Supply chain risk management requires dealing with uncertainty, interrelations, and subjectivity inherent in the risk assessment process. This paper proposes a holistic approach for risk management that considers the impact on multiple performance objectives, the relation between risk agents, and the risk event interdependencies. An aggregated risk score is proposed to capture the cascading effects of common risk triggers and quantify the aggregated score by risk agent and objective. The approach also uses fuzzy logic to allow for the treatment of vague and ambiguity data as input parameters to the model from different domains and scales, according to knowledge and criteria nature. The integration of the balanced scorecard tool improves the analysis and prioritization of mitigation strategies in decision-making, both by risk agent and by strategic objective. A case study of a telecommunication company is presented to illustrate the applicability of the proposed approach.

Purpose: To explore the role of human resources (HR), specifically ability, motivation and opportunity practices (AMO) framework and supply chain orientation top management support (SCO-TMS), in driving the dynamic capabilities of the Triple-A (agility, adaptability and alignment), which help to overcome the challenges faced by global supply chains (SC).Design/methodology/approach: A survey is answered by managers from different functions in a sample of 287 manufacturing plants (three manufacturing sectors) and 14 countries (nine developed and five developing). The database is analyzed by PLS-SEM. In-sample and out-of-sample model predictive capacity is assessed by PLSPredict and CVPAT. A multigroup analysis (MGA) has been done to assess the possible influence of the countries’ economic development context in the model.Findings: This research confirms significant positive relationships between AMO and SCO-TMS and AAA capabilities, with SCO-TMS showing a stronger relationship. This highlights the importance of HR aspects (AMO and SCO-TMS) as drivers of Triple-A SC, and particularly the importance of top management’s strategic vision to support SCO and develop collaborative relationships with suppliers and customers. The wide multi-country/multi-sector sample, reinforced by a good model’s in-sample and out-of-sample predictive capacity, makes these results more reliable and generalizable to other settings than other research in the field.Practical implications: Managers are encouraged to develop AMO practices and SCO-TMS (focusing on SCO-TMS as the main lever) to enhance Triple-A SC capabilities. The analysis of the country’s economic development context still encourages the use of SCO-TMS as the main lever since its effect is higher than that of AMO. This knowledge is crucial to improving the allocation of limited resources toward developing appropriate capabilities.Originality/value: Following the DCV and ROT perspectives, this research pioneers the analysis of HR practices (AMO) and SCO-TMS as antecedents of the Triple-A SC capabilities, making relevant contributions to the knowledge on the drivers of these relevant dynamic capabilities, an area with limited prior research.

La elaboración de un medio didáctico digital necesita de un diseño instruccional, didáctico y metodológico en el que intervienen diseñadores gráficos, programadores, psicólogos, docentes y en ocasiones locutores, expertos en audiovisuales y especialistas de otras áreas, en dependencia del contenido y edad a quien va dirigido el medio, sin embargo, el papel del docente es primordial, pues es quien domina el contenido, la didáctica, la metodología y conoce a profundidad las características de sus alumnos, por lo que su papel fundamental es el de elaborar un guion del medio didáctico digital que posibilite cumplir con los tres tipos de diseños mencionados. En este artículo se exponen consideraciones que fundamentan el papel del docente en este particular. Se ha analizado puntos de vista de diferentes autores que confirman que desde la propia institución escolar se pueden desarrollar diversos tipos de medios didácticos digitales, que para su elaboración es necesario un grupo multidisciplinario, pero que el papel del docente es cardinal, esencialmente como guionista del medio didáctico digital. Sin duda el medio didáctico digital será pertinente, necesario y efectivo en el aprendizaje del estudiante, cuando se realice un guion que tenga en cuenta el conocimiento amplio del docente y otros especialistas implicados.