94 Strategic Leadership
should be chosen not simply through position but because of their ability to think
about the larger organization and the broad issues that it faces. They should know
the campus and how to get things done, be widely respected, and have the time
and commitment to bring to the work of strategy and change (Eckel, Green, Hill,
and Mallon 1999). To be effective, teams should have a clear and compelling
sense of direction; function as a group, not as individuals; use the right processes;
and get help through coaching when they need it (Hackman 2005). Bensimon
and Neumann (2000) offer a cognitive perspective in analyzing effective presi-
dential teams that applies to strategy teams as well. A team is a collective sense
maker—“that is, its members are collectively involved in perceiving, analyzing,
learning, and thinking” about the organization’s future (Bensimon and Neumann
2000, 249; cf. Bolman and Deal 2003).
Perhaps with the help of a carefully chosen consultant, the members of a strategy
group will benefit from exploring ways to develop joint skills in problem solving
and strategic thinking. In The Fifth Discipline, Senge (1990) discusses ways to
foster teams’ skills in the art of dialogue, as distinguished from debate or argumen-
tation. He gives the example of a company that invites key executives to attend
a retreat to discuss the final steps in developing a strategic plan. The president asks
participants to practice the art of dialogue by following these ground rules:
- Suspension of assumptions. Typically people take a position and defend it, hold-
ing to it. Others take up opposite positions and polarization results. In this ses-
sion, we would like to examine some of our assumptions underlying our direction
and strategy and not seek to defend them. - Acting as colleagues. We are asking everyone to leave his or her position at the
door.... - Spirit of inquiry. We would like to have people begin to explore the thinking
behind their views, the deeper assumptions they may hold, and the evidence
they have that leads them to these views. So it will be fair to begin to ask others
questions such as “What leads you to say or believe this?” (Senge 1990, 259).
A focus on group dynamics is not especially common in academic decision
making, perhaps since so much of the work is driven by professional expertise.
Yet when strategic thinking is in play, the idea of dialogue as the suspension of
assumptions and authority makes a valuable contribution to the structuring of
collaborative work.
Although in my experience many faculty members do not take well to the
exercises and group work that consultants use in other organizations, it is worth
the SPC’s effort to consider professional assistance with the right kind of ques-
tionnaires, discussion protocols, and processes to get issues related to mission,
vision, and other complex subjects on the table. A good tactic is to test proposed
procedures with several members of the SPC before they are used widely. An
excellent source for ideas and techniques is found in Strategic Planning for
Public and Nonprofit Organizations, by John Bryson (1995), and in guides that
accompany it.