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Strategy is a plan to gain an advantage. Strategy is not the objective-it's how you are going to get to the objective. Strategy is the processóthe way that you carry yourself as you try to accomplish the objective or goal. Specifically, strategy is the plan to gain a competitive advantage for your organization (Ollhoff, 2006).

The study of strategy has many components to it and relevance can be found from the earliest writings (primarily centered on strategy of warfare) to the organizations of today. This instruction guide is intended to provide a central core of insights and activities that will help bring the study of strategy to life in a variety of class-learning settings. The focus will be on strategic thinking versus operational, with there being several over arching themes associated with that shift. Strategy can be viewed as more long term, conceptual, and with a wider more 'big picture' viewpoint.

In the Ollhoff book, strategy is perhaps as much defined by what it is not as what it is. Not the same as mission, objective, or tactics; strategy is the plan to achieve sustainability or a competitive advantage (Ollhoff, 2006). Strategy in essence is Planning, with a capital P, but involves much more than just the steps of a short-term plan. This will be highlighted and experienced through these learning activities

A variety of learning groups and sizes can be effectively facilitated through these strategy activities and exercises. Large groups and full-class sizes are effective for summarizing and content-driven explanations, however, to promote more interaction, learning audiences over 6 should be broken into smaller work-groups (from pairs up to 5 per group). The conclusions and insights these small-groups arrive at can then be shared back with the larger group in a presentation. Then, an open discussion format upon reconvening the entire group will serve well in comparing and contrasting the insights gathered within the small groups.

The emphasis should be placed on maximizing discussion, encouraging 'real-world' experiences, and learning-group interaction. This aim will do several key things; draw out the subject content, promote within-group interactions, and incorporate learners' life examples into the learning process.

Instructional activities

The use of interactive processes and discussion will deepen and personalize the understanding of these fundamental strategic planning issues and topics. There are many ways to modify these activities to accommodate delivery types, group-sizes, and unusual audiences. Here are a few suggestions:

1. Larger groups and audiences. Although interaction amongst the participants is problematic in larger groups, it is still a powerful element that can both capture the learning and utilize the varied experiences within the learning audience. Utilize methods that increase the interaction amongst the learners, in adult learners especially, this engages their interest and makes connections with some real experiences they have had, or are currently involved with.
2. Within a classroom. A mix of small-group, role-plays (with active observation), and variety in activities will put depth and meaning into the concepts being covered. For example, breaking into groups (3 to 5 people maximum is recommended) to discuss and report back to the larger audience will facilitate this. Volunteer role-players (in pairs) can act out scenarios sparked by a strategic concept that emerges or is being specifically covered. Remember, variety in the approaches and methods will hold interest and draw out experiences through the learning group's interactions.
3. Smaller learning groups. Many times smaller groups and specific work-teams may be a separate learning group. Introducing discussions that are both specific to their common work place (and possible problem areas), and some topics with dramatically different functional underpinnings can both be important. The understanding of strategic issues from both a familiar and more exotic standpoint helps to illustrate more vividly. Such as, Battle of Cannae (Hannibal's cunning strategies with Carthage vs. the Roman's strength) compared to how a small regional grocery might compete against Wal-Mart today. A learning key here is to maximize perspectives and variety to round out the study and understanding of Strategy.
4. On-line or remote. Relating to delivery of course content, establish a clear timeframe for initial responses to the key strategy, theme, and/or concept. Follow up with clear expectations for asynchronous postings within and across the learning group (suggested, within 1 week after initial post). This will maximize interactions, immediacy, and relevance to each learner with the others in the learning group.

Encourage strategic thought, which needs to be by definition intentional and thoughtful. Let the real-world examples and insights enter into the learning process and embrace the unexpected ideas, questions that come from the strategic learners. The key is facilitation of the learning audiences' experience and directed study of strategic conceptual thinking.

SUGGESTED DISCUSSION QUESTIONS

1. Here are 3 (of many) business success suggestions, how would you develop a strategy that uses them individually or in combination?
   1. Focus on the client's needs
   2. Develop a unique business proposition
   3. Focus on results

   Compare and contrast if you find multiple strategic directions.

2. In groups, discuss the key differences between strategic thinking and operational thinking. Operational thinking is the day to day, problem solving, managerial kind of work. Strategic thinking is broader and more holistic (Ollhoff, 2006).

   Now, choose several instances where one type or the other was especially useful or caused a larger problem to emerge. Take each negative case and isolate how the other type of thinking would have more capably solved the issue(s). Isolate why the positive outcome examples were so well served by the solutions that were used.

3. You are the new owner of a floundering organization; choose the industry and area you are in. Set 4 key objectives, and using strategy as the process to accomplish these objectives, what are the first 5 steps of your business plan? Discuss possible alternatives, rationale, and possible plusses and minuses of your plan rolling forward.

LEARNING ACTIVITIES

1. DEFINITION: Introduce a variety of definitions of strategy, and gather (actually listing on a PowerPoint slide or flip-chart is best) the various key elements that the learning group sees as germane to answering the question... Strategy, what actually is it?

   Make small discussion groups: in groups of approximately 3 or 4, continue defining strategy in first general then moving to more specific terms. Compare back to the original whole-group list.

2. From the Ollhoff work (2006)

   Strategy is a plan to gain an advantage. Strategy is not the objectiveóit's how you are going to get to the objective. Strategy is the processóthe way that you carry yourself as you try to accomplish the objective or goal. Specifically, strategy is the plan to gain a competitive advantage for your organization.

   Learning groups should de-construct this definition. Key elements should be; strategy, advantage, objectives, accomplishing goals. From the discussion, have the groups highlight "real-world" and chose examples that illustrate current examples that fit this strategic definition for them. Small groups should be prepared to share an overview of each discussion and any key (or unexpected) items that came up.

   Conclude this exercise with comparisons of large group vs. small group conclusions. Highlight those parts that are interrelated, as well as, any that show dramatic contrast.

3. Many times through the process of following a strategy, there is not both a short-term and long-term success. Again within smaller groups, discuss this question: Why and how could short-term strategic plans fail long term? Give examples.

4. Open discussion should be encouraged (in large or small groups) to better understand the complexity and implications of strategy. Use the following quote from the Ollhoff (2006) text:

   ... Further, it's a plan to gain a sustainable advantage for your organization. It's easy to gain a short-term advantage, if you simply mortgage your future. The advantage has to be a sustainable one. So, strategy is the plan to gain a sustainable, competitive advantage for your organization (Ollhoff, 2006).

5. Use the 5 key aspects of Henry Mintzberg's strategy definitions in a conversation about current business events. Within small groups (3 to 5 in each); how do you see the five different ways people used the term, strategy?

   To some people, strategy is a pattern, plan, position, perspective, ploy. How do these play out individually or in combination in the current events that are being discussed?

Maginot Line 1929 through 1940.

The Maginot Line, begun in 1929 and finished in 1940, was a tremendous feat of engineering...

They believed the strategy was perfect. The objective was to keep the German army out. The strategy was the Maginot Line.

Then, in 1940, the German Army simply walked around the fortresses (attacking through Belgium) and flew over the top of the fortresses. France fell quickly, and the massive fortresses of the Maginot line hardly got off a shot (Ollhoff, 2006).

CASE STUDY: form small groups, maximum of 5 people per group. Discuss the case without interaction across groups, this will allow the possibility of a wider set of alternative strategies that can be discussed when the larger group is re-convened. Hint: introduce the exercise as a competitive game for arriving at the most useful and complete strategy and defensive tactics.

Knowing the historical significance of this failed strategy, how would you have planned the French defense differently, with what expected results? Be specific and separately state the mission, goal, strategy (key steps), and tactics. Compare your group's plan with others and discuss the common themes and tactics. Also, have any elements that are unique to any specific group's plan be presented. Isolating through open discussion what the rationale is behind creative solutions and strategies is crucial to understanding the pattern of strategic steps and how they may (or may not) contribute to the success of the overall mission and goals being sought. As exemplified by the Maginot Line case study at the end of Chapter 1, even a solid and thoughtful strategy may miss the mark.

To conclude, what unique circumstances could make your group's Maginot defense ineffective? Keep in mind that any defensive outcome is dependent on the offensive threat, including deception, new tactics and/or unexpected tactics, and sometimes luck. (David's rock-sling versus Goliath's overpowering size?) Other vulnerable elements?

Thoroughly discuss the similar or contrasting tactics and results that can occur from the interplay of offensive and defensive strategies. Use the small-group French defensive plans to start and then branch out to more universal and general concepts. Be creative and bring in current examples to illustrate some key points.

SUGGESTED DISCUSSION QUESTIONS

1. Using the key strategic concepts from Hannibal's victory over the stronger Roman army explained in the Battle of Cannae, what current competitive Organizations have recently used (or could use) some combination of these strategic ideasócunning use of resources, surprise, speed, and deception?
2. Compare and contrast, in an open discussion, how military and organizational strategies can be similar (or different). Use the explanations and readings quoted in Chapter 2 about Sun Tzu's writings about leaders (as warriors) and their strategic vision. For example: What direct connections are there between strategy and competitive advantage, or the importance of leadership skills, other key topics?
3. When looking at strategy through history there are many similar elements that thread through. Some important ones are: thoughtful planning, intelligent use of resources, creativity, knowing and using strengths and weaknesses of oneself and one's opponent. What are some examples of these and other key strategic concepts when looking at successful strategies through the lens of history?

1. Many effective strategies will prove to be ineffective in a different time, set of circumstances, or unique situations. In small discussion groups (pairs or triads are recommended) go over historic examples and critically analyze what strategic elements may be useful in various situations, and what are specific to a time, place, or set of circumstances.

   Within the larger group, explain and discuss the students varying experiences and/or viewpoints on this. How can surprise or creativity be useful in any strategic plan? What historic approaches would be meaningless today? Are there universal components to effective competitive strategy? Promote dialog within the large group of students and encourage current examples that may illustrate the issues and strategic elements.

2. Divide groups of 4 or 6 students in half to debate both sides of several strategy issues stemming from Sun Tzu's writings. Each pairing will have 10 minute discussions (3 minutes for each side to present their viewpoint, with 4 minute follow up debate). Now, exchange the pro and con roles and repeat the small group debates. End with some large group open discussion to isolate key issues and conclude the exercise. Listed below are several short quotes to serve as discussion/debate topics.

   Somewhere about 500 B.C., as legend tells us, a Chinese General wrote a book called The Art of War. It is generally recognized as the first book on strategy, and it is still studied in many business schools today.

   From: Sun Tzu, The grandfather of strategy (Ollhoff, 2006).

   1. Strategy without tactics is the slowest route to victory. Tactics without strategy is the noise before defeat. TRUE or FALSE and debate?

      Sun Tzu promoted self-knowledge as a key component in strategy. One of his more famous proverbs is the following (on three parts):

   2. So it is said that if you know your enemies and know yourself, you will not be imperiled in a hundred battles...
   3. If you do not know your enemies but do know yourself, you will win one and lose one...
   4. If you do not know your enemies or yourself, you will be imperiled in every single battle.

   Have the students take a PRO or CON stance and discuss these strategic tenets from Sun Tzu. Remember to deconstruct the debate-discussions with the larger class-group, and ask for strategic insights that were uncovered and developed.

3. Walk through a very general business issue and write out the highlights of how each time period might typically handle the issue. Choose a relatively universal concern, such as: top-down decision making (extreme vertical power structure), communications gaps, dramatic disconnect with customer needs, others?
   1. Early 1900s
   2. 1950s
   3. 1970s
   4. 1990s
   5. Current business worl

   Stay very general with this and only concentrate on the contrasts of these strategic styles. Discuss these outlines of strategy emphasizing contrasts, similarities, and across time-periods comparisons.

Battle of Cannae, 216 B.C.

Within the Second Punic War in 216 B.C., Hannibal led an impressive victory over the legions of Rome in Cannae. He and the Carthaginians not only defeated the larger Roman force, but did so convincingly. His strategy relied heavily on cunning use of battle resources as well as knowledge of the Roman enemy's strengths and weaknesses, in this case their strength and over-confidence was used against them. Use of surprise, knowing the enemy, leadership and discipline won the day in 216 B.C. but, the elements of strategy are not far removed from the tenets of Sun Tzu's writings.

Suddenly, the Romans found themselves surrounded. Cut off, surrounded, and attacked on all sides, the superior Roman army suffered a crushing defeat. Tens of thousand Roman soldiers surrendered, or were killed or captured. The Roman military had been virtually annihilated.

Hannibal made brilliant use of his knowledge of the Roman strategy. He designed a counter-strategyóa plan that would use the Roman strategy against them. By the use of his strategy he was able to defeat a bigger, stronger, better trained enemy (Ollhoff, 2006).

Within small groups discuss and rank the effectiveness of the following aspects of Hannibal's battle strategy. Most importantly, why were Hannibal's key strategic elements so effective as this battle developed? Was it use of position, style of fighting, uphill position, elephants, others? Was it deception, dust, imitating retreat to out-flank the Romans, using their superior numbers and over-confidence? Knowing the strengths of both themselves and Roman opponents? Others?

What other important aspects of the strategy do your groups' see as important? Why?

Take time to explain and discuss the following statement (Think of a small grocery chain versus impending doom from a Wal-Mart, Sam's Club market entry, or similar situation). How might these combinations of elements that all focus on strategic surprise and playing off the strengths of the larger enemy (make their strengths work against them) be used in competitive industries today?

To conclude, a possible hypothesis is that there is no universal strategy that will always work. If strategies are situation specific then:

Would Hannibal's Cannae strategy against the Romans have been effective at the Alamo versus Santa Ana's Mexican army? Other historic battles (war or industry competition)?

SUGGESTED DISCUSSION QUESTIONS

1. What are your thoughts about the 3 major schools of thought, as outlined in Ollhoff's chapter 3óDeliberate, Emergent, and Adaptive? Do they cover ALL key aspects of strategic thinking and current competitive planning? Why or why not? Give examples to illustrate your point of view.
2. Give an example of when an Organization may have become "stuck in their plan" to the point of losing the effectiveness of their strategy by not adapting their tactics to changes, new information, and/or outside circumstances.
3. Consider the accelerating pace of change in Organizations today, what elements of strategic thought and planning may not be future or change-directed enough to remain effective over time? Use examples you are familiar with, elaborate on what YOU would do to make their strategic efforts more effective.

LEARNING ACTIVITIES

1. Split into learning-pairs to promote wide-ranging and open discussion about the historic schools of thought and current needs for strategic thinking. Dialog for 10 minutes to ascertain key understanding of these schools of strategic thought then another 10 minutes to discuss patterns and clear examples (through business and history) of the strategic elements that were (or should have been) employed.

   Be prepared to report back to the larger learning group about main points covered and brief explanations of key examples.

2. Using the Adaptive style approach (i.e. ready, fire, and then aim), what industries or types of organizations would be best served? Remember that the focus is on marketplace being defined by uncertainty, and a 'trial and error' approach is okay. What situations or circumstances would most likely show negative gaps in this approach the over time?

   Given enough time, use small groups and go through the same process for other strategic approachesóDeliberate, Emergent, Mintzberg's, others?

3. The reading covers various approaches and key schools of thought concerning Strategy. Many (probably most) patterns and tactics in organizational strategy will exhibit common elements and tendencies. Within Ollhoff's chapter 3, the discussion centers on three schools of thought: the deliberate school, the emergent school, and the adaptive school.

   Deliberate= careful analyses and a plan (including steps and tasks) to lead into the future.

   Emergent= cognizant of emerging patterns and strategies as they occur, thoughtful cultivation of organizational learning.

   Adaptive= sees strategic planning as irrelevant, more interested in quick movement due to belief in a chaotic and unpredictable marketplace and organizational environment.

   Through student discussion and critical analysis, have the learners explain these key elements, more importantly, how and when, and in what circumstances would one or the other of these approaches be MOST useful?

4. Role play to further demonstrate how various approaches can intersect and integrate in real-life planning situations. Divide into triads (or 4 students, where one will be the observer-reporter). This will be a big-picture discussion about the strategic philosophy for the organization and includes 1. CEO (emergent school), 2. COO (deliberate), and 3. Director of Operations (belief is eclectic, multi-approach).

   Organizational Scenario is: CEO is reviewing the strategic plan (from an emergent point of view) trying to cultivate a 'learn as we go' strategic point of view.

   By contrast, the COO has a deliberate-school plan in mind, and the Director would prefer to meld all approaches together into a plan, but sensitive to changes strategy.

   Pick a specific industry, discuss openly and completely, finish with the 'reporter' reviewing the discussion (with the 3 person group) and presenting their results and impressions to the larger learning group.

Encarta vs. Britannica

In groups, you are representing the Britannica top management team, how would you present and implement strong strategies in 1993 to be competitive with the emerging Encarta encyclopedia from Microsoft. Formulate the key elements to be considered, the approach you feel will be most effective, develop a suitable Britannica strategy through group consensus.

KEY ITEMS: Encarta's final strategic blow was to price their encyclopedia at $300óless than one-third the price of Britannica. Suddenly, Britannica's domination withered.

Microsoft's strategy was to create a tool that was in the spirit of what they knew how to do bestótools that were multimedia, integrated, and user-friendly. By leveraging what they knew, they were able to go head-to-head with the unquestioningly dominant Britannica.

Britannica, shaken to its core, immediately began putting its material on CD. But Encarta had forced Britannica to compete in an industry they didn't understand. Two years later, Britannica made their CD available, but it was simply the electronic text of the printed volumes. Further, they were afraid of hurting the sales of their printed books, so they priced the CD at $1000. Sales, of course, were abysmal (Ollhoff, 2006).

The group should present their plan and key considerations to the larger learning audience. Compare and contrast the different plans to isolate approach, main steps, and tactics to be used. Are the strategies mostly similar? How would they have helped Britannica at the time? Long term?

SUGGESTED DISCUSSION QUESTIONS

1. What are the definitions, differences, and important similarities between: Mission, vision, goals, strategy, and tactics?
2. In the Ollhoff (2006) chapter 4, 5 key tasks are highlighted that contribute to establishing solid strategy. They are analysis, dialog, formulation, implementation, and evaluation. How do these connect to each other and help in the development of an Organizational strategic plan? Are you familiar with any specific examples in your current work/life?
3. If you are the CEO of a publicly traded company (pick any industry, any size corporation), do you foresee conflicts between strategic components to ensure ROI for investors versus company strength and long-term success? Discuss in detail what varying points of view may emerge, and how possible conflicting strategies could be aligned more positively.

LEARNING ACTIVITIES

1. Discuss openly the following statement: Strategic formulation is more of an art than a science.

   As Ollhoff concluded... unfortunately, there is no perfect strategy. There are always a number of strategies to choose from; all of which have positive and negative consequences...The problem of course, is that the market continues to changeósometimes radicallyówhile we make our strategic moves.

   Through further discussion and dialog in pairs, try to isolate any perfect strategies and develop a more complete understanding of the role of markets, changes, and flexibility in strategic thinking. Be sure to include examples and specific stories that come to mind, either historic or in current times.

2. Assign real-world cases to several small groups within the learning audience. Variety of industries (ie. Banking/finance, retail, manufacturing, others?) and use organizations whose general history and details are well known by the groups. Groups should develop a strategic evaluation, and then identify what would be 3 effective first steps the Organization should take. Isolate what those steps would be and how the organization would evaluate their effectiveness short term (less than 1 year) and long term (2+ years).

   After presenting to the larger group, use a critique method to point out gaps, flaws, or possible future negative consequences found in reviewing the multiple groups' strategies for success as well as their evaluation process.

3. Choose a case from the business news that illustrates the use of "intentional and thoughtful innovative strategy", small groups discuss if any of these 4 phrases are a part of the case. Elaborate on why? Or why not? For each.

   The market strategy takes one of several roads to success:

   1. Deliberately competes to dominate.
   2. Competing to establish a niche (choosing to stay small?).
   3. Strategy seeks out a 'blue ocean' or open market.
   4. Other philosophy used to capture clear market success.

   Share these discussions main points with the larger class audience.

4. Map out examples of how things (over time) may cause or create a dramatic need to change the key Organization plan or strategy such as globalization, world economy key changes, outcomes becoming unrealistic, other disasters.

George Washington's final illness.

George Washington, the first president of the United States, was retired from public life and living at Mount Vernon. In December of 1799, he contracted what doctors today believe was probably a streptococcal infection of the throat. Doctors at that time referred to it as an "inflammation quinsy,"... (Ollhoff, 2006).

This situation had become life-threatening and the medical strategy was proving ineffective. The doctors involved were using blood-letting as a key treatment, and the known medical science of the time was lacking (viruses, bacterium, and tracheotomy) for Washington's ailment.

The doctors discussed this (strategic dialog), but decided that a tracheotomy was too radical a procedure. They chose to bleed their patient instead (strategic formulation)....They bled him a fourth time, and by this time they had removed a total of five pints of blood from his body. By evening, George Washington was dead (Ollhoff, 2006).

Looking at this case from strictly a strategic viewpoint, what additional steps would you have used? Or was the final outcome predetermined because of where medical knowledge was at the time? What medical situations have similar problems for doctors today? Such as inoperable Cancers, AIDS, stroke, and sudden heart attacks.

Within groups, openly discuss what parallel issues and concerns may be faced by Organizations and their strategic plans today. For example, incomplete knowledge, market changes, world economies colliding, lack of full understanding of upcoming consequences, others?

SUGGESTED DISCUSSION QUESTIONS

1. Porter talks about the problem of being "caught in the middle" if an organization pursues more than one strategy. What is meant by that statement? Give examples.
2. What are the key things that basic strategies have in common? Using the theoretical underpinnings from your reading and experience, what are the aspects of strategic thought that are (almost always) present for good strategic ideas and plans?
3. If we can assume that innovation includes openness to discovery, seeing risks as opportunities, and encouraging diverse thought and experimentation; how can break-through thinking be incorporated into everyday work in organizations?

   Follow-up: At the place you work right now, is innovation only involved with the big-picture items?

LEARNING ACTIVITIES

1. Have the learning group detail these key strategic components:
   • Porter's three generic strategies: cost-leader, differentiation, market segmentation.
   • Mintzberg's four markets: emerging, established, eroding, erupting.
   • Ansoff's Product X Market matrix.

   Within groups of 5 or 6 people, discuss how these elements coincide or counteract each other in actual practice. Use examples where possible to illustrate these elements. Each group should be prepared to defend their conclusions about these strategic components to the whole learning group.

2. Individually, each student works on the same case (choose a specific industry, and size of company), this will allow qualitative comparisons of their strategic suggestions and plan steps later. The scenario is that a modern organization just completed a major downsizing to effectively drop their costs of operation. This was a profit/loss driven decision. If you were responsible for re-tuning the strategic focus of this company to match their new lean-profile, what would your planning focus on? Write out a semi-detailed outline.

   There ARE concerns that these cuts in personnel and resources may be giving the organization minimal chances for competitive survival. In pairs or small groups, discuss these new realities. Use your plan outlines to guide these conversations, compare and contrast the strategic thinking the plans represent.

   Back in the full class-group, highlight what key elements were discovered or became clearer during the individual work, and/or small group discussions.

3. Open discussion by gathering thoughts and definitions of what Innovation is and how it is characterized in real-life organizations. Have the learners write out the 3 best examples of innovation they have witnessed in their work-lives then the 3 worst examples. Share these with each other in dialog pairs.

   Conclude the study of Innovation be discussing the set of innovation thoughts expressed by Ollhoff in Chapter 5. This should be done within the same pairs that shared their best/worst cases for innovation.

   Innovation doesn't just happen. It's carefully fostered by leaders who understand innovation and how to build an innovative culture.

   Innovation is slow, ponderous, with many wandering dead ends and failures.

   Innovation and efficiency are dialectically opposed (Ollhoff, 2006).

Ultimate fighting championships.

In 1993, a martial arts event was held that would eventually become a wild success. It was called "Ultimate Fighting Championship," (UFC) and was an eight-sided ring, with chain-linked fence 8 feet high. The idea was that two martial artists would enter, and only one man would leave. They boasted that "there are no rules," and that "anything goes"...

Many people were horrified at the full-contact, no-holds barred spectacle. It was banned in some states. Some of the senators in Washington discussed legislation to outlaw this kind of competition.

But the organizers of the events had a goal: they dreamed of becoming mainstreamóand ultimately, getting on cable TV. They were bringing a new product to a new marketó (Ollhoff, 2006).

As you will recall, 1993 also coincides with the start of Encyclopedia Britannica versus Encarta (Microsoft) from the earlier chapter case-study. Perhaps these two examples of strategy are unrelated except for the date, or perhaps follow the same principles just in differing ways. UFC was starting into a new market, and taking the risk to establish this new industry/entertainment/contest. Encarta, by contrast, was using technology and new strategy to capture the encyclopedia business from Britannica. For now, we will concentrate on the story of UFC establishing itself.

UFC used several main strategies to grow; primarily they used the following to expand their success: become more legitimate by creating rules, create a mainstream image, create exciting fights and fighters, while still maintaining the raw, "anything goes" image that they started with.

Within a strategic team of 4 or 5 learners, deconstruct the steps that UFC took and ascertain what was successful for them and where they could have improved (in hindsight) or could improve in the future (foresight). The team you are with needs to pick a name for yourselves and now work like a market-building consulting firm. Answer these questions:

• What would you keep (strategically) and what would you change to build the UFC brand and audience?
• If, as suggested by some, regulations or laws were imposed to minimize violence, what would your strategy be to change and still be successful?
• Finally, walk through a similar process (what UFC has done, and will be doing) to isolate how a specific organization, product, or service could be made into the next big thing!

Share what you have discovered and key elements of strategic thinking that came out of your strategy team's work.

SUGGESTED DISCUSSION QUESTIONS

1. Consider these thoughts from the Ollhoff chapter 6 reading, "The marketplace is a fluid tangle of competing interests, changing customer desires, and organizational strengths that come and go. We can either see at as some kind of evil, unruly, chaos that must be controlled, or we can see the uncertainty as opportunities for discovery."

   Do you agree or disagree with these ideas about the marketplace? Explain your answer.

   What would be the benefits or downfalls of taking the two extreme standpoints: Chaos to be controlled or Opportunity for discovery?

2. Choose an example of a strategy from your work experience (positive or negative), what was the strategic insight and foresight that went into it?

   Now, turnaround the story lines: What strategic choices would have made your negative example work out alright? Or, conversely, what would have blown up the successful strategy example?

   Follow up by rolling ahead 3 to 5 years, how would these strategy changes have achieved dramatically different conclusions for the example organizations?

3. Many times a dramatically effective strategy has situation specific usefulness. Discuss the merits (positive and negative) of this statement. Using a real 2006 Organizational example, what might be applicable to a current competitive conflict you have at work or have heard about?

LEARNING ACTIVITIES

1. From the chapter 6 readings in Ollhoff text, there are a set of suggestions for making improvements in strategic thinking skills. Individually, have each student develop a list of specific suggestions or changes they could make.

   1^st list: what can I do to address each of these? Emulate strategic thinkers, see the big-picture, be curious and collect information, read the "masters", question everything.

   2^nd list: using the same Ollhoff suggestions, what can each student do as a first step to use these starting tomorrow morning?

   3^rd list: using both lists one and two, contemplate (and discuss with othersófamily, friends, people who know you well) and decide which items are the most important for your strategic growth, career aspirations, and self improvement.

2. From what this study has now uncovered about strategy and its complex nuances; let's shift into some of the current Organizational issues of today.

   Stage a Strategic Debate on a current (and/or international) topic area. What are possible decisions that focus on business tactics and strategy that you can see from current events and organizational information "in the news" today?

   In small groups, discuss the following premise from both a 'pro' and 'con' perspective. An organization's decision is to expand more into the Chinese marketplace, as both an emerging 'new market' as well as enabling them to utilize lower cost manufacturing facilities.

   PRO= This allows entry into a new and emerging international economy. Big gains are possible for relatively low cost of entry (or expansion).

   CON= Too costly to enter, due to the organization's limited resources, lack of overseas expertise and marketing focus, and product/services may not have a bonafide demand in the current Chinese economy.

   Open discussion to isolate contrasting ideas and similarities. Encourage a multi-faceted viewpoint of the key issues and possible strategic consequences. The pro and con pairs should present themselves with the larger class-group as audience and critical reviewers of the debate sequence. De-brief back in the larger class setting.

3. Next, a learning activity for further study of Sun Tzu: The Grandfather of Strategy.

   As Ollhoff (2006) stated, Sun Tzu's narrative is written in a very broad way that can be expected to transcend the war-setting. Sun Tzu's viewpoints have been studied down through the ages as an indispensable foundation for strategy.

   Taking a historical view of the transformations in strategic thinking, have small learning groups explain the utility of several more of Sun Tzu's principles. Ensure impact in these discussions by having the strategy theme tied into current or modern examples (either as comparison or contrast).

   1. One hundred victories in one hundred battles is not the most skillful. Seizing the enemy without fighting is the most skillful.
   2. So a military force has no constant formation, as water has no constant shape: The ability to gain victory by changing and adapting according to the opponent is called genius.
   3. Other student and/or instructor observations about Sun Tzu's work.

ANALYSIS OF THE CHAPTER SIX CASE STUDY:

Arterial stents and healthcare.

In the late 1980s there was much excitement in the field of cardiology about new developments and new technology. In 1987 Johnson and Johnson (J&J) bought the patents for the stents used in angioplasty. The company reaped huge financial rewards from the stent and their huge market share. However, the first generation stents had several problems...Cardiologists complained, but J&J didn't respond.

In 1996, J&J bought a company called Cordis, a maker of the balloons used in angioplasty. With the addition of Cordis, J&J had become the one-stop shop for angioplasty procedures. Industry analysts hoped that the addition of Cordis into the J&J financial powerhouse would mean a new generation of stents and devices. Cardiologists hoped their stent problems would be solved.

In a slow, unfocused, and poorly-thought-through integration process, the potentials and promises of Cordis all but disappeared. J&J never got around to creating the second generation of stents.

Frustration of cardiologists grew. Finally, in 1997, a company called Guidant created a new, superior stent, and the FDA was overwhelmed with cardiologists urging its quick approval. Within 45 days, Guidant had captured 70% of the market share. J&J's free fall continued, going from almost 95% of the market share to 8% of the market share by the end of 1998. (Paraphrased from Ollhoff, 2006).

With what you know now about strategic thinking, go through the following list of items. Isolate what Johnson and Johnson did (or did not do) well within their path of establishing the medical stent industry. Use your chapter case information, other outside readings, as well as any additional relevant experience.

Strategists should:

1. Think of everything as an evolving ecosystem
2. Tolerate uncertainty well
3. Offer careful observation
4. Recognize and look for alternatives
5. Provide thoughtful strategic planning (balances past, present, and future)
6. Use both insight and foresight
7. Watch for key strategic pitfalls

If you were J&J's strategic guru, what would you have done differently, what would you suggest they change now, and most importantly, what would their expected "big picture" future be like if they follow your strategic advice?

To conclude, at the job/workplace you are at right now, think about how strategic your current work needs you to be. How can you use what you have learned to assist your work behavior to either; improve, balance, or maintain the strategic focus required for you and your Organization's success.

Strategy has many facets and (sometimes) contradictory outcomes. From the Art of War of Sun Tzu to modern Organizational examples, the study and understanding of strategia is both interesting and complex. Many write off the topic as 'greek to me', however, the importance of thoughtful planning and the flexibility to adapt to changes that constantly occur should not be underplayed.

Hopefully, these suggestions for open and thoughtful discussion will intensify the learning process. Mix and match these instructional suggestions to cover the key themes most relevant to your learning audience. Enjoy this learning process along with your class groups, their interaction with you and each other may be the most powerful learning experience within this study of strategy. Real-world examples and open discussions never fail to bring the subjects to life and make the educational journey memorable.

Encourage strategic thought, promote understanding amongst the complexity, and above all, enjoy the learning process and embrace the unexpected ideas, questions, and outcomes that come along the way.

--Craig Witthaus