Capability and core competency identification of a knowledge-based organization
Christian Calle
Supervisor: Dr. Urban Ljungquist
Master’s Thesis in Business Administration, MBA programme
January 24, 2011
2
Abstract
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4
Table of contents
List of Figures and Tables ...6
Chapter 1 – Introduction ...7
1.1 - Purpose ...7
1.2 - Motivation ...7
1.3 - Problem Discussion...8
1.4 - Research Question ... 12
Chapter 2 – Theory ... 13
2.1 – RPV Framework... 13
2.1.1 - Resources ... 14
2.1.2 - Processes ... 15
2.1.3 - Values ... 16
2.2 – Summary ... 17
Chapter 3 – Methodology ... 18
3.1 - Research Method ... 18
3.1.1 – Selecting a Research Method ... 18
3.1.2 – Data Collection ... 21
3.1.3 – Analysis Method ... 21
3.2 - Case Study Selections ... 23
3.3 - Limitations... 24
3.3.1 – Validity ... 24
3.3.2 – Reliability ... 25
3.3.3 – Trustworthiness ... 25
Chapter 4 - Case Studies ... 27
4.1 - South Korea ... 27
4.2 - Case Study 1: Incheon English Village ... 27
4.3 - Case Study 2: Wonderland ... 29
4.4 - Case Study Summary ... 31
Chapter 5 - Cross-Case Analysis ... 32
5.1 - Resource Utilization and Investment ... 32
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5.2.1 – Scheduled Communication ... 37
5.2.2 - Decentralization ... 38
5.2.3 – Internal Hiring Process ... 39
5.3 – Values through Leadership ... 40
5.3.1 – Effective Senior Management ... 40
5.3.2 – Seeking Opportunities ... 41
5.3.3 – Initiating Change ... 42
5.4 – Analysis Summary ... 43
Chapter 6 - Conclusion ... 47
6.1 - Implications ... 47
6.2 - Identifying Core Competencies ... 49
Program and curriculum development through in-house processes ... 49
Strong and diverse senior management that communicates the values of the company .... 49
6.3 –Further research... 50
Appendix ... 51
A - Interview Questions ... 51
B - Interviewees List ... 52
Works Cited ... 54
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List of Figures and Tables
Figure 1.1: Core competency development chart... 8
Figure 1.2: Core competency model...10
Figure 2.1: RPV Framework...13
Figure 4.1: Incheon English Village organizational chart...28
Figure 4.2: ICEV Educational Division organizational chart...29
Figure 4.3: Wonderland enrollment numbers 2004 – 2010...30
Figure 4.4: Wonderland organizational chart...30
Figure 5.1: Identified capabilities in both case studies...44
Figure 6.1: Capability support flowchart...49
Figure A.2: Wonderland interviewee list...53
Figure A.1: Incheon English Village interviewee list...54
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1.2 - Motivation
8
1.3 - Problem Discussion
9
10
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1.4 - Research Question
13
2.1 – RPV Framework
Core Competencies
Competitive Advantage Resources
Processes
Values
Capabilities
Figure 2.1: RPV Framework (Christensen, 2003, pp.183-84)
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2.1.1 - Resources
15
2.1.2 - Processes
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2.1.3 - Values
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2.2 – Summary
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Chapter 3 – Methodology
3.1 - Research Method
3.1.1 – Selecting a Research Method
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20
21
3.1.3 – Analysis Method
22
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3.2 - Case Study Selections
24
3.3 - Limitations
3.3.1 – Validity
25
3.3.2 – Reliability
3.3.3 – Trustworthiness
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4.2 - Case Study 1: Incheon English Village
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4.3 - Case Study 2: Wonderland
Director of Education
Asst. Director 5-Day Camp
Asst. Director IES
(Saturday School)
Asst. Director Special Programs
Head Teacher
Head Teacher
Head Teacher
Head Teacher
Head Teacher
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Coordinator
Elementary Head Teacher Owner/Chief Director
Elementary Head Teacher
Kindergarten Head Teacher
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Chapter 5 - Cross-Case Analysis
5.1 - Resource Utilization and Investment
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5.1.2 - Teacher Training and Development
35
5.1.3 - Internal Mobility
36
5.2 - Process Management
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5.2.1 – Scheduled Communication
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5.2.2 - Decentralization
1 A development that occurred after the completion of the analysis and was brought to the attention of the researcher by an employee of Wonderland is that, indeed, the management at Wonderland has just recently introduced processes to maintain scheduled meetings. The researcher finds this interesting as it illustrates the evolution of a capability within this framework. This capability appeared to have two of the three RPV categories present; it just needed a third to develop it. However, it is not being added to the body of this work as it occurred after the observations were made and the analysis completed.
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5.2.3 – Internal Hiring Process
40
5.3 – Values through Leadership
5.3.1 – Effective Senior Management
41
5.3.2 – Seeking Opportunities
42
5.3.3 – Initiating Change
43
5.4 – Analysis Summary
44
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6.1 - Implications
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Program and curriculum development through in-house processes
Strong and diverse senior management that communicates the values of the company
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6.3 –Further research
51
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B - Interviewees List
53
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