University of Ottawa School of Management Honours Baccalaureate in Commerce

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University of OttawaSchool of Management
Honours Baccalaureate in Commerce

• ADM4312Strategic Management II
• Session 7 February 27th, 28th, 2003

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Agenda

• Review of reading
• The Learning School of Strategy
• How to identify learning objectives for an
  organization
• University of Ottawa, School of Management
  example
• Development of Strategic Plan
• Learning objectives
• Interviews
• Return Industry and Competency Analysis papers

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Special Event

• Looking for Opportunities
• An information session designed to help
  graduating students look for a job
• Wednesday, March 5th, 530 p.m.
• Lamoureux Building, Room 122
• Speakers include
• Michael Murr, City of Ottawa
• Lee-Ann McDougall, back by popular demand
• Kirk Culkin, CGI
• Come out and bring your questions and concerns
  regarding your job search!

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The Real Nature of Strategy

• Who is really the architect of strategy?
• Where in the organization does strategy formation
  actually take place?
• How deliberate and conscious can the process
  really be?
• Is the separation of formulation and
  implementation really sacrosanct?

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Incrementalism

• Lindblom (1963) Disjointed incrementalism,
  decision making is incremental, uncoordinated,
  and not cumulative
• Quinn (1980) Logical incrementalism, decision
  making is incremental but coordinated and
  cumulative, maintains separation between
  formulation and implementation and central role
  of top executives

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Evolutionary Theory

• Evolutionary theory
• Variation
• Selection
• Retention
• Is there a role for randomness in strategy?
• Brainy bees versus feather-brained flies
• The Naskapi Innu in Labrador

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Scapulamancy
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Think then Actor Act then Think?

• Weick (1979) world is not objective but enacted,
  retroactive sense making, do and then understand
• Internal Corporate Venturing (Burgelman, 1983)

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Internal Corporate Venturing
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How Strategies Get Created(Burgelman and Sayles,
1986)
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The Nature of Knowledge

• Tacit vs. explicit
• Tacit knowledge is personal, context-specific,
  and therefore hard to formalize and communicate.
  Explicit or codified knowledge, on the other
  hand, refers to knowledge that is transmittable
  in formal, systematic language.
• Individual vs. collective
• Single loop vs. double loop learning

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The Honda Story
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BCG Story

• Commissioned by British Government
• 1959 British had 49 of US motorcycle market
• 1966 Honda had 63 of US motorcycle market
• High volume leads to high productivity due to
  capital intensive and highly automated techniques
• Develop high volume through early growth and
  development of a large market share

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Honda Managers Story

• Identified opportunity in US market
• Low initial investment, only 110K in cash
• Focused on selling large machines with handle
  bars in the shape of Buddhas eyebrows
• Arrival in US coincides with end of 1959
  motorcycle season
• Used small machines themselves to do errands
• Approached by Sears buyer and eventually
  persuaded to sell small machines

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BCG Rebuttal

• Report was commissioned by an industry in crisis
• Wanted to know what should we do now? not a
  history lesson
• Try something, see if it works and learn from
  your experience would be unhelpful advice
• BCG analysis of Hondas success is more valid
• Purpose was to discern what lay behind and
  accounted for success

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Mintzberg Rebuttal

• The real story contains several critical messages
• Real strategic learning doesnt take place in an
  office
• Experimentation can lead to new knowledge
• Dead end roads cant be identified before they
  are traveled
• Analysis often looks behind and extrapolates

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Premises of the Learning School

• Strategy making is a learning process
• It is the collective system that learns
• Learning is emergent behaviour precedes
  retrospective sense-making
• Leadership involves managing the learning process
• Strategies emerge as patterns of past behaviour,
  then plans for the future

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University of OttawaSchool of Management

• Vision Statement
• To be a leader in management education and
  innovative research for a technology-intensive
  global economy
• Mission Statement
• Through its undergraduate and graduate programs
  offered in both English and French, the School of
  Management seeks to provide its students with
• The ability to perform in a culturally diverse
  workplace (one of four items)

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From Goal to Objectives

• Goal
• The ability to perform in a culturally diverse
  workplace
• Objectives
• Diversity in student, faculty, and staff
  community
• Engagement amongst diverse community members
• An international perspective in course content
• International work/learning opportunities for
  students both during their studies and after
  graduation
• Others?

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From Objective to Tasks

• Objective
• International work/learning opportunities for
  students both during their studies and after
  graduation
• Tasks
• Identify opportunities
• Screen opportunities
• Disseminate information to students
• Facilitate student-opportunity match
• Is this it?

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From Task to Approaches

• Task
• Identify opportunities
• Approaches
• Encourage members of community to come forward
  with ideas
• Establish partnerships with other organizations
  that can provide information and connections
• Identify sources of information
• Printed documents
• Websites

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From Approaches toLearning Objectives

• Approaches
• Solicit and collect ideas
• Establish and nurture partnerships
• Identify sources of information
• Learning Objectives (Draft)
• How should information be collected, organized,
  and shared?
• What has to be changed within the School of
  Management to facilitate these approaches?
• Which of these approaches results in the most
  opportunities?
• Which of these approaches results in the best
  opportunities?
• Other learning objectives?

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From Learning Objectiveto Core Competency

• Learning Objective (Final)
• How to collect, organize, appraise, and
  disseminate information from internal and
  external sources that is useful to management
  students for the identification of international
  work/learning opportunities
• Core competency
• Building on internal diversity and external
  partnerships to provide community with
  information useful for the pursuit of
  international work/learning opportunities
• Does the School of Management currently have this
  competency?
• Would this competency
• Be valued by customers?
• Differentiate the school from competitors?
• Be extendable to different services beyond the
  identification of international work/learning
  opportunities for students?

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Learning Objectives

• Warm up exercise What does your company need to
  do to get its product/service into the hands of
  customers?
• Goals, objectives, tasks, etc.
• What does your company need to learn to be able
  to accomplish this?
• Identify learning objectives
• For first year
• For first five years
• How will your companys information system
  promote collective learning?
• How do your Year 5 learning objectives correspond
  to your core competencies?
• Can you improve upon the conception of your core
  competencies?