduced.

- The valuation of organizations has changed, depending less on the fixtures and more on their management knowledge and how quickly they adapt to changes.

- Strengthening and progress in terms of intellectual property regimes in institutions.

- Changes in the composition, characteristics of human talent and jobs: new knowledge and skills are demanded from it.

- Trend towards organizations with smaller structures and fewer workers.

- The rate of generation of new knowledge is exponential and at the same time, knowledge expires quickly due to the constant innovations that are introduced to the market.

- A great technological development, especially in information technology, accompanied by what Boisot (1998) calls technological optimism.

- A great variety of ramifications of the new information and communication technologies have been generated. With the current information systems, it is possible to coordinate more effectively the strategic and operational direction of the organization, which facilitates the establishment of alliances with suppliers or with clients that are geographically dispersed.

- Organizations work in a network and the environment where they move can be considered hypercompetitive, digital and virtual.

1.1.7. Challenges and realities of Strategic Management

Despite the short time that has elapsed since its inception, Strategic Management is one of the scientific disciplines that has evolved the most and in which there have been substantial transformations in recent years.

According to Prahalad and Hamel (1994), the current global economic environment is characterized by new forces that are pressing towards a "radical rethinking", which implies the transcendence of certain implicit assumptions that have undergone traditional strategic analysis.

A detailed analysis of this issue was carried out by Grandío (1996,1997) who stated that the management of organizations quickly transcended the economic paradigm (inspired by the industrial economy), predominant in the 1980s, whose translation "directive" is He called "Strategic Direction" to introduce himself into what he called the informational paradigm, which, in increasing order of complexity, could be subdivided into three "sub-paradigms": skills, knowledge and representations.

The results of these studies demonstrate the need to use new approaches and tools in Strategic Management. The strategies to create value must move from the management of tangible assets towards strategies based on knowledge management. Managers must understand the emergence of knowledge as a primary source of competitive advantage and change the way they manage organizational strategy, to incorporate as key elements their intangible assets (skills, knowledge, organizational learning, relationships with customers, innovation, environment) to manage them properly and obtain sustainable competitive advantages.

Researchers from Harvard University, together with expert North American consultants, in the early 1990s began to investigate management solutions that would allow the integration of different elements of modern management. The results were surprising, a tool that in addition to integrating the main managerial elements allowed to give life to the strategic approaches, with which it was possible to integrate the strategy, performance evaluation, the most recent financial management techniques, the principles of excellence of the marketing and service, methodologies for process improvement (reengineering, process management), quality management and techniques for the development of individuals, among others, through a strategic management system.

1.2. The strategic management of the leader

The Strategic Management involves all the functions and people of the organization, but the strategic apex is responsible for evaluating and leading the three essential elements: the formulation, the implementation, the control and achieving that the strategic change, in the formal and informal structure that the culture is aligned according to the effectiveness of the execution of the objectives and goals established by the organization. Due to the aforementioned, it is considered that the role of leadership is decisive in Strategic Management, since its success depends on it.

Leadership is an art or process to influence people so that they carry out a certain activity, and people follow those who are bearers of satisfaction of their needs and interests.

The role of the leader in the Strategic Management implementation process is to promote the process of strategic change. This must detect from its perspective of vision within the organization, facts and / or trends of the environment or internal that justify the change. The leader constantly promotes the proactive nature of the Strategic Direction, advocating before those who have legitimizing power for the need for change.

The leader and his team must define why to change, what to change, when to change, how far to change and how to change, forming part of the change management team that supports the management team in the design, implementation and monitoring phases of the change; It must provide methodologies and conceptual tools to develop a specific change plan, helping to observe and question what is happening throughout the change process. Transmit errors and successes of experiences of change in other contexts, contribute to the design and implementation of the training plan, the communication plan and facilitate communication between all parties interested in change, helping to build new shared mental models of the knowledge.

The leader must implement the new processes that are necessary, new technologies for automated data exchange, new performance evaluation systems, new training programs and management development. Legitimize or conceptually validate the change process, taking advantage of the credibility that the reality of its implementation gives it, and improve the role of clients or recipients of the strategic change process and all this with a futuristic vision of where the project is projected. organization and towards which markets.

1.3. Strategic thinking

Thinking in Strategic Direction includes the application of judgments, based on experience, to determine future directions. Organizational strategic thinking is the coordination of creative minds within a common perspective that allows an institution to move towards the future in a way that is satisfactory to all. The purpose of strategic thinking is to help exploit projected challenges and challenges, both foreseeable and unpredictable.

Strategic thinking incorporates values, mission, vision, and strategy, which tend to be intuitive (feeling-based) rather than analytical (information-based) elements. Agreeing on these elements among members of the management team is an essential requirement for effective planning. It enables managers to keep their attention focused on the future and the present.

Strategic thinking supports cross-functional communication and planning. Motivation is encouraged in managers to observe planning from a macro perspective. The organization saves time, reduces conflict and increases the power of human effort.

Long-term planning allows for specific results to be measured and verified. Emphasizes team planning that gives participants ownership of the plan and projected results. It provides a means to carry out short-term plans and to ensure understanding and commitment to them.

Strategic thinking provides the foundation for strategic planning and is largely intuitive in nature; leads to perspective. Long-range planning leads to position and tactical planning leads to performance. Strategic thinking addresses the values, the philosophical convictions of the executives charged with guiding your organization on a successful journey into the future.

It has become increasingly apparent in recent years that, to be successful, every institution needs the active engagement of all of its decision makers. While the formal process of strategic thinking usually begins with the CEO and management team and, to be effective, it must immediately transcend the rest of the organization.

In organizations where the strategic apex delegates the process of implementation of the Strategic Direction to the assistant managers and middle line leaders, it ignores the process, which brings with it dissonance when making decisions so that its effectiveness is not achieved. To solve this aspect, it is considered prudent to carry out training actions for the entire management team to train them in the conduct of change.

1.4. Strategic Lines of the Sucre Mission

The expansion and transformation of Venezuelan university education have been the results, first of all, of the Sucre Mission and the efforts made by the winners, the teacher-advisers, coordinators and everyone who has committed to its realization.

The task of reinvigorating the Sucre Mission is understood as the task of the Bolivarian Revolution and of the government agencies committed to the Revolution. It is not only the task of the Mission Sucre Foundation. The Ministry of People's Power for University Education must be committed to this reinvigoration.

The political character of the Sucre Mission is the key to its revival. The quality of the academic and administrative processes, the organization and social mobilization of the participants, the relevance of the training with the Simón Bolívar National Project, the close relationship with the communities; They will only be possible to the extent that it acts with revolutionary quality and tension, restoring the strategic character of the mission in the context of the struggle for national sovereignty and socialism.

The general strategic lines for the revival of the Sucre Mission in all its villages at the national level are the following:

1. Strengthen the political-ideological dimension in the mission areas.

2. To hold the university institutes and colleges in the process of transformation, within the framework of the Alma Mater Mission and the ARBOL universities, responsible for the certification of the programs, the academic support and the institutional synergy with the Sucre Mission.

3. Guarantee in the shortest time the confluence between the programs of the Sucre Mission and the National Training Programs created within the framework of the Alma Mater Mission.

4. Strengthen the local, regional and national structure and organization of the Sucre Mission, as well as its infrastructure.

5. Strengthen the teaching body, its professional development and permanent training.

6. Develop the study control system and administrative processes.

7. Deepen the relationship with the Popular Power, the organs of the State and the other missions. Ensure that Villages and alternative spaces become spaces for scientific, technological and humanistic training, poles of cultural production and dissemination, spaces for debate and community struggle.

8. Promote the Popular Student Power.

9. Ensure the socio-productive insertion of the graduates, and reorganize the study options to guarantee their adaptation to the Simón Bolívar National Project and the needs of comprehensive local development.

10. Deepen the international dimension of the Sucre Mission.

Chapter II. Description of the object of study. Procedure used for the development of the Strategic Direction in the coordination of the IUTET Village in the La Beatriz Urbanization in the Sucre Mission.

2.1. Description of the Sucre Mission. Background.

In the last decades of the last century, the state progressively reduced its responsibilities in education and specifically, in higher education. From 1989 to 1998, investment in higher education in Venezuela was decreasing, due to budget cuts in all sectors of the social sphere and, especially, as a strategy to build the viability of the higher education privatization project.

As a consequence, there was a large accumulated social debt, as university enrollment suffered a stagnation, favoring the exclusion of students from the poorest sectors. Various studies coincide in stating that admission to higher education favored higher-income sectors, the population of large cities, and students in private schools. At the same time, officially managed higher education significantly decreased its participation in favor of privately managed education.

Since 1999, the Bolivarian Government has been strengthening the Venezuelan educational system and making the exercise of education as a human right a reality, therefore it has been necessary to rescue the initiative of the State as a guarantor of quality educational opportunities for all, as indicated by the Article 102 of the Constitution of the Bolivarian Republic of Venezuela.

The trend of the last decades to the reduction of the public budget dedicated to education has been reversed.

The Sucre Mission was born to break, through Higher Education, the circles of exclusion. Its objective is to incorporate all the high school graduates who want to study to the university, complying with the right to education, contained in Chapter VI (On Cultural and Educational Rights) of the Constitution of the Bolivarian Republic of Venezuela.

High school graduates who wish to study a university degree will have no limitations other than those derived from their aptitudes, vocation and aspirations. The Sucre Mission is probably the most important task in higher education that has been carried out in the country. This is done by offering high standards of technical quality that are linked to commitment and solidarity.

On September 21, 2003, a census was carried out in all Bolívar squares in the country, which showed the figure of 470 thousand students excluded from higher education. Participating in the census were the University Tactical Command, the Bolivarian Student Federation, the Francisco de Miranda Front, the National Youth Institute, the Mayor's Office of Caracas, and all the mayoralties that support the process of change that the nation is experiencing.

The Extraordinary Plan "Mariscal Antonio José de Sucre", called Misión Sucre, aims to promote institutional synergy and community participation, to guarantee access to university education to all high school graduates without a quota and transform their status as excluded from the subsystem of higher education.

In the Sucre Mission, a vision of social justice is combined with the strategic nature of higher education for sustainable integral human development, national sovereignty and the construction of a democratic and participatory society, for which it is essential to guarantee the participation of the society in the generation, transformation, diffusion and creative use of knowledge and actions.

The educational plan is conceived as a process of social mobilization aimed at guaranteeing the participation of everyone in culture and knowledge, building citizenship, generating communities of knowledge, flexible and accessible spaces for permanent learning.

The Sucre Mission is an extraordinary plan of the Venezuelan government, of a strategic, non-permanent nature, aimed at facilitating the incorporation and continuation of studies in higher education of all high school graduates who, despite their legitimate aspirations and full rights, do not They have been admitted or admitted to any official higher education institution, in correspondence with the constitutional mandate to guarantee the right to education for all Venezuelans. It is an inclusion program of the Ministry of Higher Education that was created by Presidential Decree Number 2601, of September 8, 2003; It is proposed to municipalize higher education, orient it towards regions, localities, taking as a point of reference the specific culture of the populations with their needs,problems, assets, demands and potentialities.

The main objective of the Sucre Mission is to form and consolidate a network of all those instances, institutions and factors linked to higher education, which solves the problem of university quota, through the generation of new spaces and creation of new study modalities conventional and unconventional. It fosters the transformation of all obstructing practices, exclusive selection and admission methods, and of those conceptions that deny the right to education for all. Likewise, promote reflection, discussion, conception and implementation of new university educational models, based on the imperatives of participatory and protagonist democracy, dialogue with the actors involved, having as a fundamental reference the historical, social,political and economic experience.

The Sucre Mission aims to be:

1. An alternative of avant-garde university education with social relevance, oriented towards the transformation, diffusion and creative use of knowledge and activities.

2. A space for participation and the exercise of citizenship. A strategy that promotes local, regional and national development.

3. An innovative educational practice that offers various opportunities and study modalities that favor the development of abilities, skills and attitudes aimed at building a democratic and participatory society.

Until the end of 2011, according to statistics from the Misión Sucre Foundation, a total of 296,781 Venezuelans have enrolled in various training programs throughout the country, 80,297 have state scholarships and 7,921 teachers work in the different study programs.

It should be noted that the Sucre Mission has been incorporated through the University Initiation Program (PIU), students from the state of Roraima, Brazil, specifically from the municipalities of Boa Vista and Pacaraima and students from Peru.

In 2013, according to statistics from the Misión Sucre Foundation, a total of 620,091 Venezuelans have enrolled in 20 training programs throughout the country, located in 235 Villages.

Objectives of the Sucre Mission

General objectives:

1. Facilitate the incorporation and continuation of studies in higher education of all high school graduates who, despite their legitimate aspirations and full rights, have not been admitted to any official higher education institution, and increase the educational level of the Venezuelan population.

2. Promote reflection, discussion, conception and implementation of new university educational models, based on the imperatives of participatory and protagonist democracy, dialogue with the actors involved, having as a fundamental reference the historical, social, political and economic process that we live..

Specific objectives:

1. Quantify and characterize the population of high school graduates who have not been able to access higher education.

2. Design and implement a University Initiation Program (PIU), which favors the transition of high school graduates to higher education.

3. Increase enrollment in higher education institutions.

4. Form a network that integrates all those institutions and organizations that can cooperate substantively in the development and consolidation of the Sucre Mission.

5. Develop curricula that contribute and promote the National Endogenous and Sustainable Development Project.

6. Promote the development of an open, flexible, dynamic and innovative curriculum that allows the development and innovation of study plans and programs, methodologies and resources for learning, and that provides for the implementation of training modalities such as: face-to-face, blended, distance education, non-conventional and accreditation of experiences, among others.

7. Promote strategies for the transformation of the higher education system, based on sustainable endogenous development, that impact locally, regionally and nationally, simultaneously correcting all those anomalies and mistakes that have been characterizing this educational sector (admission, social bias, dropout, quality of teaching).

Mission of the Sucre Mission

Develop and strengthen the administrative system, academic support, infrastructure, as well as matters concerning the acquisition, reproduction and distribution of educational materials and the quality of life of the winners, in coordination with the university education institutions that participate in the Sucre Mission to guarantee universal access to university education for all Venezuelans.

Vision of the Sucre Mission

To be the operational support of municipalized university education throughout the national territory.

2.2. Characterization and description of the Aldea

ALDEAS. They are environments selected to meet the objective of guaranteeing access to university education at the national level, the Sucre Mission works in infrastructures made up of a large network of spaces called for the purposes of the Mission: "University Villages" (considered Local Development Environments Educational Alternative Socialist). The villages are discriminated into three groups:

1.-Schools, high schools, cultural houses, prisons and classrooms of university education institutions.

2.- Facilities built by the Misión Sucre Foundation.

3.- Buildings built by the Venezuelan Corporation of Guayana, PDVSA, Ministry of Popular Power for the Armed Forces, Ministry of Popular Power for University Education, governorships, mayors, among others.

The IUTET Village is located in the La Beatriz parish, Valera Trujillo State, being created in 2003, after the beginning of the Sucre Mission was published in the official Gazette on September 10th.

The University Initiation Project (PIU) began with the Education, Comprehensive Medicine and Legal Studies programs with the coordination of Lic. Yelit Reyes, who had the office in her own home, not being until 2005 where she was granted the first office to the Sucre Mission at the Trujillo de La Beatriz State University Institute of Technology.

In October 2007, the government forcibly acquired structures where the Federation of Trade Unions of the Trujillo State (Fetra-Trujillo) worked and granted them to the Sucre Mission so that from there the academic coordination and coordination of the village, of the programs Environmental Management, Social Management, Legal Studies, Administration and Management, Agro-food and Initial Journey. Currently the coordination supervises the following environments: La Candelaria Educational Unit in La Beatriz, Simón Rodríguez University in La Beatriz, Silver III Educational Unit in Silver III, Trujillo State University Institute of Technology in La Beatriz, José Humberto Contreras de Morón Educational Unit, Escuela Bolivariana Ciudad de Valera, Las Acacias and INCES Comercio on Avenida Bolívar.Currently the village has 252 students and 51 teachers in the different environments as shown in the following table.

Table No. 1: Distribution of teachers and students according to programs

Source: Prepared by the Teachers-Students

Program National Educator Training Program (PNFE) 980 Social Management616 Legal Studies20194Electricity48Administration and Management1185Agro-food510Environmental Management512 Initial project8150Total68555

2.3. Procedure to develop the Strategic Direction in the IU-TET Village

The general objective of this research is to develop a Strategic Direction procedure that allows the coordinator of the IUTET Village located in the La Beatriz parish, the adequate implementation of the strategic lines of the Sucre Mission.

There are difficulties for the implementation of the strategic direction of the Sucre Mission in the IUTET Village. These are elements that show the ineffectiveness in the fulfillment of the strategic lines of the Sucre Mission.

- The regulations of the Sucre Mission are unknown, as well as its mission and its vision in the village for the advisers and the winners.

- Programs are affected in their compliance.

- There is no adequate Strategic Planning that allows solving everyday problems in village environments.

All this demonstrates the relevance of the research and the consistency of the scientific problem posed and demonstrates the need for a procedure that regulates how to properly implement the strategic lines of the Sucre Mission in the IUTET Village.

Based on the analysis of the models and procedures carried out, it is decided to develop a procedure that is adapted to the conditions of the Sucre Mission and specifically to the IUTET University Village.

Premises for the application of the procedure

1. High level of leadership of the coordinators of the Sucre Mission specifically at the village level.

2. Preparation and improvement of Village coordinators and advisory teachers in matters of Strategic Management.

3. Promote effective communication, both vertical and horizontal, between coordinators, advisory teachers, and achievers from Aldea and the higher levels of the Mission.

Scope

General coordinator, program coordinators, academic coordinators, advisory teachers, and village achievers.

General objective of the procedure

To facilitate the implementation of the Strategic Directorate in the village, to achieve adequate compliance with the strategic lines of the Sucre Mission.

Specific objectives

- Consult a team of experts who know the problems of the village.

- Diagnose the current state of the Village.

- Propose solution strategies based on the difficulties diagnosed.

- Establish the requirements for the implementation, evaluation and adjustment of the evaluated procedure.

Graph No. 1 Procedure proposed in the investigation

Source: Own elaboration

Stage 1: Selection and training of the working group

The objective of this stage is to select and adequately prepare the group that will support the development and implementation of the procedure.

Step 1. Selection of the people who will make up the work team

The criteria that are assumed for the selection of the group are the following:

- People with experience in working in the village. They must have more than 5 years of experience.

- People with experience in the field of management. With more than 5 years of experience in management.

- People with experience in teaching work.

Step 2. Preparation of the work team

It is carried out from a training program for those selected where everything related to the subject is explained to them and in particular with the elaboration and implementation of a procedure to guarantee the application of Strategic Management as a management philosophy. The topics that must be taught will be:

- The Strategic Management and its importance.

- Strategic Management as a model for change.

- The Strategic Management of the leader.

- Strategic Thinking.

- Strategic Lines of the Sucre Mission.

Stage 2. Analysis of the fulfillment of the strategic lines

The objective of this stage is to analyze the fulfillment of the strategic lines declared by the Sucre Mission. For this, the Brainstorming technique and the Kendall Method can be applied to evaluate the fulfillment of the strategic lines.

Step 3. Compare the strategic periods. Define deviations and corrective actions.

The objective of this step is to compare and analyze the results of the two strategic periods, detect the deviations and take corrective actions.

Step 4. Define the strategic lines that present the greatest difficulties in their implementation.

This will be determined from the degree of compliance with these lines, and the most affected ones must be specified. For this, the experts' method with the Kendall coefficient will be applied.

Expert method (Kendall)

It is a parametric method with a statistical and probabilistic basis, it is based on the search for a weighted criterion on a criterion in question from a group of previously selected experts based on their experience and knowledge of the problem being analyzed and not at his cultural level or rank. It allows controlling the agreement between the criteria of the experts. To apply this tool it is necessary to select a minimum of seven experts and a maximum of fifteen. It has wide use. It is used to control the agreement between experts, it is a statistically argued method that is used in the first great expansion of the Cause - Effect Diagram, and it can be used in any activity that requires work with experts.

Table 2. Results of the experts'

assessment Expert Items

∑aij

²12345.m12.K

Where:

m - Number of experts.

∑aij - Sum of the scores given by the experts to item i.

K - Number of items to assess.

T - comparison factor. ∑∑aij / K

= ∑aij - T

To check if there is agreement between the panel of specialists, the Kendall's Coefficient (W) will be used from the following formula:

12 ∑ ²

W = ------– ≥ 0.5

m² (k³ - k)

If it is fulfilled, there is agreement and the study is valid, if W <0.5 the study is repeated, but this does not indicate that the experts are not experts, only that there were difficulties in the explanation and preparation of the method, if there were a number of experts m ≥ 7 and the study is not valid, then the ones that introduce the most variation in the study can be eliminated, always respecting m ≥ 7.

In the event that an expert considers that two or more items have the same level of importance, the same score will be awarded to these, but later the order of weighting will have to be varied, suppressing those that were marked with the same score.

Step 5. Causal analysis of non-compliance with the most affected strategic lines

For the development of this step it is recommended to use the cause - effect diagram for the first large expansion accompanied by brainstorming for the first small expansion.

Cause - Effect Diagram

It is one of the most useful techniques for the analysis of the causes of a problem, showing the relationship between each of the effects or quality problems and the factors that determine it. It is often called a "fishbone diagram" or Ishikawa diagram.

The cause - effect diagram allows defining an effect and classifying the causes and variables of a process. For the elaboration of the same, first the causes that cause the effect are established, in the extreme right. An arrow comes to this from the left. Other arrows are arranged like a fish bone on the largest, which is the spinal column. Oblique lines are represented that reflect the main influencing causes pointing to the main arrow. Each main oblique arrow is followed by other secondary arrows that indicate sub-causes and, as the analysis has deeper levels, the subdivisions can be expanded. In practice, to develop a cause-effect diagram, the first expansion from four to six causal effects at most is usually performed, using the Kendall method,then the first small expansion is carried out applying brainstorming and, if necessary, the second small expansion is used using the affinity diagram, these techniques are applied according to the number of elements that can be included in the cause analysis.

Brainstorming

It is an interactive group work technique that is carried out with the aim of gaining a large number of ideas in a short time. It presents 3 modalities:

Free wheel: It is the most used, the participants intervene freely, spontaneously. This is its fundamental advantage. In addition to being creative, it makes it easy for other experts to contribute their ideas. Its greatest disadvantage is that strong individuals may predominate; confusion ensues, ideas can be lost if everyone speaks at the same time.

Round Robin: Participation is ordered, taking turns, the participants give their opinion when it is their turn in each round until the new ideas are concluded.

Strip of paper: Ideas are collected by means of a strip of paper. Anonymity allows sensitive issues to surface, can be applied to large groups, no need to speak. The process is slow, some ideas may be unreadable, it is difficult to clarify ideas. Its objective is to carry out a filtering and later to use the method of the experts with the Kendall coefficient to determine which are the main problems.

This tool was created in 1941 by Alex Orborns. It should be used when there is a need to: unleash the creativity of teams, generate a large number of ideas, involve everyone in the process and identify opportunities for improvement.

Step 6. Analysis of the satisfaction level of the internal client in the Village

For this, it is recommended to use the GAP 6 difference survey of the Modified SERVQUAL model, which assesses basic elements in strategic direction such as: leadership, communication, participation in decision-making, treatment and relationships, and job satisfaction in general.

For this, all the advisory teachers of the village will be surveyed in the environments attached to it.

In case of using sampling, the sample size will be determined from the ISO 2859: 2003 standard. Acceptance sampling by attributes, taking as lot size the number of workers in the village and using a normal inspection level.

GAP 6 of the modified SERVQUAL model

It is a summary multi-scale instrument with a high level of reliability and validity that organizations can use to better understand the expectations and perceptions that internal customers have of a service. It can also be considered as a commercial research technique that allows a measurement of the quality level of any service company. It allows us to know what expectations our clients have and how they appreciate our service. Provides a basic outline based on a representation format for expectations and perceptions that includes statements for each of the criteria on service quality. When deemed necessary,This scheme can be adapted or complemented to add the specific characteristics that respond to the research needs of the institution. It evaluates fundamental elements such as: leadership, communication, participation in decision-making, treatment and relationships, and job satisfaction in general.

The survey

The application of this technique requires communication with the subject. Such communication is a one-to-one relationship process, which provides the data that is needed.

The collection of information during the communication process is done through a questionnaire.

Writing a questionnaire is not an easy task, as it may seem at first glance, as it requires deep reflection on a number of aspects to take into account (Weiers, 1986).

- The nature of the information.

- The characteristics of the interviewees, their ability and willingness to provide that information.

- The possibilities or limitations of the survey method to be used (personal interviews, mail or telephone).

There are general rules that must be taken into account when making a questionnaire:

- Use the appropriate language: the type of person to be interviewed, their preparation and level must be taken into account, identifying with their way of expressing themselves.

- Conciseness, precision and clarity: Do not ask ambiguous or doubtful questions. In addition, you must ensure that the wording of the question is the most direct way of saying what you want.

- Do not trust the memory of the interviewee: You should avoid questions about facts or events much earlier. We risk an answer of doubtful reliability.

- Do not force the interviewee to make calculations, the question has to be asked to obtain a more reliable data, although later the calculation must be done by us.

- Do not ask questions suggesting the answers: When writing a questionnaire, we must avoid taking sides with our opinion and projecting our own way of thinking to the writing of the questions.

- Do not ask too intimate questions: Obviously it can annoy the interviewee and, of course, the reliability of the answers is doubtful. If it is necessary to ask any of these questions, leave them for the end of the questionnaire.

- The questionnaire should not be too long: fatigue generates discomfort that translates into a serious decrease in the reliability of the answers;

Each possible answer must be identified with a clear code: to be able to record the data and apply a tabulation program.

Some types of questions that can be included in the questionnaire are:

- Introductory: To prepare and introduce the topic or to pave the way for a conflicting question. These are usually pleasant or suggestive questions even if they are not closely related to the objective of the study.

- Open questions: The answer alternatives are not offered to the interviewee.

- Closed questions: The interviewee must decide between already structured answers.

- Multiple answer: There is a possibility of several answers.

- Filter questions: Based on the answer, one or another question is asked.

- Evaluation questions: the interviewee is asked to evaluate or value something semantically, comparatively, numerically or ordinally.

Stage 3. Proposal of actions to improve the implementation of the strategic lines

The objective of this stage is to propose an action plan to improve compliance with the strategic lines.

Step 7. Preparation of the proposal for actions to improve the implementation of the strategic lines

The proposal for actions for improvement is carried out based on the results of the cause - effect diagram. The proposed actions must be aimed at minimizing or eradicating the causes defined in the cause - effect diagram.

Step 8. Discussion and approval of the action plan

The action plan proposal is discussed with the strategic apex and the working group to define its approval, modification and the necessary resources for its execution. The action plan must specify the actions, those responsible, the completion dates, participants and the necessary resources for each improvement action, for which it is recommended to use group work.

Group Work

It is the collective action aimed at achieving shared objectives without endangering cooperation and strengthening cohesion in the work team, this is evidenced when the members of the work team generate activities such as:

- Propose new ideas and solutions regarding the difficulties that the work team is dealing with.

- Contribute and respect the ideas of other team members.

- Offer relevant information on verified facts that facilitate the solution of the problem.

- Coordinate and evaluate the activities carried out with the team, to verify if they are achieving the proposed objectives.

Step 9. Monitoring compliance with the action plan

To monitor compliance with the action plan, a system of indicators must be used to measure the level of compliance with the strategic lines, leadership level, communication, job satisfaction, compliance with the PNF., the promotion, desertion of winners and collaborators, among others.

Chapter III. Results of the application of the procedure to evaluate the Strategic Direction in the IUTET Village

The analysis of the results presented, is carried out taking into account the sequence of stages and steps of the procedure elaborated and reflected in chapter II.

3.1. Stage I. Selection and training of the work team

Step 1. Selection of the work

team The work team was made up of five colleagues, including two coordinators and three teachers, all with more than five years of experience within the Sucre Mission and currently active and related to teaching, taking into account the characteristics of the village teachers in terms of leadership, teaching experience, experience in management positions, personnel management, years of service and curriculum.

Step 2. Preparation of the work team

The staff was trained in general issues regarding Strategic Management as a fundamental tool in management, through a training program where bibliographic consultations were made on conceptual definitions, theories and importance of Strategic Management, Strategic Management was analyzed as a model of change, the leader's Strategic Management, Strategic Thinking, the Strategic Lines of the Sucre Mission and the development and implementation of a Strategic Management procedure.

3.2. Stage 2. Analysis of the fulfillment of the strategic lines

Step 3. Compare the strategic periods. Define deviations and corrective actions

After analyzing the strategic lines and the result of their implementation in the periods 2003 - 2008 and 2008 - 2013; The main changes that have occurred are:

- Change in structure. Management figures are increasing at different levels, although the impact of this change has not yet been measured.

- Change in the initial menu of the National Training Programs depending on the needs.

- Adaptation of PNF to local development needs.

- There are still shortcomings in control actions and methodological work.

- The strategic and decision-making process is carried out at the central level, with very little participation from the collaborators and winners of the different programs.

- Basically, the professional training process is developed.

- Little scope of the research and postgraduate processes.

- Insufficient monitoring of the graduates of the different PNF.

Step 4. Define the strategic lines that present the greatest difficulties in their fulfillment

The strategic lines of the Sucre Mission were evaluated using the method of the experts or Kendall, to determine which ones present the greatest difficulty in their fulfillment, for which 7 experts among teachers and coordinators with more than five years of experience in the Sucre Mission. The results obtained are shown in the following table.

Table No. 2. Result of the evaluation of the experts

Evaluation criterion

1: represents greater importance

7: represents less importance

Calculating:

T = ∑∑aij / K = 380/10 = 38

W = 12 (∑∆²) = 12 × 3505 = 0.87

m² (K³-K) 49 (1000-10)

As Kendall's coefficient of agreement (W) yielded a value greater than 0.50, the results obtained by the panel of experts are reliable.

The results obtained from the application of Kendall, the strategic lines that present the most difficulties in its application are:

1. Strengthening the political-ideological dimension in all areas of the Mission.

2. Strengthen the teaching staff, their professional development and ongoing training.

3. Promote the Popular Student Power.

4. Ensure the socio-productive insertion of the graduates, and reorganize the study options to guarantee their adaptation to the Simón Bolívar National Project and the needs of comprehensive local development.

5. Develop the Study Control system and the administrative processes.

With the selected problems the first major expansion was reached by the method of the experts (Kendall).

Step 5. Causal analysis of non-compliance with the most affected strategic lines

For the development of this step, a cause-effect diagram was drawn up after applying the experts' method that gave the main strategic lines that must be addressed more urgently and at the same time. A brainstorming was carried out applying the free wheel technique for the first small expansion and determining the possible sub-causes of non-compliance with the most affected strategic lines.

Figure No. 1 Cause-Effect Diagram

Source: Own elaboration

Step 6. Analysis of the satisfaction level of the internal client in the Village.

For the analysis of the satisfaction of the internal clients of the Village, the survey of difference No. 6 of the modified SERVQUAL model was applied to all the advisory teachers of the Village, which add up to a total of 46, being the entire population verifying that the survey is reliable and valid, since Cronbachs Alpha gave a value of 0.846 and the validity test an R squared of 0.711. See annex 2.

The general quantitative evaluation of the general level of satisfaction of the advisory teachers of the Village gave an average value of 2.25, so it is below 3, which is the minimum desired value, with dissatisfaction according to the attributes raised. It should be noted that there are minimum average values ​​of 1.13 and a maximum of 4.14, which implies that there is general dissatisfaction in the internal customer of the Village, since the average of 4.14 corresponds to a single attribute (work).

Table No. 3 Average analysis of the attributes of the survey

AttributesAverageWork 4.14 Labor Conditions2.33 Salary1.67 Treatment and Relationships2.27 Decision Making2.12Communication1.13Leadership2.11Total2.25

The average results by attribute show dissatisfaction of the internal clients of the Village, because six attributes show scores below the perceptions expected minimums that would be with an average of 3 to 4, with the exception of an attribute (work) where the average is higher than 4. In general, the attributes average 2.25, which shows great dissatisfaction as shown in table No. 3.

The More critical results are seen in the attributes communication (1.13) salary (1.67) leadership (2.11) decision-making (2.12) treatment and relationships (2.27) and working conditions (2.33).

- Communication: It is deficient between the village coordinators, the advisory teachers and the achievers, as there is little knowledge of the objectives of the mission and the fulfillment of the general lines of this, which reflects a degree of job dissatisfaction, which can influence the performance of duties.

- Leadership: They consider that the boss does not help them at work as much as they need, because they continuously require guidance to carry out the work, which shows a lack of knowledge about some elements or aspects of their performance. The boss - subordinate relationship in all cases is not considered good.

- Participation in decision-making: They consider that their criteria and opinions regarding work or important decisions in the village are not taken into account by the coordination.

- Treatment and personal relationships: Collective and individual recognition when doing outstanding work is insufficient.

- Working conditions: the spaces or environments where teaching is given generally present difficulties because they are not typical of the Village and the coordinators show very little interest in seeking solutions.

Step 7. Elaboration of a proposal for actions

Taking as a starting point the deficiencies detected in the implementation of the strategic lines, actions that contribute to the improvement of the results are proposed.

The priorities are based on the main causes analyzed and reflected in the “Fishbone” (Figure No. 1).

Table 4. Strategic work plan for the IUTET Village

Step8. Discussion and approval of the action plan

A report is prepared and presented in exchanges with village coordinators, collaborators and winners for its fertilization and modification. The final results of these results are proposed to socialize with the rest of the villages and state coordination.

Step9. Monitoring compliance with the action plan

The action plan establishes the terms and forms of control, which will have a monitoring planned by the village coordinator with monthly frequency and annual balance. The results are shared with those involved in the process.

Conclusions

1. In the analysis of the state of the art and the practice, the non-existence of a procedure for the implementation of the Strategic Direction adequate to the specific conditions of the Sucre Mission in the IUTET University Village of La Beatriz, of the Municipality of Valera del Trujillo State.

2. The elaborated procedure facilitates the development of the strategic lines of the Sucre Mission that present difficulties in the IUTET University Village of La Beatriz, of the Valera Municipality of the Trujillo State.

3. Dissatisfaction can be seen in advisory teachers and students of the IUTET Village and the environments attached to it, in terms of attributes: working conditions, salary, treatment and relationships, decision-making, communication and leadership.

4. The proposed actions contribute to improving the implementation of the strategic lines in the IUTET Village of La Beatriz, of the Valera Municipality of Trujillo State.

Recommendations

1. Apply the general procedure proposed in the investigation to comply with the strategic lines of the Sucre Mission that present difficulties in the IUTET Village.

2. Measure the satisfaction of employees, achievers and operational personnel of the Village as part of the feedback process.

3. Carry out an annual balance of compliance with the strategic lines in the Village, perfect the initial action plan and socialize it with those involved.

4. Propose the socialization of good practices that arise as a result of the implementation of the research in the IUTET Village.

Bibliography

1. Acevedo, J. et al. (1996): Management of capacities in logistics systems. Havana. Ed. ISPJAE.

2. Aedipe (1992): The human dimension of the company of the future. Barcelona. Ed. Deusto.

3. Alonso, A. (1996): "Evaluation and design of video terminal operator jobs" Doctorate thesis as an option to the scientific degree of Doctor of Technical Sciences. Havana. Ed. ISPJAE.

4. Alonso, A. (2004): Ergonomics. Havana, Ed. ISPJAE.

5. Amibile, T. (1999): Creativity and innovation. Bogota Mac Graw Hill.

6. Ansoff, I. et. al. (1993): Strategic planning. New trend of the Administration. Mexico. Editorial Trillas.

7. Austin, N. and T. Peters (1987): Passion for excellence. Havana. Ed. Revolutionary.

8. Becker, B., M. Huselid and D. Ulrich (2001): The HR scorecard. Linking people, strategy and company performance. Barcelona. Ed. Gestión 2000.

9. Beer, M. and others (1989): Human resource management. Perspective of a general director. Text and cases. Madrid. Editorial Ministry of Labor and Social Security.

10. Beer, M. (1998): “The transformation of the HR function: Eliminating the tension between a traditional administrative role and a new strategic profile”, in Dave's The Future of Human Resources Management Ulrich et al., Barcelona. Ed. Gestión 2000.

11. Bueno, E. (1993): Theoretical foundations of strategic management. In: Theoretical foundations of strategic management. Available at: http://www.uv.es/rseapv/Anales/93_94/A_Fundamentos_teoricos_de_la_direccion.pdf.

12. Bueno, E. (1997): Strategic management by distinctive basic competencies: Proposal of a model. Madrid: University Institute of Business Administration. Autonomous University of Madrid.

13. Brooking, A. (1997): Intellectual capital: the main asset of companies in the third millennium. Barcelona: Paidós Company.

14. Blanco, H. (2000): The managerial factor and the improvement of the Cuban state company. Economy and Development.

15. Calviño, M. (1999): Work in groups and groups. Havana. Ed. Aca-demia.

16. Case, K. (1999): "Corporate strategy". A: ESADE. How to develop a strategic plan in the company. Madrid, Five Days Notebooks.

17. Certo, S. et al (1994): Strategic Direction. Madrid. Spain. Ed. Irwin.

18. Cañibano, L., Sánchez, M., García-Ayuso Covaral M, Chaminade Domín-guez C. (2002): Guidelines for the management and dissemination of information on intangibles. Intellectual Capital Report. Madrid: Vodáfone Foundation.

19. Interuniversity Center for Development. (2007). Higher Education in Iberoamerica. Report 2007. Providencia. RIL. Editors.

20. Certo, S. (2001): Modern Administration. Bogota Prentice Hall.

21. CETDIR. Integrated strategic direction. Conceptualization in the conditions of Cuba. Management Brochures. 2004; 8 (4).

22. Chiavenato, I. (1988): Human resources administration. Mexico. Ed. McGraw-Hil.

23. Chiavenato, I. (2002): Management of human talent. Bogota Editorial Prenti-ce Hall.

24. Chiavenato, I. (1999): Human Resources Administration. Fifth edition. Bogotá: Mac Graw Hill.

25. CIDEC: (1994): Integrated human resources management system, Donos-tia-San Sebastián, Ed. Research and Documentation Center on problems of the Economy, Employment and Professional Qualifications.

26. Collazo, R. and Herrero, E. (2009): Pedagogical Preparation for Professors of the New Cuban University. Havana: Editorial Félix Varela.

27. Cubeiro, JC and Fernández, G. (1998): “Competences 4.0”, in Capital Humano magazine, No. 11. Madrid. Ed. Human Capital.

28. Cuesta, A, and R. Martínez (1995): “Application of a human resources management model (HRM). Participatory ergonomics action and design of key HRM activities ”, Presentation at the ISPJAE Science and Technology Forum. Havana.

29. Cuesta, A. (1990): Work organization and social psychology. Havana. Ed. Social Sciences.

30. Cuesta, A. (1991): Work stimulation. Havana. Ed. ISPJAE.

31. Cuesta, A. (1999): Human resource management technology. Havana. Editorial Academia.

32. Cuesta, A. (2001): Competency management. Havana. Editorial Acade-mia.

33. Cuesta, A. (2002): Knowledge management: analysis and projection of human resources. Havana. Editorial Academia.

34. Dolan, SL et al. (2003): The management of human resources, Madrid, Ed. McGraw-Hill.

35. Fernández A. The Balanced Scorecard: helping to implement the strategy. Available at:

36. Fuente, L., Polo, Y., Maicas, J. Digital economy and business strategy: An analysis from the strategic direction. Business Magazine. 2003; 5.

37. García, S. (1994): Modern Controlling: base of management. Senior Management Magazine, No.176 (July-August). Spain.

38. Gárciga, R. (1999): Strategic Formulation. An approach for Executives. Havana. Ed. "Félix Varela".

39. Gárciga, R. and A. Cuesta (1995): “Analysis and design to improve the organizational climate”. Presentation at the III International Symposium of Psychology Applied to the Improvement of Management and Organizational Development, University of Havana

40. Strategic management of a transport company. In: IX Congress of Organization Engineering. 2005.Available at: http://io.us.es/cio2005/items/ponencias/136.pdf.

41. Ghiselli, EE and CW Brown (1970): Industrial Psychology, Ed. Revoluciona-ria, Havana.

42. Gimber, Xavier (1998): The strategic focus of the company. / Ed. Deusto SA, Madrid, Spain.

43. Goldsmith, Joan (1997): Management by objectives seminar report. October 1997. / Compiled by teachers: Felipe Herrera Torres and Mercedes Ce-neca.

44. Goleman, D. (1997): Emotional intelligence. A revolutionary theory that re-defines what is intelligent. Rio de Janeiro. Objective Ed.

45. González, F. (1993): Epistemological problems of psychology. Mexico. Ed. Plantel Sur of the College of Sciences and Humanities, UNAM.

46. ​​González, S. (2009): Comprehensive Public Management. Strategic Management with Quality. Free University. 1st. Edition. Colombia

47. Grandío, A. Total quality, strategic direction and intelligent organization: Proposal of an integrating theoretical framework. In: VII National Congress of the Scientific Association of Economics and Business Management (ACEDE). Al-mería. ACEDE. 1997.Available at: http.

48. Grandío Botella A. Company, market and needs: a synthesis in social sciences. 1996.Available at: http://www3.uji.es/~agrandio/tesis/Te0.htm.

49. Grant, RM (1996): Strategic direction. Concepts, techniques and applications. Civitas, Madrid.

50. Grima, J. and J. Tena (1991): Analysis and formulation of business strategy. Ed. Hispano Europea, Barcelona.

51. Guerrero, O. (2009): The end of the new public management. State, Government, Public Management Magazine. Number 13. Chile.

52. Guerrero, D. et. to the. (1998): Management by Objectives: realities and perspectives. Management by Objectives and Strategic Management, the cuba-na experience. Compendium of articles, CCED, MES, Havana Cuba.

53. Harper and Lynch (1992): Human Resources Manuals (1 to 12). Madrid, Ed. La Gaceta de los Negocios.

54. Harrington, HJ (1997): Total Management of Continuous Improvement. McGraw-Hill, Santa Fe de Bogotá.

55. Hernández, R. et al. (1998): Research Methodology, Ed. McGraw-Hill.

56. Herranz, A. and de la Vega, R. (1999): "Competences: past and present", in Capital Humano magazine, No.123, Year XII, 1999, pp.58-66. Madrid. Ed. Human Capital.

57. Horruitiner Silva, P. (2006): The Cuban University: the training model. Havana: Editorial Félix Varela.

58. Koontz, H and Weinhrich, H. (1998): Management a global perspective. Mexico: Mac Graw Hill.

59. Hitt. Ireland. Hoskisson. (2008): Strategic Management Competitiveness and globalization. Thomson. 7th. Edition. Mexico.

60. Kaplan, RS and DP Norton (1999): Balanced Scorecard, Barcelona, ​​Ed. Gestión 2000.

61. Kaplan, RS and DP Norton (2001): How to use the Balanced Scorecard, Barcelona, ​​Ed. Gestión 2000.

62. Lorino, P. (1993): The strategic management control: Management by activities. Editores Boixareu Marcombo, SA, Barcelona.

63. Menguzato and Renau (1995): The strategic direction of the company an innovative approach to management. SPI

64. Morrisey, G. (1993): Strategic thinking. Build the foundation for your planning. / Ed. Prentice Hall Hispanoamericana, Madrid, Spain.

65. Monroy del Castillo E., Forero A., Bustamante R. Approach to a strategic management model for information and communications services. Engineering Re-view. 2003; 18: 117-26.

66. Montejo, A. (1998): Management by Objectives and Strategic Management, the Cuban experience. Compendium of articles, CCED, MES, Havana Cuba.

67. Nelson, B. (1996): 1001 ways to reward employees. Bogota Ed. Norma.

68. Nogueira, D. et al. (2004): Fundamentals for the control of business management, La Habana, Ed. Pueblo y Educación.

69. Páez, T. (1994): Business Strategy and management quality. Editorial Kon-rad-Adenauer, Caracas, Venezuela.

70. Reynoso A. Administration by Objectives (APO) and Balanced Scorecard (BSC). Available at: http://www.tablero-decomando.com.

71. Rodríguez Valencia, Joaquín (1999): How to apply Strategic Planning to small and medium enterprises. / Ed. Contables, Administración y Fis-cales, SA, Mexico.

72. Ronda, G., Marcané, J. From strategy to strategic direction. Integrated strategic management model. Approach to the complementation of the strategic, tactical and operational levels. Second part. Information Sciences. 2004; 35 (1).

73. Shein, EH (1988): Business culture and leadership. Barcelona. Ed. Plaza & Janes.

74. Ordóñez de Pablos P. Strategic importance of the measurement of intellectual capital in organizations. 2000.Available at: http: //www.injef.com/revista/empresas/pop_991217.htm.

75. IADE-CIC. Intellectual capital measurement and management model: Inte-llectus model. Madrid: Institute of Business Administration and Management, Uni-versidad Autónoma de Madrid. 2003.

76. Treacy M, Wieserma, F. The Discipline of Market Leaders. Massachussetts: Addison-Wesley. 1995.

77. SENPLADES, National Development Plan, National Plan for Good Living 2009-2013: Building a Plurinational and Intercultural State, National Secretariat for Planning and Development, ISBN: 978-9978-92-794-6, Qui-to, Ecuador, 2009.

78. Shein, EH (1988): Business culture and leadership. Barcelona. Ed. Plaza & Janes.

79. Tünnermann Bernheim, C. (2010): Trends in Higher Education. Santo Domingo: Editora Búho.

80. Viedma Martí JM. The management of knowledge and intellectual capital. 2000. Available at: http://www.gestiondelconocimiento.com [Consulted: February 12, 2011.

81. Ventura Victoria J. (1998): Resources and capabilities: implications for strategic analysis. In: VIII National Congress of ACEDE. Las Palmas de Gran Canaria: ACEDE.

82. Ulrich, D. et al. (1998): The future of human resources management. Ed. Gestión 2000. Barcelona.

83. Villa González del Pino, E. (2006): Procedure for management control in higher education institutions. Thesis presented as an option to the title of Doctor of Technical Sciences. UCLV. Cuba.

Download the original file