MBA, International Business

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Contents
Introduction.......................................................................................................................................4
I. Organisation and Targeted Market...............................................................................................5
Organisation...................................................................................................................................5
Overview....................................................................................................................................5
Why AGO-College?......................................................................................................................5
Mission ..........................................................................................................................................6
Vision ............................................................................................................................................6
SWOT Analysis ............................................................................................................................6
Organisation Capabilities.............................................................................................................7
Competitive advantage................................................................................................................7
Competition................................................................................................................................7
Target Country/Market...................................................................................................................8
Overview....................................................................................................................................8
Why Libya?.................................................................................................................................8
PESTEL Analysis...........................................................................................................................9
Critical Discussion.........................................................................................................................10
Market Entry.............................................................................................................................10
II. Culture .....................................................................................................................................12
Hofstede-Model............................................................................................................................12
Trompenaars................................................................................................................................14
Critical Discussion.........................................................................................................................14
III. Balanced-Scorecard and Strategy-Map....................................................................................17
Developing Strategy map ..............................................................................................................17
Drivers......................................................................................................................................17
Strategy-Map............................................................................................................................18
Balanced Scorecard...................................................................................................................19
Strategy Readiness........................................................................................................................23
IV. Strategyimplementation .......................................................................................................24
Critical Evaluation.........................................................................................................................24
Implementation Process................................................................................................................26
The Gantt-Chart............................................................................................................................29

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Conclusion .......................................................................................................................................30
Appendixes ......................................................................................................................................31
Appendix-1 Trompenaars Model....................................................................................................31
References.......................................................................................................................................32
Bibliography.....................................................................................................................................35

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INTRODUCTION
Since it is one of the well-known education institutions in Canada, and has been delivering in-
house vocational education and training for Libyan employers for many years, AGO-College has
been approached by the Libyan government and private companies targeting its contribution to
the Libyan human-capital development programme. Due to the fact that its vision seeks
internationalization, AGO-College believes that responding to the Libyan proposal leads to
achieve this vision thus sustaining the financial situation, and could lead to deliver new
product/service and create competitive position.
This report represents an international-business strategy for which AGO-College asked the
author to develop mainly in response to the Libyan offer and participate in developing the
Libyan workforce.
It displays the key-factors AGO-College should consider to cross border: motives, risk and
managerial control. It also discusses the nation culture and its impact on the strategy. Strategy-
map and Balanced Scorecard have been adopted to develop AGO-College international-business
strategy ending up with implementation plan.
Number of Words: 4088

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I. ORGANISATION ANDTARGETEDMARKET
Organisation
Overview
AGO-College was established in 1967 in Canada. It provides more than 250 education and
training programmes in Applied Arts and Technology through eight schools and institutes. AGO-
College delivers from Canada many e-learning programmes to abroad. Governors Board seeks
opportunities to expand the business overseas believing that the college is well-positioned to
cross-border and export applied-vocational education and training. They confirm that growing
globally contributes to the college financial-sustainability, and enhances services. The
organization structure composed by five main divisions as shown below however, it lacks a
particular unit that handles the international business affairs.
Why AGO-College?
It has been approached by both Libyan government and private sector in 2012/2013 to participate
in the Libyan workforce development progarmmes through partnerships with Libyan institutions.
With high-level delegations, both the Libyan Education Minister and the Health Deputy Minister
visited AGO-College in 2013 and 2012 respectively to explore the collaboration areas in
education and training. Also LIBTES a Libyan-private training firm proposed to AGO-College
in 2013 a partnership to train Libyans and establish vocational-training institute in Libya
(LIBTES, 2013).

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Mission
To translate dreams and prospects to skills and knowhow, leading to long-lasting
career success.
Vision To be an international leader in vocational education and training.
SWOT Analysis
Strengths
 Well-known by some Libyan clients.
 High quality service.
 Heritage of vocational training.
 Adequate financial resources.
 Technology and E-Learning.
 Organisational structure, leadership and
competencies.
Weaknesses
 High price service.
 Lack of international-business division.
 Lack of some key skills and competencies to
meet global needs.
 Arabic language and culture.
Opportunities
 Ability to transfer know-how and skill to
new service to meet customer needs.
 Less entry barriers to the Libyan market.
 Attractive investment law number 9 in
Libya with tax exemptions (Privatization-
and-Investment-Board, 2014).
 Real opportunities for partnerships with
private and public sectors.
 Many Libyans graduated from the college.
 Low cost labor-force and energy.
 Utilizing the existing education and training
facilities.
Threats
 Changing policies and laws.
 Entry of low cost competitors.
 Growing of customers and suppliers
bargaining power.

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Organisation Capabilities
AGO-College organisational-structure is composed by five-main divisions. It has high standard
staff and system, but needs to create a new division supported by qualified and globally-
knowledgeable team to handle the international-business dues. It applies ICT, uses standards,
and complies with the Canadian quality system.
Competitive advantage
AGO-College delivers unique programmes for students/trainees to learn and comprehend from
qualified-professionals with a passion for their fields/industries in integrating academic-privilege
with practical-applications so students/trainees graduate ready with appropriate skills for work.
These are the Libyan customers’ major needs. Due to large-volume sales, prices can be reduced.
Competition
According to Triki (2010), Libya generally suffers from numerous problems in vocational-
training industry; consequently, government and private-sector seek global assistance. Libyan-
government will start establishing a new vocational-training centre in Malta (Lhvim.ly, 2014)
which could increase the competition but not that much, as it locates overseas hence limited
trainees (less market-share). Porter’s Five-Forces shows the completion situation.

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Moreover, Oil-Ministry possesses two well-established institutes those intake limited students
once-a-year but restricted to Oil&Gas employers. Private institutions cannot compete, as they
provide soft-skills training, and do not have the necessary technology/knowledge/competencies.
Target Country/Market
Overview
As to Porter and Yergin (2006), Libya has a distinctive-heritage, unique-values and key-
strengths, rich of natural resources, and possesses enterprising human-capital, a strategic-location
connecting Europe to Africa, and a cumulative capital reserves. Few years ago Libya started
promoting its prosperity by the reintegration with the universal-community with preserving its
distinctive-identity.
Libya is considered as a frontier market with driving ambition and massive optimism. It owns
cash of about £150 billion that is more than enough to rebuild the country. There are unlimited
investment opportunities almost in every industry such as infrastructure, training, education, oil
and services with which a big deal of job creation and training opportunities will arise.
(Libyabusiness.com, 2013)
Why Libya?
About 85% of the country’s education/training budget spent by the Oil&Gas sector which
cooperates with international/local training providers to provide soft-skills, on-job and
vocational-training, and postgraduate-education. (Libyatrade.co.uk, 2014)
The Libyan-transition-government aims through its arms (ministries and different organizations)
to proceed with training and developing the workforce to meet the job demands. Labor Ministry
targets to develop 675000 job seekers (Libyan-Investment, 2013) allocating about £600 million
(Libya-al-mostakbal.org, 2012), and Warriors Authority targets 214000 worries through
‘Reintegration & Development programme’ (Wac.gov.ly, 2012).

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PESTEL Analysis
Political Libya is member of OPEC. Currently the situation is instable, however
looking at its strategic location, closeness to Europe and its diversified
resources, Libya can achieve the stability with the support of UN and
European Union, hence promote and grow fast. Country steps towards
democracy. UN noticed fair elections. Frequent changes in laws and policies.
Economical Libya has highest GDP in Africa. Economy relies on the energy sector that
generates 95% of export gains, 80% GDP and almost 99% of government
income. Purchasing power Parity $73.6 billion (2013 est.) (Cia.gov, 2014).
Interest-rate is fixed by Central Bank (Amereller-Rechtsanwälte, 2013).
Social Libya composed of almost 100% Muslim, has 140 clans tribes. Arabic is the
official language and English comes second then Italian. Africans use Libyan
lands and coat for illegal immigration to Europe.
Technological Libya has three mobile-phone companies. Internet is available by the Libyan-
Telecom or by private providers via satellite. German, Italian and Japanese
technologies are common. Social media is widely used among people. Some
organisations do not use emails for official communications.
Environmental Environment is mostly considered in the Oil&Gas sector. However, some
studies indicate high pollution level comparably due to, for example, the lack
of recycling/waste-management.
Legal There are frequent changes in regulations/laws with attempts for improvement.
Very attractive investment law no. 9 with tax exemptions (Privatization-and-
Investment-Board, 2014).

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Critical Discussion
The above clearly shows that AGO-College and the Libya parties meet at a key-common point.
AGO-College envisions providing globally vocational education/training. Libya government has
allocated big budget for developing its workforce through vocational education/training, and
targeted AGO-College to contribute to workforce development through partnerships with Libyan
bodies. Furthermore, AGO-College has been delivering such service to several Libyan
employers for years, but in Canada. Tayeb (2000) argued that unsolicited order (from foreign
government, firm or customer) is one of the reasons behind crossing borders, as well as success-
at-home and market-seeking.
Consequently, AGO-College should consider this as a highly-potential opportunity that deserves
to think about. AGO-College positive responsiveness has many benefits:
1. First mover advantage to preempt competitors and capture demand by building-up a strong
brand (Hill, 2011);
2. Customer satisfaction and retention;
3. New customer acquisition;
4. High market share;
5. Broaden revenues as a result financial sustainability.
Although Libya has catchy investment-law, high cash reserve among other factors, the political
situation is sill unstable thus risky; however, there are national/international attempts to attain
stabilization. The optimal-strategic decision AGO-College could take is to proceed but with a
proper/appropriate entry level and timing recommended below.
Market Entry
Market is booming to which AGO-College can enter with exporting and transacting remotely to
keep control and avert risk. Once the situation improves, further steps can be taken such as
Franchising and then Joint-Venture.

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Exporting Organisations often start with Exporting and later switch to another entry-
mode. Distance-learning as a kind of service-trade is considered
“Exporting” (Daniel et la. 2013) that saves substantial-costs needed for
establishing education facilities, avoids target-country risks, and helps in
attaining location-economies and experience-curve (Hill, 2011).
Apart from in-house delivery, AGO-College can deliver the programmes
online using distance-learning. However this approach cannot satisfy the
programmes those need practical-application. In this case, either trainees
are sent overseas, or AGO-College assigns on-request professionals to
deliver services in Libya.
Franchising or
Licensing-
Agreement
This is another mode to avoid development costs and mitigate risks
associated with the target market. However, AGO-College will not have
the control over the licensed-service that could impact quality, and limit
realizing the experience-curve and location- economies (Hill, 2011).
Strategic Alliance/
Joint Venture
With maximum 60% shares AGO-College can join a local-partner to
establish a new company, thus avail of the Libyan partner’s knowledge of
the country culture, language, competitive-conditions and business-
system, considering risk arose from giving the technology-control to the
local-partner (Hill, 2011). Collaboration decreases the decision-making
control (Daniel et la. 2013), but with 60% shares, AGO-College has more
control.
This joint-venture could lead to create strategic-alliances with government
in establishing education and training complex(s) utilizing the existing
buildings/facilities. According to Daniel et la. (2013), alliances can also
protect assets, conquer governmental-constraints, gain location specific
assets and minimize risks.

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II. CULTURE
Cross-border trade needs organisations to be aware of nation’s culture and identify the business
practices that vary from their own and consequently decide what adjustments required to
effectively/efficiently run the business.
Particular organisational-culture is just groups’ approach of organizing themselves over time to
resolve challenges/problems they face (Trompenaars, 1999) as Al-Sofi (2005) cited.
Hofstede-Model
1. Power-distance represents the society/culture acceptance level of the power unequal
distribution in organisations. In workplaces of hierarchical leader-subordinate relationship,
power-inequality is normal. High power-distance countries (e.g. Libya) are where the power-
inequality grows over time. Low power-distance countries (e.g. Austria) are where boss and
subordinate tend to have equal power, resulting in cooperation and congruence.
2. Uncertainty-avoidance represents the individual discomfort degree with uncertainty/risk.
Uncertainty-avoidance is high where societies/organisations emphasize policies and strict-
rules to attain higher security and career stability (e.g. Argentina). Uncertainty-avoidance is
low where risk-taking is high and emotional resistance to change is low (e.g. UK).
3. Individualism-versus-collectivism is a dimension implies the individual relationship to
his/her colleagues. Individualism is the people tendency to care about themselves and lineal
families, and ignore the society/organisation needs. Individual achievement and initiative,
and democracy are highly-valued in countries (e.g. Canada) appreciate individualism where
the individual-organisation relation depends on economic-level not emotional-level.
Collectivism is dominant in countries (e.g. Arab) where people believe in the group will
rather than individual will, and where society valorizes saving-face and harmony and
individuals are controlled by a social pressure and abasement.

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4. Masculinity-versus-femininity is gender-relationship theory to work rules. Masculinity is the
level to which society prevalent-values are success, money and concrete achievements,
whereas femininity emphasizes relationships, caring, and life quality. In high-masculinity
countries (e.g. Japan), females generally stay at home to raise and care the family.
(Daniela et al. 2013; Rugman and Collinson, 2012; Deresky,2011; Hill, 2011a; Hill 2011b; Tayeb, 2000)
The following table shows each dimension degree in Libya.
Based on Hofstede’s (1980) index, Libyan culture characterized with high power-distance
(where firms’ organisational-structures are centralized with strong leaders), high uncertainty-
avoidance, and low individualism, but ignored masculinity. Libyan-organizations’ employees
consider their names reputation and families arose from their solid family/tribe orientation.
Expressing their happiness, sadness, surprise and fear, Libyans use facial expression meaning the
face-saving strategy is a key in Libyan communication.
(Twati and Gammack, 2006)
Al-Soufi (2005) posited that power-distance plays a big role in Arabic business environment,
such as contract negotiation, where Arab managers –considering hierarchy- should go back to
their bosses to come-up with proposal and make decision unanimously. Also the access level to
information depends on the employee’s power and position. Higher positions have more access
and usually communicate with nods and cues. As the level of uncertainty-avoidance is high in
Arabic countries including Libya, taking risk is rare so that more time is needed to make a
decision with fear of taking responsibility. Arabic-Moslem does not tolerate people those may

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deviate from Islamic doctrines and local traditions. Uncertainty-avoidance influences the Arab
decision-making process and the risk level to be taken by the counterparts.
Trompenaars
Trompenaars and Hampden-Turner worked on Hofstede models and came up with seven
different-cultural dimensions generally applied to business, and affect the management trends:
1. Universalism versus particularism. It defines which more significant, rules or
relationships.
2. Individualism versus collectivism. Trompenaars approached is almost identical to that of
Hofstede. Al-Soufi (2005) claimed that this dimension has strong impact on the decision
making in Arabic organisations.
3. Natural versus emotional. The employee emotion level in the workplace.
4. Specific versus diffuse. How separate the employee keeps his private and working life.
5. Achievement versus ascription. Should employee prove himself and perform well to
receive status or it is given to him anyway?
6. Sequential versus synchronic (attitude towards time). Do individuals do tasks one-by-one
each at a time or several tasks at once?
7. Attitude to nature/environment. Some cultures emphasize subduing environment, while
others emphasize working in harmony with nature/environment.
(See Appendix-1)
Critical Discussion
In summary, and as Twati & Gammack (2006) posited that the Libyan results of Hofstede (1983)
Index are still valid although long-time passed since the technology and globalization era, and
since Hofstede (1983), Twati & Gammack (2006) and Abubaker (2008) are almost agreed about
the Libyan cultural results, AGO-College needs to consider Hofstede dimensions.
Power-distance dimension of Libya is double of Canada which leads AGO-College to adopt a
hierarchical organisational-structure in Libya and assign autocratic leaders/seniors. Uncertainty-
avoidance is 40% higher than that in Canada so that AGO-College needs to set firm policy with
strict rules, however, from the author’s opinion; this dimension became less with the new
generation for which recognition could be an effective choice. Individualism is almost neutral in

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Libya. Masculinity is medium and equal in both countries as to the chart below; however, this
dimension is high in Libyan-rural areas where the author comes from. AGO-College may recruit
females which gives it credit in the business environment. English language is the second after
Arabic.
Trompenaars dimension (Achievement versus ascription) needs to be considered too for the
new generation, as this is the current trend in Libya where status source depends on the
individual’s task achievement, performance and experience where females and young people
have chances to fulfill positions and promotions.

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AGO-College also needs to take into account the following ethical/cultural aspects and
stereotypes:
1. As Wellings (2013) confirmed, the Libyan prefer doing business with counterpart he met
face-to-face which requires AGO-College to mobilize a consistent team in Libya with
avoidance of sending -on every visit- different people. Communicating remotely with Libyan
counterpart does not reflect any commitment to the business.
2. Making business frequently with the same firm could lead to strong friendship hence long-
term business (UK Trade & Investment, 2010);
3. Libyan employees care, in their workplace, more about their families’ reputation. Generally,
a facial expression reflects the Libyan inadvertently happiness, sadness, surprise and fear;
4. Mutual trust is tremendously important in doing business in Libya. As to Daragahi (2012),
Maryann Maguire, InterCultures director, London-Based-Consultancy says about Libya:
“The time is right to come in and build relationships. A lot of business will be based on trust
that their partner is there for the long term and not just for a quick profit.”
5. To guarantee payment, link the transactions with guaranteed L/C which is common and
acceptable;
6. Building robust relationship lead to long-term commitment (UK Trade & Investment, 2010);
7. Honor, respect and trust are key elements in running business (Wellings, 2013);
8. It is essential to treat Libyan politely and with dignity;
9. Disrespecting/contempt people is highly considered harm and insult.
AGO-College can meet the above by involving Libyans in its staff/teams both in Canada and in
Libya; especially those are western-educated and also who graduated from AGO-College, and
even by recruiting expats those are working and/or have worked in Libya.
Also AGO-College will accordingly need to make some organisational adjustments and build
appropriate organisational-culture to meet/satisfy the internationalization needs.

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III. BALANCED-SCORECARDANDSTRATEGY-MAP
Kaplan and Norton explained the strategy map (cause-and-effect linkage) as Niven (2003, p.169)
cited: “Strategy implies the movement of an organization from its present position to a desirable
but uncertain future position. Because the organization has never been to this future place, the
pathway to it consists of a series of linked hypotheses. A strategy map specifies these cause and
effect relationships, which makes them explicit and testable.”
BSC strategy-map presents a framework to demonstrate how strategy connects intangible-assets
with value-creation processes. Strategy tangible outcomes are described by the financial-
perspective. The customer-perspective acquaints the targeted customer’s value-proposition
which –to create value- provides the context for intangible-assets. The strategy desired outcomes
are described by the financial and customer perspectives. The internal-process-perspective
describes the few crucial processes those influence strategy. Strategy most significant tangible
assets are described by the learning-and-growth-perspective. (Kaplan & Norton, 2004)
The Strategy-map does (i) outlining the plan’s fundamental business logic, (ii) illustrating the
internal/external stakeholders’ implications, (iii) codifying the needed organisational
competencies, (iv) seeking the skills’ types and knowhow staff needs, (v) defining resources to
be invested. It is complemented by BSC which tackles how efficiently/effectively deliver the
plan, and by implementation plan which displays how the activities to present the plan should be
sequenced and posited. (Ross, 2014)
Developing Strategy map
Here, Niven (2002) and Ross (2014) are pursued to develop the strategy-map using Balanced-
scorecard.
Drivers
Apart from motives mentioned in Part-1 of this report, responsiveness to unsolicited-proposal
(Tayeb, 2000), market-alliances, and AGO-College mission/vision drive towards
internationalization.

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Strategy-Map
Objectives answer the drivers. To let the strategy-map tells the strategy story; proper BSC
perspectives will be selected. Two to five objectives per each perspective are reasonable, and too
many and too few objectives lead respectively to less-focus and generic map. (Ross, 2014)
As AGO-College KPI’s are confidential, measures have been assumed and compared to those of
few competitors.

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Balanced Scorecard
Before starting the BSC creation there are important steps have to be considered: promoting
objectives, defining the right organizational unit, acquiring executive sponsorship, creating BSC
team, formulating project plan, and promote a communication plan. Strategy-map will be
executed after numerous intensive brainstorming sessions and interviews with key-business-
executives, leaders and middle-managers. (Niven, 2002)
The following steps are persuaded to develop balanced-scorecard:

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Financial Perspective
To be financially successful and achieve the vision, how to appear to shareholders.
1. Increase revenue: as it is private business, AGO-College seeks increasing revenues for
financial sustainability. AGO-College envisions being a global leader in vocational-
training which needs enough financial-resources. Establishing global business needs to
exploit the tangible (financial/human) and intangible (knowledge/technology) assets. The
target is 20% increase in revenue for the first year by continual-delivery of in-house
service and e-learning. Mission and Vision need to be revised and aligned with the
financial goals/situation.
2. Obtain Funding: it depends mainly on AGO-College responsiveness to the Libyan
proposal. As Libyan government plans to restructure/rebuild the country including the
HR-development, Libyans offer upto 40% capital investment to AGO-College to
contribute to human-capital development/training and develop the vocational

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education/training industry in Libya creating partnerships with public and/or private
sectors. This will ultimately lead to establishing vocational education/training clusters.
Having such financing, AGO-College will also utilize the tax exemptions offered by the
Investment-Law number 9 (Privatization-and-Investment-Board, 2014). This will
contribute to achieving the corporate-vision of being international leader in vocational-
training in two parallel ways: (i) having access to Libyan market secures more
orders/transactions with current/new customers; (ii) securing funds to develop new
college(s).
Customer Perspective
To grow the shareholders value, how to appear to customers?
3. Customer satisfaction/retention: more than fifteen years AGO-College has been
providing education/training services for about ten employers in public, Oil&Gas and
financial sectors those applied pressure on Libyan government to invite/approach AGO-
College. Tayeb (2000) stated that networks are substantial for global-business and
augmenting relations, as they impact the firm’s international activities.
Satisfying/retaining these customers will support securing the fund and governmental
incentives, minimize barriers, and secure orders which all serve the financial performance
(growing shareholders value): (i) keeping customers buying from AGO-College increases
revenue; (ii) enhancing customer loyalty/relationship maintains the customer support to
obtaining the funding. This is fulfilled by minimizing complaints number to 90% less,
and creating value-proposition such as “Redesigning Curriculum”. Marketing-Mix needs
to be improved mainly in terms of product, place, people, and process. This augments
reputation and brings new customers, which in turn supports the financial-position.
4. Responsiveness and Developing Partnerships: AGO-College current and prospective
Libyan customers, government and other private organisations desire to locate the
vocational education/training. Sending students/trainees abroad is costly, while delivering
programmes locally saves time and allows more students at lower costs. AGO-College
responsiveness to the Libyan offers has benefits like funding and internationalization.
Unsolicited-proposals from abroad are very important for a firm to start
internationalization (Tayeb, 2000). Establishing such business in Libya will bridge

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technology/knowhow to the country, contribute to the development programmes, as a
result increases the customer and demand, hence revenues. Responsiveness leads to
partnership which should secure minimum number of deals/orders of at-least $5
million/year. As per Hill (2011), joint-venture plays key role in entering new global-
market. AGO-College needs to adjust/adapt its system/structure to run global-business
via strategic-partnership.
Capabilities
To satisfy customers, what capabilities/processes to excel at?
5. Establish International-Business division/understand the new market and its culture: in
order for AGO-College to keep pace with internationalization requirements, it needs to
establish a new division within its structure along with required competencies. This
division will initially start preparing for cross-border trade, implement large portion of
the strategy. It will conduct further market-research and cultural-analysis as well as
international-marketing. Improving service, updating courses, creating value-proposition
etc are important for customer satisfaction/retention/acquisition, and targeting other
segments. IB division success depends mainly on attaining minimum 250 new-enrolled
international students annually. Responsiveness to Libyan and the response speed rely on
IB division performance which expected to be achieved within the planned duration.
6. Promoting e-learning: since establishing a global-business takes time (Vessele, 2012),
AGO-College can continue delivering in-house service and start redesigning curricula to
meet the Libya needs (Harvey, 2004) and develop the IS/IT using the latest technologies
to match e-learning requirements. The performance-indicator is the number and diversity
of online-courses those should be minimum 95 courses. E-learning can initially expedite
responsiveness which is accomplished later when delivering service directly/locally. This
leads to customer satisfaction/acquisition and steps towards responsiveness.
7. Have office: as mentioned about Libyan culture, AGO-College needs to send a team for
face-to-face discussion/negotiation, and once principles agreed with counterparts, further
steps can be taken forward such as forming business-unit, establishing office, mobilizing
facilities/logistics, recruit locals, assign expats etc. It is targeted to start with 10
employees and upon needs staff maybe enlarged. This unit will collect data communicate

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with Libyan customers/counterparts about improving current service,
discussing/negotiating proposal, strategic-alliance, etc.
Learning and Growth
To build competencies and business processes how to sustain abilities and improve human-
capital?
8. Have adequate-people and information-capital: it is necessary to hire qualified people
from inside/outside the organization those aware of international-business and cultures;
particularly Arab culture. AGO-College can recruit Libyans/Arab to work at headquarter
and in Libya, especially those graduated from AGO-College and western-educated (they
often aware of Canadian culture/system in addition to that of Libya). Recruitment will be
outsourcing to recruitment agencies. 7 professionals are targeted to suffice the adjusted
processes and capabilities. They will be part of the IB-Division and the Libyan office. Oz
(2009) claimed that information-system is core for global-business. Cavusgil (2009)
argued that understanding global-market needs international-market research. Excessive
focus on gathering information on indicators could lead to derail the strategy (Ross, 2014).
9. Development and training: 45% of staff is targeted to have training mainly in Libyan
culture, international business and IS/IT to satisfy the internal–process needs, and provide
required capabilities.
10. Motivation: Shah (1996) posited that employees’ rewards and incentives are significant
for strategy successful implementation.
Strategy Readiness
Any strategy, even the best, cannot succeed without its readiness for which it is a must to align
AGO-College human-capital (employees knowledge, skills, and talents), information-capital
(database, IS, technology-infrastructure, and networks) and organizational-capital (firm’s culture,
leadership, ability of sharing knowhow among employees, and the way of aligning employees
with strategy goals) (Kaplan & Norton, 2004) as displayed above under Learning-and-Growth
perspective.

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IV. STRATEGYIMPLEMENTATION
Choosing a good strategy does not necessarily lead to success. Strategy ineffective
implementation is caused by poor performance rather than inadequate-developed strategy.
Implementation is considered a control process, and typically involves choices of how to
efficiently align activities and responsibilities with the organisational objectives, strategies and
employee needs and ambitions. (Ungson and Wong, 2008)
Critical Evaluation
Researchers have not adequately covered strategy implementation as much as strategy
formulation. Furthermore, managers often put bigger efforts on formulation rather than on
implementation (Ungson and Wong, 2008; Atkinson, 2006; Shah, 1996).
Researcher Debate
(Shah, 1996)
Strategy implementation depends on strategy development process,
effective leadership, top management commitment and engagement in
the implementation process, and employees’ incentives and rewards.
(Niven, 2003)
Vision, people, resources and management are the most factors impact
the implementation.
(Ungson and Wong,
2008)
Strategy implementation relies on five variables: strategy with needful
tasks, individuals engaged in implementation, organisational-formal
structure and processes, and corporate cultures.
(Kaplan and Norton,
2004)
Human-capital, information-capital and organisational-capital are
essential in implementing any strategy.
Moreover, Banat (2014) posited that the strategy implementation starts with defining the tasks,
decisions, and relations. The strategy is then accomplished by fundamental administrative
activities in shape of manager’s action plan.
Nevertheless, Umukoro et al. (2009) believes that there is no universally strategy-
implementation best approach.
The author sees that the following discussion is important to be addressed to AGO-College:

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Communication: successful implementation needs everyone within AGO-College from the
General Manager to the receptionist to realize what their organisation tries to achieve, and how
they contribute to the strategy achievement. The BSC formed the strategy in a way that such
strategy is communicated to each individual (Ross, 2014).
However, AGO-College will face some challenges in communicating the strategy to the concern
people in Libya such as Libyan employees and potential partners.
Change: as employees generally resist the change (Ungson and Wong, 2008), AGO-College
should manage effectively it, defeat internal resistance, and convince its entire staff with by
communicating the strategy effectively/efficiently. AGO-College will also need to overcome the
conflicts between the strategy implementation and the present power structure.
Control: Atkinson (2006) concluded the significance of building-up effective/strategic control-
systems and how essential these communicate with other operational and management control-
systems to assure delivering the strategic objectives. In return this requires determining the
performance targets and indicators/measures those create long-term value while interposing
short-demands. In addition to involving employees at all organization’s levels in strategy
discussion, balanced-scorecard addresses the effective interpose between strategy and activities.
Nevertheless, the effective integration between balanced-scorecard and strategic/management
control-systems restrains implementing strategy successfully.
Measurement: as strategy is built on hypothesis, it is significant to know the aimed results and
success degrees. The BSC assists in tracking progress versus the set objectives and the actions.
(Ross, 2014)
Even though, any poor or insufficient information sharing among individuals and divisions could
cause wrong measurements thus implementation failure.
AGO-College strategy-map and BSC face a challenge of getting information from Libya. It is
difficult and takes time for some objectives to measure directly the attainment which need lead-
indicators to drive the performance, for example staff-motivation, data-collection,
responsiveness, and enhancing relationships. Estimating indicator cycle time, and targets are
another challenge, as they are hypothesis depending on the objectives.

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However, Kaplan and Norton pointed out that information is not needed on all aspects (Ross,
2014).
Alignment: successful strategy needs all parts to collaborate and work together in synergy. The
BSC enables cascading objectives down across various functions so it works at the whole AGO-
College and operational level Ross (2014).
Accord to the above debate and evaluation, the following table concludes the steps to be
considered for implementing AGO-College strategy.
1. AGO-College must have the necessary structure, talent and skills to realize the strategy.
Since the strategy concerns internationalization, the new international-business division
could lead the implementation process.
2. Top management must allocate strategy-supportive budget providing the needed resources
including facilities and people.
3. Identify decision types and the key-sequenced activities with action plan including targets
and certain dates.
4. Build an internal administration system with policies, regulations and procedures to create
desired kinds of behavior, information-system to secure information on time, and any other
administrative and inventory needs and services that support in strategy implementation.
Such systems must back the management process and how the seniors work together, and
monitor the implementation progress.
5. Strategy accomplishment requires influencing the divisions and individuals via incentives,
standards, control, constraints, and rewards.
6. Formulate the corporate culture so that the organisation works hardly/intelligently to
accomplish the strategy.
7. Apply strategic leadership seeking commitment to accomplishing the strategy, and using
power to build a consensus that upholds the strategy.
Implementation Process
According to Ross (2014), strategy-map becomes generic and less-focus when positing many
objectives; the reason behind limiting the initiatives to the core ones. In the same context, Gantt-
chart displays only the key/major activities which have been arisen from the Map/BSC core
initiatives. The chart shows three milestones: Planning, Plan-Development, and Plan-
Implementation each with its key activities. This section focuses on the implementation
plan/stage.

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Strategy-map and
BSC Initiatives
Described Activities
Revise mission & vision
Collect background material (mission, vision, competencies, etc.)
and accordingly create a consensus of why AGO-College exists,
and what type of future it seeks. Interview executives. Then
mission and vision statements can be revised and communicated
to the entire organisation from top to bottom.
Study the offer. Review
Invest. Law-9.
Research/assess plan
The Libyan unsolicited proposal will be firmly discussed
internally and evaluated. Investment law-9 will also be reviewed
and address any comments to the Investment Board.
Market Research, internal and external analysis will be
conducted, as well as competition and risk analysis to test the
business environment, industry attractiveness, etc using SWOT,
PESTEL, Porter’s 5 Forces and others.
Develop a plan, allocate resources and submit the plan to the top
management for approval.
Enhance customer
relationships. Improve
marketing mix. Create
value proposition.
Marketing-Mix needs to be improved mainly in terms of product
(improve quality, diversify service, redesign curricula), place
(near distribution channels), people (qualified and skilled staff),
and process (delivery via online, through agent or direct). These
augments reputation, satisfy/retain current customers and brings
new customers. Create value proposition like Redesigning
curriculum that meets the Libyan needs.
Identify partner then sign
JV agreement. Agree min.
orders
Evaluate the partnership proposals and select. AGO-College
could, too, consult its customers about who could be the best
partner. Once identified, further discussion and negotiation to be
held then end up with signing an agreement.
Revise structure & policy.
Allocate team
Revise the headquarter structure and policy is such a way to
develop IB division and to accommodate new sub-structure in
Libya. Teams will be allocated aligning competencies, talents and
skills with the job requirements
Apply new technology.
Update/redesign courses
As AGO-College provides also e-learning, and since the Libyan
office intranet should be connected to the main intranet, latest
technologies can be adopted to satisfy these needs. Also online
courses need to be redesigned to meet the customer needs.
Engage Libyans supported
by Expats. Mobilize
facilities
AGO-College will hire Libyans to work at the new office and
Libyan (living in Canada) to work at headquarter. Also hire
professionals those are better if they worked in Libya before. Part
of them will lead the operations in Libya. Complete the legal
formalities and registration.

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Outsourcing recruitment.
Select competencies.
Gather information
The above internal process and capabilities need to recruit people.
This activity can be outsourced to recruitment agencies provided
that they recommend highly qualified and skilled applicants and
talents.
Information capital is important for performing and effective
process therefore, AGO-College should update database and
upgrade the information system to keep pace with the business
requirement.
Training in culture/Arabic
language, comm. skills, int.
marketing & ICT.
Swapping individuals and
teams.
Training is significant without which the strategy and even the
rest of operations disrupt and most likely fail. Training
department will involve both existing staff and hired staff in
training programmes such as Arabic language and culture, IS/IT,
communication and leadership skills, international marketing, PR,
etc. Also once the Libyan office is settled, its staff will be
engaged in training programmes that suit the office operations,
for instance IT, English language, marketing, customer service,
education management, PR, communication skills, etc.
Swapping individuals and teams between both organisations has
positive impact on the overall organisational performance. It
enhances the individuals’ confidence, increase knowledge and
awareness of cultures, motivate teams and individuals and
increase challenge.
Link reward to
performance
Both organisations will apply motivation and incentives to
increase the performance, and give rewards accordingly.

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CONCLUSION
As the motivation, risk and managerial-control over business influence the internationalization
decision, the responsiveness is a motive that requires more involvement, for example entering
into strategic-alliance which in turn needs high control over such alliance. This high-degree
involvement increases the risk associated with instable the Libyan situation unless stabilized.
What are the optimal entry-modes with which AGO-College in-one-hand responds to the Libyan
offer and attain the vision, on-the-other-hand has high control and low risk?
As the strategy has been built mainly based on the response to the Libyan proposal and entering
into partnership, and although the Libyan-political situation uncertainty, AGO-College can
maintain delivering its services in-house (Canada) with the possibility of adopting distance-
learning approach, and as soon as the Libyan situation stabilizes, it can then enter the market
through franchising and then into joint-venture.
There are differences between the Libyan and Canadian cultures except in Masculinity, however,
ALO-College can overcome them by implicating Libyans and expats those have experience in
Libya/Arabic-homeland in the new staff.
The author sees that some Libyan dimensions need to be revised considering even the rural areas
and new generations who are more open.
Putting more details into the strategy-map disrupts the strategy. However, following this
approach eliminate engaging some elements without which the implementation is disturbed. The
effective integration between balanced-scorecard and strategic and management control-systems
suppresses strategy successful implementation. Aligning human, information and organisational capital is
fundamental for strategy readiness.
Researchers and executives did consider the strategy implementation as much as its formulation which
keeps open door for further researches and improvements. Some researches debate that there is no
universal-best approach to impalement strategy.

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APPENDIXES
Appendix-1 Trompenaars Model
1. Universalism versus particularism. Universalism implies applying the rules objectively
regardless the individual circumstances like in Switzerland and US, while particularism is
more subjective where relationships mostly govern the obligations like in Spain and
Chine.
2. Individualism versus collectivism. Trompenaars approached is almost identical to that of
Hofstede. Al-Soufi (2005) claimed that this dimension has strong impact on the decision
making in Arabic organisations.
3. Natural versus emotional. This represents the emotion degree presented in the workplace
affecting decisions. Some organisations rely on objective reports and analyses like
Germans, whilst others consider subjectively opinions and intuitions like Italians and
French.
4. Specific versus diffuse. Boss-subordinate relationship is “specific” when validated in the
workplace like in Holland and Australia), whereas it is “diffuse” when this relation
extends even out of professional context like in China and Japan.
5. Achievement versus ascription. Power/status source and affect are dependent on the
individual’s task achievement, performance and experience where females and young
people have chances to fulfill positions and promotions such as in Germany. The opposite
is ascription where individual age, class and gender are usually the defining factors for
e.g. Recruitment and promotion like in Egypt and Turkey.
6. Sequential versus synchronic (attitude towards time). Northern-Europe countries are
more punctual and plan events based on specific timetable. Arab, South-Europeans and
Latin-Americans are less punctual and tend to deal simultaneously with several issues.
Al-Soufi (2005) argued that keeping deadlines is not as important as relationship for
Arab, thus they come late to meetings and could extend them where all issues expected to
be discussed, and nothing will be finalized before Arab takes enough time to discuss
simultaneously every single item.
7. Attitude to nature/environment. Two different attitudes toward believing whether or not
the nature can be controlled. Some cultures emphasize subduing environment, while

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others emphasize working in harmony with nature/environment. Philosophical variances
and religious impact this dimension.
(Daniela et al. 2013; Rugman and Collinson, 2012; Deresky,2011; Hill, 2011a; Hill 2011b; Tayeb, 2000)
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