Strategy and Practice Study materials

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Study materials Strategy and Practice

Introduction

Strategy and Practice deals with the key analytical frameworks and concepts used in strategy and focuses on how toput into practice the strategies emerging from their use.

Module Objectives

This module is about understanding ' strategy' at the level of the individual business unit (that is, competitive strategy)as well as at the corporate level (that is, managing the long-term direction of the whole business) and in determininghow to put it into practice at the organisational level. Sessions provide the basic analytical concepts, frameworks andmethods used in setting long term direction for the firm as well as discuss the difficulties frequently found inimplementing strategy. This module helps the practitioner by providing an integrated approach to business withinwhich one can see not only the overall strategic intent, but also the differentiated and distinct contributions thatdifferent functions and teams make towards this intent.

Teaching Methods

We will draw on lectures, cases, readings, current business events and investigations to develop the students'familiarity, comprehension, and practical facility with strategy tools and methods. Lectures are for basic instruction;group work is to develop understanding of practical tools with semi-structured data (usually case studies). You are notprecluded from using public data sources (for example, the web) to supplement the information given in the casestudies.

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Module outline Strategy and Practice

Monday

Monday 20 October 2014

09.30-10.00 Arrival and coffee

10.00-12.30 Crisis and learning CS

12.30 Lunch

13.30-15.30 Scenario planning CS

15.30-16.00 Break

16.00-17.30 Scenario planning (continued) CS

Sessions will be led by the following faculty members:

CS = Christian StadlerHS = Harminder SinghLH = Loizos Heracleous

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Programme Strategy and Practice

Tuesday

Tuesday 21 October 2014

09.00-10.30 The practice of strategy HS

10.30-11.00 Break

11.00-12.30 The practice of strategy (continued) HS

12.30 Lunch

13.30-15.00 The practice of strategy (continued) HS

15.00-15.30 Break

15.30-17.00 The practice of strategy (continued) HS

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Programme Strategy and Practice

Wednesday

Wednesday 22 October 2014

09.00-10.30 Leading strategic change HS

10.30-11.00 Break

11.00-12.30 Leading strategic change (continued) HS

12.30 Lunch

13.30-15.00 Leading strategic change (continued) HS

15.00-15.30 Break

15.30-17.30 Leading strategic change (continued) HS

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Programme Strategy and Practice

Thursday

Thursday 23 October 2014

09.00-10.30 Strategic alignment and core competencies LH

10.30-11.00 Break

11.00-12.30 Strategic alignment and core competencies (contnued) LH

12.30 Lunch

13.30-15.00 Strategic leadership and innovation LH

15.00-15.30 Break

15.30-17.30 Strategic leadership and innovation (continued) LH

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Programme Strategy and Practice

Friday

Friday 24 October 2014

09.00-10.30 Orchestrating technology innovation CS

10.30-11.00 Break

11.00-12.30 Orchestrating technology innovation (continued) CS

12.30-13.00 Feedback session

13.00 Lunch

14.00-17.00 Completing case insights - submission by 17.00

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Programme Strategy and Practice

Module assessment

Assessment will be in two parts: The first part (40%) relates to your group presentation (20%) that will be made duringthe week, and written case insights (20%) by your group of up to 2,000 words (excluding references and appendices),to be submitted by 17.00 on Friday 24 October. The second part (60%) will be an individual assignment of up to2,500 words (excluding references and appendices) which requires you to answer one of five questions. Word countmust be included on the cover page.

Part 1 - Case Presentations (20%) and Case Insights (20%)

Group Case Presentations (20%)

Case studies of varying length and complexity will be used. Each case should first be prepared individually. Thesyndicate groups should then discuss the case for the class discussion that follows. Each session, one group will beasked to make a presentation, which will be assessed. The presentations are a significant part of the classroomexperience and contribute to the learning of everyone in the classroom. Each group is required to make only onepresentation but we expect this presentation to be of a high standard. It should last for around 20 minutes and shouldhave high quality visual aids. The group presentation should draw from the readings relating to the session in whichthey are required to present, as well as relevant learning from prior sessions. Groups are expected to illustrate theirlearning from the various sources, that is, the case study used in that session, the readings, the talk, other casestudies and their own experience. Each presentation will be assessed by the faculty member leading the particularcase session and the slides from these presentations will be second-marked by another faculty member. The finalmarks will be moderated by the NIE.

The questions for the case studies are given in the reading list. These questions are intended as a guide to yourindividual study and to the discussions that take place in your syndicate groups. In your presentations and in yourwritten case insights you should identify the questions that you think are important. You will need to make explicit (andjustified) links between the theory/readings and the case material.

Please email an electronic copy to the module coordinator and to the programme office before your presentation, andalso hand a hard copy of your presentation to the relevant faculty member at the time of the presentation.

Case Insights (20%)

This assignment should present the outcomes of a group reflection on what you have learned from the case analysespresented in the module. What learning will you take with you, and how will this be useful to your managerial andleadership challenges? This is not about summarising cases, or simply repeating what was said in class and in thelecture notes, but about stating your learning points and insights and their potential impact on your future practices.You may refer to as many cases from the module as you wish, but as a minimum you need to refer to three cases.You can choose to structure your assignment by learning points, by cases, or any way you feel presents your learningand insights effectively. This document can be a maximum of 2,000 words, excluding any references or appendices. These case insights must be submitted by 17.00 on the last Friday of the module.

Part 2 - Individual Essay Questions (60%)

Please answer one of the following questions for the individual assignment. The assignment should be up to 2,500words (excluding references and appendices). Word count must be included on the cover page.

Illustrate strategic misalignments in a specific organisation, explore the reasons for which they developed andpersist, and propose avenues to address them, together with a consideration of likely road-blocks.

Describe a situation when your organisation embarked on a journey of growth. How was the growth processmanaged? Analyse the approach and consider alternatives including options to diversify into other productcategories. What can we learn from this?

Identify a specific instance of product or process innovation, and trace the role of leadership andorganisational setup in your example. If we understand these issues, can we then develop recipes for achievingsuccessful innovation?

Describe a situation where your organisation was exposed to a major crisis or committed a major mistake.Page 1 of 2 Warwick Business School

Assessment Strategy and Practice

Describe a situation where your organisation was exposed to a major crisis or committed a major mistake.How has your organisation dealt with this challenge. Should it have done this differently? What can you learnfrom this experience?

Submission deadline: 17.30 (UK time) Monday 24 November 2014

The submission deadline is precise and uploading of the document must be completed before 17.30 (UK time) on thesubmission date. Any document submitted even seconds later than 17.30 precisely will be penalised for latesubmission in line with WBS policy. Please consult your student handbook on my.wbs for more detailed information.

The online assignment submission system will only accept documents in portable documents format (PDF) files.Please note that we will not accept PDF files of scanned documents. You should create your assignment in yourchosen package (for example, Word), then convert it straight to PDF before uploading. Please place your student IDnumber, NOT YOUR NAME, on the front of your submission as all submissions are marked anonymously.

All the scripts should also have the following paragraph included on the front page:

This is to certify that the work I am submitting is my own. All external references andsources are clearly acknowledged and identified within the contents. I am aware of theUniversity of Warwick regulation concerning plagiarism and collusion.

No substantial part(s) of the work submitted here has also been submitted by me in otherassessments for accredited courses of study, and I acknowledge that if this has been donean appropriate reduction in the mark I might otherwise have received will be made.

PLEASE ENSURE YOU KEEP A SECURITY COPY OF YOUR ASSESSMENT

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Assessment Strategy and Practice

Teaching faculty

Dr Christian Stadler - Module Coordinator; Associate Professor of StrategicManagement, Warwick Business School

Christian teaches strategy at Warwick Business School. For the past decade he devotedmuch of his energy to the investigation of long-living corporations - how they grow, adapt,and consistently beat their competitors.

You can follow his book, Enduring Success, on Facebook: http://www.facebook.com/enduringsuccess

He has shared his ideas with executives and students in Asia, Australia, Europe, and theUS. His work has been featured in the Harvard Business Review, Fast Company, LongRange Planning, Fortune/CNN and has been translated into 11 languages. Christianblogs on his own homepage and the Harvard Business Manager (German edition).

Growing up as the son of two teachers in a small village in the Austrian Alps his researchtook him first to Innsbruck University, then to Harvard Business School and Tuck School ofBusiness at Dartmouth. He also worked for Roland Berger Strategy Consultants, was alecturer at University of Bath School of Management and held visiting positions at SMEAUniversita' Cattolica del Sacro Cuore, in Milan, Italy and to Université Toulouse, SciencesSociales 1 in France. Little known facts are that he has a degree in Theology and is anofficer in the Austrian Army Reserve. Christian is married to Florence from Kenya and theyhave a 16 month old son. More information on Christian is availableon: http://www.enduringsuccess.com and https:// twitter.com/EnduringSuccess

Loizos Heracleous - Professor of Strategy and Organisation, Warwick BusinessSchool

Loizos earned his PhD at the Judge Institute of Management Studies, University ofCambridge. He conducts research and teaching in the areas of strategic management,strategy implementation, and organisation change and development. He has authored orcontributed to several books including Strategy and Organization: Realizing StrategicManagement (2003, Cambridge University Press), Flying High in a CompetitiveIndustry: Secrets of the World's Leading Airline (2nd edition, 2009, McGraw-Hill), Business Strategy in Asia: A Casebook (3rd edition, 2010, Thomson Learning), Crafting Strategy (2012, Cambridge University Press) and Practicing Strategy (Sage,2013).

In addition to Cyprus where he was born, Loizos has lived and worked in the UK, Ireland,Hong Kong, and Singapore. He has advised and trained senior executives at blue chiporganisations all over the world, in both the private and public sectors including Total, O2,Nokia, Cargill, Exel, Carrefour, YWCA, Standard Chartered, Bank of China, KPMG,Rolls-Royce and IBM. His MBA teaching has been recognised through several teachingexcellence awards.

Loizos serves on the editorial board of several leading journals, including the Academy ofManagement Journal (the top empirical journal in the world) and the Academy ofManagement Review (the top theory journal in the world) and his research has beenpublished in over 60 research papers in leading journals such as the Academy ofManagement Journal, Academy of Management Review, Strategic ManagementJournal, MIS Quarterly, Harvard Business Review, MIT Sloan Management Review, Journal of Management Studies, Human Relations, and Journal of AppliedBehavioral Science. His research has been honored by three noted Best Paper Awardsfrom the US Academy of Management and three awards by Emerald (including two forarticles with the best practical implications). He has received an honorary doctorate (DSc)from the University of Warwick in 2013 for his contributions to knowledge. More

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Teaching Faculty Strategy and Practice

information about Loizos' research can be found at www.heracleous.org.

Harminder Singh

Harminder gained his MBA at Warwick and has subsequently taught on strategy coursesand has authored the Strategic Advantage distance learning course and previouslyco-authored the Management of Change and Innovation in Creativity modules. He hasbeen a tutor on Strategy & Practice for a number of years and draws on his experience asa management consultant working with organisations such as the Royal Concert Hall,Family Welfare Association, University and College, Kent Probation Service etc. Harminderhas a background in social action and was a national trade union negotiator and has abroad knowledge of the activities of real managers.

Currently he is a board member of Viva Sinfonia http://www.vivaorch.co.uk/ and member ofthe Employment Appeal Tribunal, which is the highest judicial position a non-lawyer canhold.

http://www.harmindersingh.co.uk/

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Teaching Faculty Strategy and Practice

Readings

The set textbooks for this module are:

Paroutis, S.; Heracleous, L. and Angwin, D. (2013)Practicing Strategy: Text and CasesLondon: Sage Publications Ltd

Stadler, C. (2011)Enduring Success: What we can Learn from the History of Outstanding CorporationsStanford CA: Stanford University Press

The readings in this module are divided into pre-readings, essential readings and further readings.

Completing as much of the pre-reading and essential reading as possible before you attend will provide you with awider understanding of the topics to be discussed during the module and therefore enhance your contribution to theclass.

However, we understand that many of you will find it difficult to complete all of the reading due to other commitments,so have classified the readings as follows:

Pre-readings are included in the online materials; you should read these in advance of the session to whichthey relate. Unless specified, you should treat ALL case studies as required pre-reading.

Essential readings are also included in the online materials. In order to complete the module and theassignment successfully you should complete this reading when you have time, either during or after themodule.

Further readings are intended for those who may wish to widen and deepen their understanding of particularissues now or in the future. You will have to use your own library skills to obtain these.

Pre-reading

Please read the cases in advance thoroughly, as the quality of the class discussion depends, essentially, on yourability to put the situation described in the case into perspective, benefiting from your own professional experience,and sharing your ideas in class.

Case studies from The Case Centre

We are providing links to case studies which have been purchased from the Case Centre and are provided for yourpersonal use on this module, for which you are registered. You may download and print one copy of each for yourpersonal use.

The case studies will expire on 24 November 2014 and will not be available to you after this. We recommend that youdownload them immediately. When you have taken your copy of a case study you may not make further copies, sharethem with or sell the materials to any other person or use them for any purpose not connected with your studies forthis MBA module. Failure to follow these terms and conditions of use may result in disciplinary action.

Copyright

Please note that the readings provided are intended for your own individual study for this module and they are not tobe copied, sold, or used for purposes other than personal study. In each instance the copyright resides with thepublisher or author as stated and not with the University of Warwick.

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Readings Strategy and Practice

Monday readings

Monday 20 October 2014

Crisis and learning

Companies will eventually face crisis. How managers react in such a situation most likely determines whether anorganisation can survive. We will discuss strategies managers can rely on in their darkest hours. In addition we willdiscuss how companies can prepare for major crisis and to what extent mistakes and failure can even be helpful toensure long-term success.

Case study: Shell, Greenpeace and Brent SparRef: P19(Please note the information on the Readings page about Case Centre cases.)

Case questions: 1. How will the incident affect Shell's long-term profits? Can Shell avoid lasting damages?

2. What is Greenpeace's agenda? Can Shell meet its demands?

3. What is the government's agenda? Can Shell negotiate favourable terms with them?

4. Did Shell handle the crisis well? What should they do different?

Essential reading: Stadler, pp. 98-106

Further reading: Garvin, D.A.; Edmondson, A.C. and Gino, F. (2008)'Is Yours a Learning Organization?'Harvard Business Review, March, pp. 1-11

Rhodes, D. and Stelter, D. (2009)'Seize Advantage in a Downturn'Harvard Business Review, February, pp. 1-9

Rigby, D.K. (2009)'Moving Upward in a Downturn'Harvard Business Review, June, pp. 95-101

Roberto, M.A.; Bohmer, R.M.J. and Edmondson A.C. (2006)'Facing Ambiguous Threats'Harvard Business Review, November, pp. 1-4

Scenario planning

Predicting the future is obviously impossible. Nonetheless firms can prepare for the unpredictable by setting strategiesthat work under alternative futures. In this session we familiarise ourselves with the fundamentals of scenario planningand use it to set a strategy for Virgin, a British Conglomerate.

At the end of these sessions you will have an understanding of powerful tool of strategic planning:

how to set up a scenario planning process

what you need to look out for.

Case study: Grant, R.M. (2010)'Richard Branson and the Virgin Group of Companies in 2007'in Cases to accompany Contemporary Strategy AnalysisChichester: Wiley & Sons

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Readings Strategy and Practice

Case questions: Describe Virgin's current strategy. How suitable is it to compete in today's businessenvironment.

1.

What are the main resources and capabilities of Virgin?2.

Think of two alternative descriptions of the business environment of Virgin 10 yearsfrom now. How can Virgin ensure success in each of them taking their currentresources and capabilities into account?

3.

Essential reading: Schoemaker, P.J.H. (1995)'Scenario Planning: A Tool for Strategic Thinking'Sloan Management Review, 36, pp. 25-40

Further reading: Grant, R.M. (2003)'Strategic Planning in a Turbulent Environment'Strategic Management Journal, 24, 6, pp. 491-517

Huss, W.R. and Honton, E.J. (1987)'Scenario Planning - What Style Should You Use?'Long Range Planning, 20, 4, pp. 21-9

Phelps, R.; Chan, C. and Kapsalis, S.C. (2001)'Does Scenario Planning Affect Performance? Two Exploratory Studies'Journal of Business Research, 5, 1, pp. 223-32

Schwartz, P. (1991)The Art of the Long ViewNew York: Currency Doubleday

Stadler, C. (2011)Enduring Success: What We Can Learn From the History of Outstanding CorporationsStanford, CA: Stanford University Press, pp. 101-3

Wack, P. (1985)'Scenarios: Shooting the Rapids'Harvard Business Review, 63, 6, pp. 139-50

Wiltbank, R.; Dew, N.; Read, S. and Sarasvathy, S.D. (2006)'What To Do Next? The Case for Non-Predictive Strategy'Strategic Management Journal, 27, 10, pp. 981-98

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Readings Strategy and Practice

Tuesday reading

Tuesday 21 October 2014

The practice of strategy

This session examines the recent turn in the strategy literature towards understanding the practices of actualmanagers. This in turn is discussed in the context of the so-called post-modernist agenda and the knowledgeeconomy changes in the strategic environment. As part of this environmental shift, firms experienced increasinglyknowledge intensive demands upon their strategic capacity. During this period, the focus of the strategy making hasshifted to incorporate concepts such as intellectual capital, knowledge resources, internal learning processes andflexible organisational structuring. In this session we examine the reasons for this shift and the implications ofimplementing these concepts in the strategy toolkit and the overall strategy process.

Case study: Whitbread PLC (A)Ref.: 9-406-007(Please note the information on the Readings page about Case Centre cases.)

Case questions: These are indicative questions for plenary discussion:

What are the most significant events in the company's history (up until May 2000)?1.

How would you characterise Whitbread's work environment in the period 2001-2002?2.

What major challenges is the company facing in 2001?3.

Essential reading: Paroutis et al, Chapter 1 (pp. 3-19) andPart V case studies introduction (pp. 121-8)

Hansen, M.T. and Oetinger, B.V. (2001)'Introducing T-Shaped Managers: Knowledge Management's Next Generation'Harvard Business Review, March, 79, 3, pp. 107-16Please access HBR and search for: AN 4147420

Further reading: Kim, W.C. and Mauborgne, R. (2003)'Fair Process: Managing in the Knowledge Economy'Harvard Business Review, January, 81, 1, pp. 127-36

Foote, N.W.; Matson, E. and Rudd, N. (2001)'Managing the Knowledge Manager'McKinsey Quarterly, 3, pp. 120-9

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Readings Strategy and Practice

Wednesday readings

Wednesday 22 October 2014

Leading strategic change

In the competitive arena we have to expect the unexpected; organisational flexibility and the ability to change is criticalto survival and success. The majority of strategic and organisation change programs fail to reach their objectives, andwith good reason; change is highly complex and difficult to manage effectively. It not only requires the appropriateselection of a new strategy, it also entails alterations in the organisation's design, culture and control systems, wherethe aim is to achieve a fit of all these elements with the new strategic direction. In this session we will discuss howindustry trends necessitate the selection of new strategies or re-direction of existing ones; the role of changeleadership; useful frameworks for planning and implementing change; barriers to change; and the role of organisationdesign and culture.

Case study: Millikin, J.P. and Fu, D. (2005)'The Global Leadership of Carlos Ghosn at Nissan'Thunderbird International Business Review, 47, 1, pp. 121-3 7

Case questions: What were the strategic and organisational misalignments at Nissan at the time ofGhosn's arrival?

1.

What was the process of change leadership at Nissan? (for example, implementationprocess, Carlos' change leadership style).

2.

Was realignment achieved at Nissan? How can we represent this realignment?3.

What is your evaluation of Carlos Ghosn as a transformational leader? What do youthink are some of his traits that make him an effective leader?

4.

What can we learn about the practices or principles of effective change leadershipfrom this case?

5.

Essential reading: Aiken, C.B. and Keller, S.P. (2007)'The CEO's Role in Leading Transformation'McKinsey Quarterly, pp. 30-9

Kotter, J. (2007)'Leading Change: Why Transformation Efforts Fail'Harvard Business Review, January, 73, 2, pp. 59-67Please access HBR and search for: AN 9503281992

Further reading: Beer, M. and Nohria, N. (2000)'Cracking the Code of Change'Harvard Business Review, May-June, pp. 133-41

Beinhocker, E.D. (2006)'The Adaptable Corporation'McKinsey Quarterly, 2, pp. 76-87

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Readings Strategy and Practice

Thursday readings

Thursday 23 October 2014

Strategic alignment and core competencies

What is it that distinguishes winning companies from mediocre companies, in hyper-competitive industries? How canwinning strategies be developed and implemented effectively? In this session we examine the strategies of SingaporeAirlines, which enabled the company to never post an annual loss since its inception in 1972, and to deliver healthyreturns, in an industry that bleeds red ink. We will identify the strategic principles involved, which could be applied toother companies and industries. After examining the industry, we will discuss the importance of strategic alignmentamong the competitive environment, the strategy, core competencies and organisational configuration, and discusscompany examples of effective alignment as well as mis-alignment. We will address the different levels of strategy,and examine functional strategies as a way to implement business-level strategy. We will also examine theimportance of core competencies as the backbone of strategic alignment, and how a company can develop the rightcore competencies to support its strategy through consistent policies and investments at the organisational level.

Case study: Heracleous, L. (2014)Singapore Airlines: Aligning Strategy and OrganizationUniversity of Warwick Case StudyThis case study is attched below as a PDF

Case questions: Why is it so difficult to make money in the airlines industry? How could airlines beprofitable in such an industry?

1.

How does SIA implement its strategy? What practices, activities and competenciesare involved?

2.

Do you see any misalignments as far as Singapore Airlines is concerned, and if so,how could they be addressed?

3.

Imagine you are a strategy consultant; what would you recommend to SIA to sustainits competitive success in future?

4.

Do you see any practices or competencies at SIA that may be applicable to otherorganisations in terms of achieving competitive advantage?

5.

Further reading: Heracleous, L.; Wirtz, J. and Pangarkar, N. (2009)'How to Win in Cut-throat Industries I: Achieving Strategic Alignment'in Flying High in a Competitive Industry: Secrets of the World's Leading AirlineSingapore: McGraw-Hill

Heracleous, L. and Wirtz, J. (2014)'Sustainable Competitive Advantage at Singapore Airlines: Dual Strategy as MasteringParadox'Journal of Applied Behavioral Science (forthcoming)

Heracleous, L. and Wirtz, J. (2010)'Singapore Airlines' Balancing Act'Harvard Business Review, July-August, pp. 145-49

Teece, D.J. (2011)'Dynamic Capabilities: A Guide for Managers'Ivey Business Journal, March-April, p. 1

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Readings Strategy and Practice

Strategic leadership and innovation

In this session we will go beyond the discussion of strategic alignment and core competencies, by examiningleadership as the driving force of strategic alignment; and innovation as a crucial core competency. What is it thatmakes leadership strategic, and what are the main tasks of a strategic leader? What are the right core competenciesfor the organisation to develop and how can this be done? We will use the case of Apple Inc. as the context for thisdiscussion. After Steve Jobs' return in 1997, Apple has created breakthrough products that redefined whole industries,creating new markets and posting record profits. These innovations took place in the face of commoditisation and slimmargins in the very tough industries of personal computers and consumer electronics. We will examine the role ofleadership and innovation in Apple's competitive success and derive broader principles of effective leadership andinnovation. Since Jobs' demise in late 2011, the main question on analysts' minds is whether Apple can sustain itsgroundbreaking innovation under new leadership. We will then engage in strategic thinking and ask the question: if wewere leading Apple Inc., what would our strategic challenges be now, and what would we do about them?

Case study: Strategic Leadership and Innovation at Apple Inc.Ref: 309-038-1(Please note the information on the Readings page about Case Centre cases.)

Case questions: What are the key features of Apple's industry?1.

What is your evaluation of Apple's strategic alignment? How does Apple execute itsstrategy, in terms of the organisational arrangements and competencies involved?

2.

How would you evaluate the innovation capabilities of Apple?3.

What is your evaluation of Steve Jobs as a strategic leader? What do you think aboutstrategic leadership at Apple since Jobs' demise?

4.

What are your recommendations to Apple?5.

Essential reading: Heracleous, L. (2013)'Quantum Strategy at Apple Inc.'Organizational Dynamics, 42, 2, pp. 92-9

Sawhney, M.; Wolcott, R.C. and Arroniz, I. (2006)'The 12 Different Ways for Companies to Innovate'MIT Sloan Management Review, 47, 3, pp. 75-81

Further reading: Shoemaker, P.J.H.; Krupp, S. and Howland, S. (2013)'Strategic Leadership: The Essential Skills'Harvard Business Review, January-F ebruary, pp. 131-4

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Readings Strategy and Practice

Friday readings

Friday 24 October 2014

Orchestrating technology innovation

Innovation and technology leadership are no guarantee for financial success. Across companies, R&D intensity andfrequency of new product introductions tend to be negatively associated with profitability. In this session we willexplore why this is the case and how companies can successfully manage their technology and introduce winning newproducts. We will also discuss how firms should respond to disruptive technologies introduced by their competitors,customers, or suppliers.

Case study: Heidrick & Struggles International, Inc.Ref: 9-408-066(Please note the information on the Readings page about Case Centre cases.)

Case questions: 1. How can you succeed in executive search in the future?

2. Are new technologies disruptive or complementary?

3. Should Heidrick & Struggles concentrate on the C-suite or put more effort on mid-levelsearch?

Essential reading: Stadler, pp. 46-67

Christensen, C.M. and Overdorf, M. (2000)'Meeting the Challenge Of Disruptive Change'Harvard Business Review, March-April, pp. 66-76Please access HBR and search for: AN 2839608

Further reading: Christensen, C.M. (1998)The Innovator's DilemmaBoston: Harvard Business School Press

Birkinshaw, J. and Gibson, C. (2004)'Building Ambidexterity into an Organization'MIT Sloan Management Review, Summer, pp. 47-5

Lavie, D.; Stettner, U. and Tushman, M. (2010)'Exploration and Exploitation Within and Across Organizations'Academy of Management Annals, 4, pp. 10-55

O'Reilly, C.A. III and Tushman, M.L. (2011)'Organizational Ambidexterity in Action: How Managers Explore and Exploit'California Management Review, 53, 4, pp. 5-21

Raisch, S. and J. Birkinshaw, J. (2008)'Organizational Ambidexterity: Antecedents, Outcomes, and Moderators'Journal of Management, 34, pp. 375-409

Tushman, M.L. and O'Reilly III, C.A. (1996)'The Ambidextrous Organization: Managing Evolutionary and Revolutionary Change'California Management Review, 38, pp. 1-23

Tushman, M.; Smith, W.K.; Wood, R.; Westerman, G. and O'R eilly III, C.A. (2010)'Organizational Design and Innovation Streams'Industrial and Corporate Change, 19, 1,331-66

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