VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12

Posted by Zachary Edwards on Mar-22-2018

The VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12 will look at each of its internal resources one by one to assess whether these provide sustained competitive advantage. The Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis also mentions at each stage whether these resources could be improved to provide a greater competitive advantage. Lastly, the resources analysed are summarised as to whether they offer sustained competitive advantage, has an unused competitive advantage, temporary competitive advantage, competitive parity or competitive disadvantage.

Valuable

• The Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis shows that the financial resources of Using Auto Racing as a Model to Teach Economics for Grades K-12 are highly valuable as these help in investing into external opportunities that arise. These also help Using Auto Racing as a Model to Teach Economics for Grades K-12 in combating external threats.
• According to the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12, its local food products are a valuable resource as these are highly differentiated. This makes the perceived value for these by customers high. These are also valued more than the competition by customers due to the differentiation in these products.
• The Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis shows that Using Auto Racing as a Model to Teach Economics for Grades K-12's employees are a valuable resource to the firm. A significant portion of the workforce is highly trained, and this leads to more productive output for the organisation. The employees are also loyal, and retention levels for the organisation are high. All of this translates into greater value for the end consumers of Using Auto Racing as a Model to Teach Economics for Grades K-12's products.
• According to the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12, its patents are a valuable resource as these allow the firm to sell its products without competitive interference. This results in greater revenue for Using Auto Racing as a Model to Teach Economics for Grades K-12. These patents also provide Using Auto Racing as a Model to Teach Economics for Grades K-12 with licensing revenue when it licenses these patents out to other manufacturers.
• The Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis shows that Using Auto Racing as a Model to Teach Economics for Grades K-12’s distribution network is a valuable resource. This helps it in reaching out to more and more customers. This ensures greater revenues for Using Auto Racing as a Model to Teach Economics for Grades K-12. It also ensures that promotion activities translate into sales as the products are easily available.
• According to the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12, its cost structure is not a valuable resource. This is because the methods of production lead to greater costs than that of competition, which affects the overall profits of the firm. Therefore, its cost structure is a competitive disadvantage that needs to be worked on.
• The Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis shows that the research and development at Using Auto Racing as a Model to Teach Economics for Grades K-12 is not a valuable resource. This is because research and development are costing more than the benefits it provides in the form of innovation. There have been very few innovative features and breakthrough products in the past few years. Therefore, research and development are a competitive disadvantage for Using Auto Racing as a Model to Teach Economics for Grades K-12. It is recommended that the research and development teams are improved, and costs are cut for these.

Rare

• The financial resources of Using Auto Racing as a Model to Teach Economics for Grades K-12 are found to be rare according to the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. Strong financial resources are only possessed by a few companies in the industry.
• The local food products are found to be not rare as identified by Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis. These are easily provided in the market by other competitors. This means that competitors can use these resources in the same way as Using Auto Racing as a Model to Teach Economics for Grades K-12 and inhibit competitive advantage. This means that the local food products result in competitive parity for Using Auto Racing as a Model to Teach Economics for Grades K-12. As this resource is valuable, Using Auto Racing as a Model to Teach Economics for Grades K-12 can still make use of this resource.
• The employees of Using Auto Racing as a Model to Teach Economics for Grades K-12 are a rare resource as identified by the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. These employees are highly trained and skilled, which is not the case with employees in other firms. The better compensation and work environment ensure that these employees do not leave for other firms.
• The patents of Using Auto Racing as a Model to Teach Economics for Grades K-12 are a rare resource as identified by the Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis. These patents are not easily available and are not possessed by competitors. This allows Using Auto Racing as a Model to Teach Economics for Grades K-12 to use them without interference from the competition.
• The distribution network of Using Auto Racing as a Model to Teach Economics for Grades K-12 is a rare resource as identified by the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. This is because competitors would require a lot of investment and time to come up with a better distribution network than that of Using Auto Racing as a Model to Teach Economics for Grades K-12. These are also possessed by very few firms in the industry.

Imitable

• The financial resources of Using Auto Racing as a Model to Teach Economics for Grades K-12 are costly to imitate as identified by the Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis. These resources have been acquired by the company through prolonged profits over the years. New entrants and competitors would require similar profits for a long period of time to accumulate these amounts of financial resources.
• The local food products are not that costly to imitate as identified by the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. These can be acquired by competitors as well if they invest a significant amount in research and development. These also do not require years long experience. Therefore, the local food products by Using Auto Racing as a Model to Teach Economics for Grades K-12 provide it with a temporary competitive advantage that competitors can too acquire in the long run.
• The employees of Using Auto Racing as a Model to Teach Economics for Grades K-12 are also not costly to imitate as identified by the Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis. This is because other firms can also train their employees to improve their skills. These companies can also hire employees from Using Auto Racing as a Model to Teach Economics for Grades K-12 by offering better compensation packages, work environment, benefits, growth opportunities etc. This makes the employees of Using Auto Racing as a Model to Teach Economics for Grades K-12 a resource that provides a temporary competitive advantage. Competition can acquire these in the future.
• The patents of Using Auto Racing as a Model to Teach Economics for Grades K-12 are very difficult to imitate as identified by the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. This is because it is not legally allowed to imitate a patented product. Similar resources to be developed and getting a patent for them is also a costly process.
• The distribution network of Using Auto Racing as a Model to Teach Economics for Grades K-12 is also very costly to imitate by competition as identified by the Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis. This has been developed over the years gradually by Using Auto Racing as a Model to Teach Economics for Grades K-12. Competitors would have to invest a significant amount if they are to imitate a similar distribution system.

Organisation

• The financial resources of Using Auto Racing as a Model to Teach Economics for Grades K-12 are organised to capture value as identified by the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. These resources are used strategically to invest in the right places; making use of opportunities and combatting threats. Therefore, these resources prove to be a source of sustained competitive advantage for Using Auto Racing as a Model to Teach Economics for Grades K-12.
• The Patents of Using Auto Racing as a Model to Teach Economics for Grades K-12 are not well organised as identified by the Using Auto Racing as a Model to Teach Economics for Grades K-12 VRIO Analysis. This means that the organisation is not using these patents to their full potential. An unused competitive advantage exists that can be changed into a sustainable competitive advantage if Using Auto Racing as a Model to Teach Economics for Grades K-12 starts selling patented products before the patents expire.
• The distribution network of Using Auto Racing as a Model to Teach Economics for Grades K-12 is organised as identified by the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12. Using Auto Racing as a Model to Teach Economics for Grades K-12 uses this network to reach out to its customers by ensuring that products are available on all of its outlets. Therefore, these resources prove to be a source of sustained competitive advantage for Using Auto Racing as a Model to Teach Economics for Grades K-12.

From the VRIO Analysis of Using Auto Racing as a Model to Teach Economics for Grades K-12, it was identified that the financial resources and distribution network provide a sustained competitive advantage. The patents are a source of unused competitive advantage. There exists a temporary competitive advantage for employees. There exists a competitive parity for local food products. Lastly, the cost structure of Using Auto Racing as a Model to Teach Economics for Grades K-12 is a competitive disadvantage. Research and Development is also a competitive disadvantage.