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Article
Enhancing the ability to think
strategically: A learning model
Andrea J. Casey
Graduate School of Education and Human Development, George Washington University, Washington, DC
Ellen F. Goldman*
Graduate School of Education and Human Development, George Washington University, Washington, DC
Abstract
The ability to think strategically is critical for managers at multiple organizational levels, yet we know
little about how this ability develops in individuals. Drawing on literature in strategy, cognitive science and
adult learning, we propose a model of learning to think strategically that follows the ‘learning school’ of
strategy making (Mintzberg et al., 1998). The model depicts a dynamic, interactive, and iterative experiential
learning process. It identifies individual factors, work experiences and organizational factors that contribute
knowledge and act together to develop the ability to think strategically. Areas for research are suggested to
better understand the learning process.
Keywords
leadership development; management learning; strategic thinking
Introduction
Studies across industries and countries have identified top management’s absence of strategic
thinking as a major detractor of firm performance (Bonn, 2001; Mason, 1986; Zabriskie and
Huellmantel, 1991). Recent theories of strategy making focusing on organizations’ processes and
routines indicate strategic thinking is also useful to those working close to the customer (Floyd
and Wooldridge, 2000; Johnson et al., 2003). Despite the importance of strategic thinking to
managers at multiple organizational levels, we know little about its development.
Firms have attempted to enhance their managers’ strategic thinking ability through work and class-
room experiences (Vicere, 1998). In both settings, strategy research has focused on collective versus
individual processes, such as methods to teach strategy concepts (e.g. case study, scenario building), or
on understanding group decision making (Bates and Dillard, 1993; Easterby-Smith and Davies, 1983;
*Authors are listed alphabetically; they contributed equally to the manuscript.
Corresponding author:
Dr Andrea Casey, Graduate School of Education and Human Development, The George Washington University,
2134 G Street NW, Washington, DC 20052
Email: [email protected]
Management Learning
41(2) 167–185
© The Author(s) 2010
Reprints and permissions: http://www.
sagepub.co.uk/journalsPermission.nav
DOI: 10.1177/1350507609355497
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