Learning to Think Strategically

Description

Strategic thinking has become a core competency for business leaders globally. Overused and under-defined, the term is often used interchangeably with other strategic management terms. This textbook delineates and defines strategic thinking as an advanced, conceptual cognitive capability, focusing on the nonlinear, divergent, a-rational and informal nature of strategic thinking. This unique and practical text is an original primer of how successful strategists learn to think strategically. In this fourth edition, the author offers an expanded definition of strategic thinking based on critical theory. This book highlights the role of informal learning, underscores the relevance of engaging in the arts, and has global application for those tasked with making strategy in this rapidly changing world. Sloan presents a previously unexamined account of the relationship between strategic thinking and the learning process involved ― taking learning from the academic to the everyday. New features include an expanded list of learning methods to develop strategic thinking, a more extensive look at global cultural perspectives of strategic thinking, additional scenarios and case vignettes, and online resources comprising test bank questions and lecture slides. This book is vital reading for MBA, Strategy, Leadership Development, and Executive Education students. The practical nature of this book also makes it valuable for business and policy executives, as well as managers and emerging leaders looking to develop their strategic thinking skills. Cover Half Title Title Copyright Contents List of figures, tables, and boxes About the author Preface Acknowledgments Introduction Organization of the book Part I: How did we get here? Strategy: a snapshot 1 Chronology of strategy Ancient Greek concept of strategy Military influence on strategy Twentieth-century corporate strategy Strategy and the academy Strategy and consultancies Shift in corporate strategy role 2 Contemporary competing views of strategy Technical rational influence Emergent theory influence Comparative discussion Complexity theory Chaos theory Implications of the history of strategy Strategic planning and strategic thinking: two sides of the coin 3 Global sketches of strategy Three legendary strategists from across the globe and across the ages Culture’s influence on strategic thinking Modern strategic dilemmas Part I: Summary and questions Part II: How do we learn to think strategically? Formal learning takes a backseat to informal learning 4 What is strategic thinking? Cognitive Clusters for Strategic Thinking and Strategic Planning™ The Sloan Triad Model of Strategy™ 5 Informal and formal learning defined Informal learning Incidental and intentional learning Formal learning refuted 6 Context and learning transfer as factors in the strategic thinking process Metaphor as a learning transfer mechanism 7 Three-stage model for learning strategic thinking Preparation stage Experience stage Reevaluation stage Role of reflection in the three-stage informal learning process Part II: Summary and questions Part III: How do we get started? Build a foundation 8 Framing as a structural process Framing Shifting and shattering frames Critical reflection as a tool for shifting and shattering frames Reframing Six framing traps that impede reframing The double-edged sword: experience and expertise 9 Learning domains used for strategic thinking Data, information, and knowledge Three predecessors of the surf and dive learning domains The surf and dive learning domains Transformative learning Content, process, and premise reflection Part III: Summary and questions Part IV: How do we test the foundation? Critical dialogue and critical inquiry as essential parts of learning to think strategically 10 Role of critical dialogue in the strategic thinking process Three factors of a good strategic thinking dialogue Comparison: critical dialogue, discussion, and debate Learning to dialogue 11 Role of critical inquiry in the strategic thinking process Good questions Critical dialogue in the three-stage learning process Seven dimensions that benefit from critical inquiry Part IV: Summary and questions Part V: How do we “know” this? Intuition as an outgrowth of experience Strange bedfellows: intuition and analysis as partners in the strategic learning process 12 Intuition as a must-have for learning to think strategically Tacit knowledge The intuition factor and framing Noticing “red flags” Challenging through reflection in action and reflection on action The element of surprise 13 The roles of analysis and intuition in strategic decision making Intuition as a check on analysis Analysis as a check on intuition Decision-making approaches to strategic thinking Coordinating intuition and analysis Part V: Summary and questions Part VI: What role does culture play? You’d be surprised: culture as a factor for learning to think strategically 14 The role of culture on strategic thinking Culture’s impact on pattern recognition Typical faux pas Cross-cultural dimensions impact frames Challenges of introducing strategic thinking across cultures Shattering and reframing across cultures Everyone can learn to think more strategically 15 Debunking the myth of the chosen few: five attributes Imagination Broad perspective Juggle No control over Desire to win Interplay of the five attributes Storytelling as a technique for attributes integration Part VI: Summary and questions Part VII: How to become a stronger strategic thinker? Engage in the arts 16 Strengthen strategic thinking through the arts Advantages of engaging in the arts Arts support the five attributes Critical reflective processes strengthen the five attributes 17 Three unconventional approaches that support learning to think srategically AND polarity thinking Metaphor Drawing Three conventional learning processes Adaptation – a strategic expectation Part VII: Summary and questions Part VIII: Where do we go from here? Suggestions for learning to think strategically 18 Where we’ve come from and where we can go: some suggestions Suggestions for individuals Suggestions for learning facilitators Suggestions for business school curricula Suggestions for organizations A “cheat sheet” for individuals and organizations Part VIII: Summary and questions Final summary Bibliography Index