123• ENVIRONMENTAL SCANNING (GATHERING INF.docx

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• ENVIRONMENTAL SCANNING (GATHERING INFO)
– EXTERNAL: OPPORTUNITIES AND THREATS
• NATURAL, SOCIETAL, INDUSTRY (TASK)
– INTERNAL: STRENGTHS AND WEAKNESSES
• STRUCTURE – ORGANIZATIONAL
• CULTURE – VALUES
• RESOURCES – ASSETS AND COMPETENCIES
• STRATEGY FORMULATION (DEVELOPING PLANS)
– MISSION, OBJECTIVES, STRATEGIES, POLICIES
• STRATEGY IMPLEMENTATION (PUTTING STRATEGY
INTO
ACTION)
– PROGRAMS, BUDGETS, PROCEDURES
• EVALUATION AND CONTROL (MANAGEMENT)
– MEASURING PERFORMANCE – RESULTS
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GUIDELINES FOR DECISION MAKING LINKING
THE ‘FORMULATION’ OF STRATEGY WITH ITS
‘IMPLEMENTATION’
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1.AN ECONOMIC INSTITUTION
2.A HUMAN ORGANIZATION
3.AN EMBODIMENT OF VALUES
WE MEAN ALIGNMENT – ACHIEVED
THROUGH STRATEGY, SHAPED BY GOALS,
DRIVEN BY MISSION, GROUNDED ON
VALUES, SHAPED BY LEADERS, AND
IMPLEMENTED BY PEOPLE.
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Carroll’s Pyramid of Corporate Social Responsibilities
ECONOMIC
Required
Be profitable. The Foundation on which all others rest
LEGAL

Required
Obey the law. Law is society’s codification of
right and wrong.
ETHICAL
Expected
Obligation to do what is right and fair.
Avoid doing harm.
PHILANTHROPIC
Desired
Be good corporate citizens.
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SWOT OF MAYTAG ENTERING
THE EU
THE SWOT
BECOMES
STRATEGY
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COMPARATIVE ADVANTAGE
MEASURED BY EFFICIENCY AND OPPORTUNITY COST
COMPETITIVE ADVANTAGE
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1. V
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Resources &
Capabilities
Competitive
Advantage Strategy
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• CAPABILITIES – EXPLOIT RESOURCES
• GENERAL MANAGEMENT
• COMPETENCY – INTEGRATION OF
CAPABILITIES
• PRODUCT DEVELOPMENT
• CORE COMPETENCY – COLLECTION OF
COMPETENCIES TRANSCENDING DIVISIONS
• PRODUCT DEVELOPMENT AND DISTRIBUTION
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Unfortunately, investors don't
reward senior managers for
simply occupying and defending
market positions. They look
for evidence that the company

can continually find new
competitive advantages.
To do that, managers
need a corporate theory that
explains how they can create
value by combining the
company's unique resources
and capabilities with other
assets.
A good theory incorporates
foresight about an industry's
future, insight into which internal
capabilities can optimize
that future, and cross-sight
into which assets can be
configured to create value.
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A good theory incorporates
foresight about an industry's
future, insight into which internal
capabilities can optimize
that future, and cross-sight
into which assets can be
configured to create value.
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ON WINNING
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WELCH'S ADVICE THAT WILL GUARANTEE YOU WILL
WIN!
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• COMPETENCY – INTEGRATION OF CAPABILITIES
• CORE COMPETENCY – COLLECTION OF COMPETENCIES
TRANSCENDING DIVISIONS
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ON COMPETITION
“COMPETITION IS ONE OF SOCIETY’S MOST POWERFUL
FORCES FOR MAKING THINGS BETTER IN MANY FIELDS
OF
HUMAN ENDEAVOR…COMPETITION IS PERVASIVE,
WHETHER
IT INVOLVES COMPANIES CONTESTING MARKETS,
COUNTRIES
COPING WITH GLOBALIZATION, OR SOCIAL
ORGANIZATIONS
RESPONDING TO SOCIETAL NEEDS. EVERY
ORGANIZATION
NEEDS A STRATEGY IN ORDER TO DELIVER SUPERIOR
VALUE TO
ITS CUSTOMERS” - PORTER
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Resources &
Capabilities
Competitive
Advantage Strategy
PORTER ON THE FIVE FORCES
• COMPETENCY – INTEGRATION OF
CAPABILITIES
• CORE COMPETENCY – COLLECTION OF
COMPETENCIES TRANSCENDING DIVISIONS
1. V
2. R
3. I
4. O

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ON WINNING
• THE INNOVATIVE MANAGER
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• WELCH'S ADVICE TO GRADUATES
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4. INTERNAL CONSISTENCY
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1962 1977
1990 2001
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Using the Balanced
Scorecard
as a Strategic Management
System
by Robert S. Kaplan and David P. Norton
FINANCIAL HEALTH
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BALANCED SCORECARD

(KAPLAN AND NORTON, 1996)
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Balanced Scorecard Overview
Balanced
Scorecard
The strategy of the company
Financial Perspective
New indicator 1
The description of the indicators includes its details, description
of measurement and initiatives.
New indicator 2
New indicator 3
Customer Perspective
New indicator 4
New indicator 5
New indicator 6

Internal Processes Perspective
New indicator 7
New indicator 8
New indicator 9
Education and Growth Perspective
New indicator 10
New indicator 11
New indicator 12
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Balanced Scorecard
Target Balanced
Score Card
Disney’s Balanced Score
Card

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Nike’s Balanced
Score Card
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Using the Balanced Scorecard
as a Strategic Management System
by Robert S. Kaplan and David P. Norton
Title
ABC/123 Version X
1
Case Study Worksheet
CCMH/522 Version 1
1
University of Phoenix MaterialCase Study Worksheet
Answer the following questions for the assigned case study.
Each response should be sufficient to answer the question
appropriately (around 50–75 words each, when applicable).
Think critically about your responses to each question. Do not
respond with statements that indicate you are not in a position
to prescribe or diagnose; this is practice to utilize your critical-
thinking skills.
1. What primary presenting problems do you see in this case
study?

2. What would be your DSM-5 diagnosis of this case?
3. What medication might you suggest for the client in this
case? Provide the medication name, the dosage you would
recommend, and what time of day you would suggest the
medication be taken.
4. Identify the primary side effects of concern you would
address with this client.
5. Would you recommend hospitalizing the client in this case?
Explain the rationale behind your decision.
6. What alternative treatments might you recommend for this
client to address the reported problems? What alternative
medications might you suggest?
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.
Title
ABC/123 Version X
1
The Case of Kenny
CCMH/522 Version 1
1
University of Phoenix MaterialThe Case of Kenny
Kenny is a 22-year-old, African-American male. He has been
attending the local community college for the past year,
following a brief time in the military. He had been earning
above-average grades and was getting along well with his peers
and classmates. However, about 8 months ago, Kenny’s family

noted that he began to behave oddly and was not taking care of
himself as well as he previously had. They began to notice that
he would stare blankly for long periods of time, and when they
would comment on this, Kenny would respond that he was
preoccupied and continue staring. Later, he began to mumble
softly as though he were talking to someone; however, there
was never anyone present during these episodes, with the
exception of family members who were observing from afar and
not engaging with Kenny.
In the last month, Kenny has begun speaking loudly and often
appears agitated for no reason. He was once heard saying, "Go
away; I don't care what you think" in an emphatic tone while
shaking his finger at the wall. He has stopped attending classes
and seeing his girlfriend of 2 years without clear explanation.
She recently asked him why he stopped wanting to spend time
with her, and he responded that she was "part of the group" and
offered no additional clarification. His hygiene has considerably
deteriorated, and he spends most of his time lying on the couch
all day, staring at the ceiling. He says he does not care about
anything anymore. When he is not on the couch, he moves
aimlessly from room to room, often stopping and reversing his
tracks, but never going anywhere in particular. When he does
talk, his thoughts are scattered, and he looks wild-eyed,
according to his parents. When Kenny’s parents recommend that
he seek help, he responds in a hostile manner that there is
nothing wrong with him, and says that everyone should just
"mind their own business." However, after a great deal of
coaxing, Kenny has come to a counseling session with you. His
parents have joined him at the session.
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.

THE STRATEGIST
BE THE LEADER YOUR BUSINESS NEEDS
Cynthia A. Montgomery
Dedication
To Anneke, Mathea, and Nils
That you may find places where you
can make a difference that matters
And to Bjørn, forevermore
Epigraph
In the end, it is important to remember that we cannot become
what we need
to be by remaining what we are.
—Max De Pree, CEO of Herman Miller, in Leadership Is an Art
Contents
Cover
Title Page
Dedication
Epigraph

Introduction - What I Learned in Office Hours
Chapter 1 - Strategy and Leadership
Chapter 2 - Are You a Strategist?
Chapter 3 - The Myth of the Super-Manager
Chapter 4 - Begin with Purpose
Chapter 5 - Turn Purpose into Reality
Chapter 6 - Own Your Strategy
Chapter 7 - Keep It Vibrant
Chapter 8 - The Essential Strategist
Author’s Note
Frequently Asked Questions
Recommended Reading
Notes
Index
Acknowledgments
About the Author
Credits
Copyright
About the Publisher
Introduction
What I Learned in Office Hours
YOU’RE ABOUT TO get a revisionist view of strategy. It’s not
that what you’ve
learned is incorrect. It’s that it’s incomplete.

Strategy is a fundamental course at nearly every business school
in the
world. I have been privileged to teach variations of it for more
than thirty
years—first at the University of Michigan, then at the Kellogg
School at
Northwestern, and for the last twenty-plus years at the Harvard
Business
School.
For most of that time I worked with MBA students, until the
center of my
teaching shifted to executive education. It was this experience,
particularly a
five-year stint in Harvard’s Entrepreneur, Owner, President
program (EOP),
that inspired this book.1 Working intimately with leaders from
nearly every
industry and nation as they confronted their own real-world
strategic issues
changed not only how I teach strategy, but, more fundamentally,
how I think
about it. The experience led me to challenge some of strategy’s
basic
precepts, and ultimately to question both the culture and mind-
set that have
grown up around it. Even more important, teaching in EOP
forced me to
confront how strategy is really made in most businesses, and by
whom.
All of this convinced me that it is time for a change. Time to
approach
strategy in a different way and time to transform the process
from a
mechanical, analytical activity to something deeper, more

meaningful, and far
more rewarding for a leader.
THE ROAD TO HERE
Fifty years ago strategy was taught as part of the general
management
curriculum in most business schools. In the academy as well as
in practice, it
was identified as the most important duty of the president—the
person with
overarching responsibility for setting a company’s course and
seeing the
journey through. This vital role encompassed both formulation
and
implementation: thinking and doing combined.
Although strategy had considerable depth then, it didn’t have
much rigor.
Heuristically, managers used the ubiquitous SWOT model
(Strengths,
Weaknesses, Opportunities, and Threats) to assess their
businesses and
identify attractive competitive positions. How best to do that,
though, was far
from clear. Other than making lists of various factors to
consider, managers
had few tools to help them make these judgments.
In the 1980s and ’90s, my colleague Michael E. Porter broke
important
new ground in the field. His watershed came in firming up the
Opportunities
and Threats side of the analysis by bringing much-needed

economic theory
and empirical evidence to strategy’s underpinnings, providing a
far more
sophisticated way to assess a firm’s competitive environment.
This led to a
revolution in both the practice and teaching of strategy. In
particular,
managers came to understand the profound impact industry
forces could have
on the success of their businesses and how they could use that
information to
position their firms propitiously.
Advances over the next few decades not only refined the tools
but spawned
a whole new industry. Strategy in many ways became the
bailiwick of
specialists—legions of MBAs and strategy consultants, armed
with
frameworks, techniques, and data—eager to help managers
analyze their
industries or position their firms for strategic advantage. In
truth, they had a
lot to offer. My own academic training and research in this
period reflected
this intellectual environment, and what I did in the classroom
for many years
thereafter was a living embodiment of this “new” field of
strategy.
In time, though, a host of unintended consequences developed
from what in
its own right was a very good thing. Most notably, strategy
became more
about formulation than implementation, and more about getting
the analysis

right at the outset than living with a strategy over time. Equally
problematic,
the leader’s unique role as arbiter and steward of strategy had
been eclipsed.
While countless books have been written about strategy in the
last thirty
years, virtually nothing has been written about the strategist and
what this
vital role requires of the person who shoulders it.
It wasn’t until years into this shift that I fully realized what had
happened.
It was classic Shakespeare: As a field, we had hoisted ourselves
on our own
petard. We had demoted strategy from the top of the
organization to a
specialist function. Chasing a new ideal, we had lost sight of
the value of
what we had—the richness of judgment, the continuity of
purpose, the will to
commit an organization to a particular path. With all good
intentions, we had
backed strategy into a narrow corner and reduced it to a left-
brain exercise. In
doing so, we lost much of its vitality and much of its connection
to the day-
to-day life of a company, and we lost sight of what it takes to
lead the effort.
Teaching in the EOP program drove these insights home for me.
When I first started working with the group, I used a curriculum
that was
much like one I would use in any executive program. Through a

series of
class discussions and presentations, we discussed the enduring
principles of
strategy, the frameworks that capture them, and a series of case
studies that
brought the concepts and tensions alive. We still do that—and
it’s a valuable
part of what we do.
But in between class sessions, the EOP students—all
accomplished
executives and entrepreneurs—started to ask if they could meet
me in my
office to talk about various situations they were facing in their
companies.
These conversations often took place at unusual hours, and
sometimes lasted
far into the evening. Most started out predictably enough: We
talked about
the conditions in their industries, the strengths and weaknesses
of their own
companies, and their efforts to build or extend a competitive
advantage.
Some discussions ended there, and a thoughtful application of
whatever we’d
been doing in class seemed to meet the need.
Often, though, these conversations took a different turn.
Alongside all the
conventional questions were ones about what to do when the
limits of
analysis had been reached and the way forward was still not
clear; questions
about when to move away from an existing competitive
advantage and when
to try to stay the course; questions about reinventing a business

or identifying
a new purpose, a new reason to matter. Even though many of the
companies
at issue were remarkably successful (one had grown from a
start-up to $2
billion in revenue in just nine years), almost none had the kind
of long-run
sustainable competitive advantage that strategy books tout as
the Holy Grail.
Working with these managers, typically over three years, and
hearing the
stories within the stories, I came to see that we cannot afford to
think of
strategy as something fixed, a problem that is solved and
settled. Strategy—
the system of value creation that underlies a company’s
competitive position
and uniqueness—has to be embraced as something open, not
something
closed. It is a system that evolves, moves, and changes.
In these late-night one-on-one conversations, I also saw
something else: I
saw the strategist, the human being, the leader. I saw how
responsible these
executives feel for getting things right. I saw how invested they
are in these
choices, and how much is at stake. I saw the energy and
commitment they
bring to this endeavor. I saw their confidential concerns, too:
“Am I doing
this job well? Am I providing the leadership my company

needs?”
And, more than anything, I saw in these conversations the
tremendous
potential these leaders hold in their hands, and the profound
opportunity they
have to make a difference in the life of a company. In those
moments
together, we both came to understand that if their businesses
were going to
pull away from the pack, to create a difference that mattered, it
had to start
with them.
A NEW UNDERSTANDING
In all our lives there are times of learning that transform us,
that distance us
from the familiar, and make us see it in new ways. For me, the
EOP
experience was one of those times. It not only changed some of
my most
central views about strategy; it gave me a new perspective on
the strategist,
and on the power and promise of that role.
In these pages I will share with you what I have learned. In
doing so, I
hope that you will gain a new understanding about what strategy
is, why it
matters, and what you must do to lead the effort. I also hope
that you will
come to see that beyond the analytics and insights of highly
skilled advisors
and the exhortations of “how-to” guides, there is a need for
judgment, for

continuity, for responsibility that rests squarely with you—as a
leader.
Because this role rests with you, The Strategist is a personal
call to action.
It reinstates an essential component of the strategy-making
process that has
been ignored for decades: You. The leader. The person who
must live the
questions that matter most.
That’s why my ultimate goal here is not to “teach strategy,” but
to equip
and inspire you to be a strategist, a leader whose time at the
helm could have
a profound effect on the fortunes of your organization.
Author’s Note
The examples and stories in this book are based largely on five
years’
teaching in one of the comprehensive executive programs at
Harvard
Business School. In the pages of this book, I refer to this
program as the
Entrepreneurs, Owners, Presidents program (EOP), though the
actual name of
the program is different. You can find more information about
various
executive programs the school offers at www.exed.hbs.edu.

In some cases, companies’ locations or certain details about
them or
individuals have been changed or composites of student
experiences have
been created so as not to violate the privacy of former students.
Where names
of companies or individuals are disclosed, it is done with
express permission,
and the details in the accompanying discussions have been
approved for
release by the firms.
In some instances, I have presented cases in class in a different
way than
they are described here or used other cases than the ones in this
book to make
the same important points.
Chapter 1
Strategy and Leadership
Does your company matter?
That’s the most important question every business leader must
answer.
If you closed its doors today, would your customers suffer any
real
loss?1 How long would it take, and how difficult would it be,
for them to
find another firm that could meet those needs as well as you
did?
Most likely, you don’t think about your company and what it
does in

quite this way. Even if you’ve hired strategy consultants, or
spent weeks
developing a strategic plan, the question probably still gives
you pause.
If it does or if you’re not sure how to respond, you’re not alone.
I know this because I’ve spent the better part of my life working
with
leaders on their business strategies. Again and again, I’ve seen
them
struggle to explain why their companies truly matter. It’s a
difficult
question.
Can you answer it?
If you cannot, or if you’re uncertain of your answer, join me as
I
explore this question with a group of executives now gathering.
It is evening on the campus of the Harvard Business School.
The kickoff
orientation to the Entrepreneur, Owner, President program
(“EOP” for short),
one of the flagship executive programs at the school, is about to
begin. Along
with five of my fellow faculty, I sit in the “sky deck,” the last
and highest
row of seats, in Aldrich 112, an amphitheater-style classroom
characteristic
of the school, and watch as the newest group of executives
stream into the
room.
I see that there are considerably more men than women, and that

the
majority appear to be in their late thirties to mid-forties. Most
exude an air of
seasoned self-confidence. That’s no surprise—they’re all
owners, CEOs, or
COOs of privately held companies with annual revenues of $10
million to $2
billion—the kind of small- to medium-size enterprises that drive
much of the
global economy. Most arrived on campus within the last few
hours and have
had just enough time to find their dorm rooms and meet the
members of their
living groups before heading here to Aldrich.
The information they provided in their applications tells part of
their
stories: Richard, a third-generation U.S. steel fabricator;
Drazen, CEO of a
media firm in Croatia; Anna, founder and head of one of the
largest private
equity groups in South America; and Praveen, the scion of a
family
conglomerate in India. But this is just a taste of their diversity
and
accomplishments. The richer details and the breadth of the class
will emerge
in the weeks ahead.
As the clock ticks past the hour, some last-minute arrivals burst
through the
door. They are typical first-time EOPers in their lack of concern
about being

late. Most of these people hail from worlds where meetings
don’t start until
they arrive. That will change in the coming days, as they make
the adjustment
from the top-of-the-line leather chairs in their offices back
home to the
standard-issue seats that line the classrooms. Indeed, for their
time here, they
will be without many of the supports they rely on in their daily
lives, such as
administrative assistants and subordinates to whom they can
delegate work
and problems. Families are strongly discouraged from living
near campus and
are prohibited from dorms once classes begin. BlackBerrys and
cell phones
are allowed, but never in class.
A final hush settles as the program begins with an overview of
who’s here:
164 participants from thirty-five countries, with a collective
2,922 years of
experience. Two-thirds of their businesses are in service
industries, the
remainder in manufacturing.
They are here to participate in an intensive management boot
camp for
experienced business leaders. It spans topics in finance,
marketing,
organizational behavior, accounting, negotiations, and strategy,
and runs for
nine weeks in total, divided into three three-week sessions
spread over three
years. Between sessions, students return to their businesses and
start to apply

what they have learned. Debriefs the following year are an
opportunity for
feedback and reflection on what has worked and what hasn’t.
This structure
has given the faculty an exceptional opportunity to develop a
hands-on
curriculum that brings theory and practice much closer together,
even for a
school that has always championed the connection.
Why do these talented, seasoned managers from every major
world culture
come to this program? As heads of their companies, why do
they elect to
spend tens of thousands of dollars to send themselves to school?
THE VIEW FROM THE BALCONY
If past participants are any indication, these executives have not
come to
seek specific answers to narrow questions. They have come to
learn how to
be more effective leaders and to find ways to make their
businesses more
successful. Successful in what ways, and through what means,
for most, is
still an open question. They are here to throw themselves into
the program, to
be challenged, to discover what they might learn in this
environment.
This experience will be an important juncture for many, in their
careers and

even their lives. What they learn here will lead them to think in
broader, more
far-reaching ways. To explain how this happens, I’ve always
liked the
metaphor of a dance taking place in a great hall.Most dancers
spend all their
time on the dance floor, moved by the music, jostled by dancers
around them,
completely absorbed in the flow. But it’s not until they extricate
themselves
from the crowd and move to the balcony above that the larger
picture
becomes clear. It is then that overall patterns become apparent
and new
perspectives emerge. Often these reveal opportunities for better
choices about
what to do down on the dance floor.
Many EOPers have spent years without ever leaving the dance
floor.
Absorbed by the day-to-day challenges of running a business,
they’ve never
gone to the balcony. On one level, our job is to help them
understand the
value of going to the balcony in the first place. On another, it is
to equip them
with the tools to see their dances in new ways, ways that reveal
options they
may never have considered before.
THE STRATEGY COURSE
When it’s time for the faculty to introduce their courses, I stand
and give a
quick summary of the work we’ll be doing in strategy. Like
most

businesspeople, these managers are likely to be familiar with at
least a vague
definition of strategy. The word itself comes from the ancient
Greek for
“general”—specifically for the general on campaign in the field.
In business,
strategy is a company’s campaign in the marketplace: the
domain in which it
competes, how it competes, and what it wants to accomplish.
We will begin our journey with the fundamentals—what
strategy is, how to
craft it, and how to evaluate it. We’ll then push the envelope on
current
practice by challenging strategy’s elusive goal—the long-run
sustainable
competitive advantage—and introduce a dynamic model of
strategy that is
better grounded and better suited for the competitive realities
most managers
face.
All of this material is prelude to the last and most challenging
task they
will face here, when every member of the class will be asked to
apply the
concepts and frameworks we’ve been studying to their own
companies and
present their own strategies for critiquing by their EOP
colleagues. The
exercise takes many days and, in the end, the class votes on a
winner, what
they consider the “best strategy” in the group.

This step from the general to the highly particular, from the
objective to the
subjective, is where things become profoundly real for most
executives. This
is when the appraisals of cases—now their cases—get deadly
serious and the
discussions especially heartfelt. These are competitive people.
A spirit of
intense rivalry prevails. Most refine their strategies through
multiple
iterations, often working through the night for one more
iteration. These
weeks are arduous for some, exhilarating for others, and, for
most, a healthy
mix of both.
GETTING TO THE REALITY OF YOUR STRATEGY
Having seen hundreds if not thousands of such strategies in
their initial
form, what is clear to me is this: Many leaders haven’t thought
about their
own strategies in a very deep way. Often, there is a curious gap
between their
intellectual understanding of strategy and their ability to drive
those insights
home in their own businesses.
Some EOPers find it extremely difficult to identify why their
companies
exist. Accustomed to describing their businesses by the
industries they’re in
or the products they make, they can’t articulate the specific
needs their
businesses fill, or the unique points that distinguish them from

competitors on
anything beyond a superficial level. Nor have they spent much
time thinking
concretely about where they want their companies to be in ten
years and the
forces, internal and external, that will get them there.
If leaders aren’t clear about this, imagine the confusion in their
businesses
three or four levels lower. Yet, people throughout a business—
in marketing,
production, service, as well as near the top of the
organization—must make
decisions every day that could and should be based on some
shared sense of
what the company is trying to be and do. If they disagree about
that, or
simply don’t understand it, how can they make consistent
decisions that
move the company forward? Similarly, how can leaders expect
customers,
providers of capital, or other stakeholders to understand what is
really
important about their companies if they themselves can’t
identify it? This is
truly basic—there is no way a business can thrive until these
questions are
answered.
Even so, the exercises in EOP are designed to do more than set
high
standards, communicate concepts, and improve participants’
existing

strategies. The overarching goal is something different,
something deeper and
more personal. It is to make clear to these executives that
strategy is the heart
of the ongoing leadership their companies need from them.
That’s why
competition for “best strategy” is so hard fought and generates
so much
energy. CEOs, accustomed to asking questions and being
deferred to, are
challenged by their peers and encouraged to think and rethink
parts of their
strategies they’d taken for granted. Most of them describe it as
a pivotal
experience that fundamentally changes their views of their own
businesses.
Behind the scenes, though, the real contest is closer in: It’s each
of these
leaders pushing their own ideas to the increasingly high
standards they
themselves have come to demand of excellent strategies and of
themselves as
leaders. It’s that process, more than any short-term answers they
might find
here, that will serve them well in the long run.
LEADERSHIP AND STRATEGY ARE INSEPARABLE
Many leaders today do not understand the ongoing, intimate
connection
between leadership and strategy. These two aspects of what
leaders do, once
tightly linked, have grown apart. Now specialists help managers
analyze their
industries and position their businesses for competitive

advantage, and
strategy has become largely a job for experts, or something
confined to an
annual planning process. In this view, once a strategy has been
identified, and
the next steps specified, the job of the strategist is finished. All
that remains
to be done is to implement the plan and defend the sustainable
competitive
advantage it has wrought. Or at least that’s the positive take on
the story.
But, if this were so, the process of crafting a strategy would be
easy to
separate from the day-to-day management of a firm. All a leader
would have
to do is figure it out once, or hire a consulting firm to figure it
out, and make
sure it’s brilliant. If this were so, the strategist wouldn’t have to
be concerned
with how the organization gets from here to there—the great
execution
challenge—or how it will capitalize on the learning it
accumulates along the
way.
But this is not so.
What’s been forgotten is that strategy is not a destination or a
solution. It’s
not a problem to be solved and settled. It’s a journey. It needs
continuous, not
intermittent, leadership.

It needs a strategist.
Good strategies are never frozen—signed, sealed, and delivered.
No matter
how carefully conceived, or how well implemented, any strategy
put into
place in a company today will eventually fail if leaders see it as
a finished
product. There will always be aspects of the plan that need to be
clarified.
There will always be countless contingencies, good and bad,
that could not
have been fully anticipated. There will always be opportunities
to capitalize
on the learning a business has accumulated along the way.
The strategist is the one who must shepherd this ongoing
process, who
must stand watch, identify and weigh, decide and move, time
and time again.
The strategist is the one who must decline certain opportunities
and pursue
others. Consultants’ expertise and considered judgments can
help, as can
perspectives and information from people throughout an
organization. But, in
the end, it is the strategist who bears the responsibility for
setting a firm’s
course and making the choices day after day that continuously
refine that
course.
That is why strategy and leadership must be reunited at the
highest level of
an organization. All leaders—not just those who are here

tonight—must
accept and own strategy as the heart of their responsibilities.
I say little of this tonight in the classroom. But it is on my mind
as I return
to my seat in the sky deck and reflect on all the would-be
strategists I’ve
worked with over the years as well as those of you who are just
starting out.
My hope is that you will come not only to understand the vital
role of the
strategist, but also to embrace it for yourself.
Five years ago, when I first started teaching in EOP, I heard the
program
described as challenging and transformative. At the time,
“challenging”
struck me as right, but “transformative” seemed closer to hype.
Having seen
it happen again and again, I now share the optimism.
As our orientation session draws to a close, I join the executives
and fellow
faculty as we head en masse to Kresge Hall for cocktails and
dinner. Our
work is about to begin in earnest.
In all my classes, I pose one fundamental question: “Are you a
strategist?” Sometimes it’s spoken, often it’s only implicit, but
it’s
always there. We talk about the questions strategists ask, about
how
strategists think, about what strategists do. My intent is not to

coach
these executives in strategy in the way they might learn finance
or
marketing. As business heads, they aren’t going to be functional
specialists. But they do need to be strategists.
Are you a strategist?
It’s a question all business leaders must answer because strategy
is so
bedrock crucial to every company. No matter how hard you and
your
people work, no matter how wonderful your culture, no matter
how good
your products, or how noble your motives, if you don’t get
strategy right,
everything else you do is at risk.
My goal in this book is to help you develop the skills and
sensibilities
this role demands, and to encourage you to answer the question
for
yourself. It’s a difficult role and it may be tempting to try to
sidestep it. It
requires a level of courage and openness to ask the fundamental
questions about your company and to live with those questions
day after
day. But little you do as a leader is likely to matter more.
Chapter 2
Are You a Strategist?
HERE’S A TEST of your strategic thinking. It’s the same one I
give my

EOPers right at the beginning of the course.
Step into the shoes of Richard Manoogian, CEO of Masco
Corporation, a
highly successful company on the verge of a momentous
decision.1 You’ve
got a big pile of money and must decide whether to invest it in a
far-reaching
new business venture. The stakes are high, and it’s not an easy
or obvious
decision. If you don’t go ahead, you could be passing up an
opportunity for
growth in a new direction and hundreds of millions of dollars in
future
profits. If you take the plunge and turn out to be wrong, you
may have wasted
$1–2 billion. Either way, you will have to live with the results
for many
years.
To make the decision, you’ll first need to know something about
Masco
and its marketplace. The story begins more than two decades
ago, but its
lessons are timeless, and the intervening years allow us to take
a long view on
the company and the industry.
FIRST, CONSIDER THE COMPANY
It’s 1986. Masco is a successful $1.15 billion company that has
just
recorded its twenty-ninth consecutive year of earnings growth.
Its ability to
wring outsized profits out of industries that are neither high
tech nor

glamorous has won it the monicker of “Master of the Mundane”
on Wall
Street. Its portfolio includes faucets, kitchen and bathroom
cabinets, locks
and building hardware, and a variety of other household
products.2 Masco
expects the businesses to generate $2 billion in free cash flow
over the next
few years.
What would you do with all that money? Masco’s leaders want
to tackle
other mundane businesses where their prowess can “change the
game.” They
envision becoming the “Procter & Gamble of consumer
durables.” In their
immediate sights is the U.S. household furniture business,
where they see
another opportunity to seize profitable dominance of a sleepy
industry.
Is Manoogian’s idea a promising one? If so, is Masco the
company to lead
the charge?
When I raise these questions the first morning in class, the
executives don’t
immediately jump up. Like you, they enjoy being the decision
maker; it’s the
role they play in their real-life jobs, but they’re reluctant to put
themselves on
the line with a group they’ve just met. With some coaxing,
though, we’re

soon deep into Masco’s situation and the issues Manoogian
faces.
The case for Manoogian’s …
UNIVERSITY OF CALIFORNIA, RIVERSIDE
School of Business
BUS 109 ~ Competitive and Strategic Analysis
SPRING 2020
Dr. Sean D. Jasso
EXAM 2
Below are the essay questions for your second take-home exam.
The exam is intended for you to work
independently. Each question is worth a total of 20 points.
Please answer each question as thoroughly as
possible, providing rich detail from our lectures, readings, and
discussions. The organization of your answers,

the complexity of your analysis, and the clarity of your critical
thinking are the key elements of your
evaluation.1
1. On Functional Strategy – Pertaining to your CEO Project
Company
a. Among the various functional divisions of the firm, identify
the most burning issue whereby your
functional strategy (marketing, financial, operational, etc.)
impacts the overall corporate AND
business strategies. Explain in detail.
i. More directly, select from two functional areas and discuss
the following:
1. Identify the function’s essential goal for 2020
2. What resources must be employed to effectively realize this
goal
3. What measures will indicate whether your functional strategy
has produced the
required results
2. On Strategy Implementation – Performance Excellence
We studied the idea of Six Sigma as a way to create synergy
across the organization, to increase the
probability of mission buy-in as well as the effective alignment
of resources, and, most fundamentally,
the production of near perfect output of product and service.
Discuss the following in detail:

a. What does Six Sigma mean to someone like Jack Welch? Be
detailed in your response.
i. What is one strength and weakness of this widely subscribed
philosophy?
b. Lastly, pertaining to your CEO company, identify the ONE
burning issue that is a prime candidate
for continuous improvement – that one thing holding the firm
back from implementing good
strategy (remember good strategy clearly defines the obstacles
from which we must overcome –
bad strategy does not)
3. On Strategic Intent and Strategy Implementation
a. First, identify your CEO company’s strategic intent, that is,
the ambitious stretch targets that go
beyond corporate vision propelling the firm to win. Pull from
the readings to support your response
b. Second, identify and discuss the important components of
your strategy’s implementation – mainly
the who, what, how:
i. Who are the central players/managers who will carry out your
strategic recommendations?
ii. What must be done – describe the program that is (or needs
to be) in place to carry out your
strategic recommendations?
iii. How will everyone work together – what organizational
structure will work best and why?

4. On Evaluation and Control
Referring to the Balanced Scorecard’s key measurement
concepts, illustrate and discuss the
following:
a. Using the traditional model from Kaplan and Norton
customize your team company’s BSC model
by identifying and completing ONE objective you will
‘measure’ for each scorecard component.
Discuss in detail.
b. Additionally, provide a basic, yet customized, illustrative
model of your BSC to complement your
response.
5. On the Journey
a. And, lastly, why does strategy matter? Be specific and
brilliant.
i. Consider including the key ‘take-aways’ from the course from
the readings, lectures,
discussions, team work, etc.
1 Recommendations on excellence – ten pages is your minimum
target; dig deep into the readings and lectures; provide unique
insight; reach for high-level analysis, presentation and
formatting; use 12-point, Times New Roman font; double-space;
use
endnotes to cite your sources using full APA bibliographic
formatting including page numbers; pay attention to details; put
some

time into this assignment; teach me something new.

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