Envisioning the Future: Write your own BHAG

 “I teach the topic of Strategic Vision at the beginning of the semester in Strategic Management for undergraduates, and was drawing on Collins & Porras’ HBR article dealing with this topic (Sept/Oct 1996). They discuss envisioning the future as one aspect of developing a strategic vision for a company. Envisioning the future includes having a long term goal they call a “BHAG” (big, hairy, audacious goal) and writing a vivid narrative description of how things will look when the BHAG is achieved. My senior undergraduate in-class exercise was for them to write their own BHAG for their career 5 years from now, along with a vivid description of what a day in their professional life would be like (as they might describe it to a former classmate in five years). For some of them, this is the first time they thought in concrete terms this far into their professional futures. I got very positive feedback from the class on this exercise and some of them did a remarkably good job with it. I read two of them aloud to the class (anonymously). I sometimes find it difficult to craft meaningful exercises early in the semester before we have gotten into the “meat” of the concepts of Strategic Management, and was glad to get a good response from my students on this one.”

“Where have you been” ice breaker

In classes that have a distinct international bent, I use a simple case-based exercise to kick off the first class.  The Ivey Case 9B11M107, “Where have you been: An exercise to assess your exposure to the rest of the world’s people,” is a fun way to show participants both how diverse the world is, along with how little exposure they’ve actually had to the rest of the world’s people than they previously thought.

Industry Profitablity Analysis Opener

“In my opening graduate class I talk about my objective of getting students to think strategiclly. I put up a slide showing industry performance (any industry will work, although the simpler the better). Last semester I used a slide showing downward stock prices in the four largest bagel companies in the U.S. I ask the students why this is happening. We ramble for a few minutes. I then give a very quick overview of what I think is happening. I then return to the OH in the last class to drive home the message that hopefully, they now have the vocabulary and conceptual knowledge to quickly draw some conclusions on their own.”

Team Assignment Ice Breaker

“Perhaps this qualifies. To assign teams, I use a 5-minute drill that (1) helps the students mix and get to know a few others, and (2) results in heterogeneity on at least one dimension. I have the class line up in a row. The first in line is the person whose home (i.e., parents home, not campus housing) is closest to campus. The last in line is the student whose home is most distant. In mingling to decide where they stand in line, they get to meet lots of people as they work out the logistics. Then, we number off (according to how many groups are necessary) 1-X. I suppose other sorting criteria could be used by schools where most of the students come from the same geographic area. But at a school like ours, they span the globe and it works quite well.”

Name Game

“The closest thing I do as an ice-breaker is that I try to memorize the students’ names before the first class and then when the students introduce themselves I can connect their names and faces right away. Good teaching in strategic management requires relationship building in order to have any hope of students achieving “double-loop learning” (e.g., questioning underlying goals and assumptions). I try to begin to establish this relationship in the first class.”

Short E-ship Network Survey

Here is a Short E-ship Network Survey to walk students through a nice analysis of their personal networks.

Contributed by Mason CarpenterMason Carpenter