Recently posted book review for Strategy Safari: A Guided Tour through the Wilds of Strategic Management, by Henry Mintzberg, Bruce Ahlstrand, and Joseph Lampel, Free Press, 1998, reposted here:
Authors Mintzberg, Ahlstrand, and Lampel provide the oft-cited "The Blind Men and the Elephant" by John Godfrey Saxe as a backdrop to their discussion on the ten schools of management (Design, Planning, Positioning, Entrepreneurial, Cognitive, Learning, Power, Cultural, Environmental, and Configuration), because while at the outset they indicate that "we are the blind people and strategy formation is our elephant", since "everyone has grabbed hold of some part or other and 'railed on in utter ignorance' about the rest" because "no one has had the vision to see the entire beast", the authors end their discourse by showing that there is not necessarily one safari beast with which to contend, but multiple, although "we shall never find [the whole beast of strategy formation], never really see it all". Corresponding to each of these ten schools is a different view of the strategy process - strategy formation as a process of conception, strategy formation as a formal process, strategy formation as an analytical process, strategy formation as a visionary process, strategy formation as a mental process, strategy formation as an emergent process, strategy formation as a process of negotiation, strategy formation as a collective process, strategy formation as a reactive process, and strategy formation as a process of transformation.
The chapter introductions to each of the schools provide superb historical information, and the last chapter discusses the evolution of the the ten schools and provides an excellent bulleted summary table that whimsically assigns different beasts to each school as well as easy-to-remember homilies such as "take us to your leader" for The Entrepreneurial School, "I'll see it when I believe it" for The Cognitive School, and "If at first you don't succeed, try, try again" for The Learning School. In the opinion of this reviewer, the chapters on these three schools are also the best, even though the authors indicate that The Cognitive School is "characterized more by its potential than by its contribution. The central idea is valid - that the strategy-formation process is also fundamentally one of cognition, particularly in the attainment of strategies as concepts. But strategic management, in practice if not in theory, has yet to gain sufficiently from cognitive psychology. Or perhaps more accurately, cognitive psychology has yet to address adequately the questions of prime interest to strategic management, especially how concepts form in the mind of a strategist".
The authors draw from many research sources (some readers may be interested in knowing that the bibliography is 18 pages long), including some of their past works, most notably Mintzberg, and their liberal use of well-placed sidebars and diagrams in the material is extremely effective in bringing these together. Their use of humor is also well received by this reviewer, especially when placed in the midst of some of the rather lengthy discussions that some readers new to his subject matter might otherwise receive as dry. For example, the chapter on The Design School starts with a quote by an anonymous manager about a Harvard MBA: "The damn guy just sits there waiting for a case study." This reviewer completely agrees that, in the words of the authors, this book makes sense of a field that often seems to make no sense. Well recommended to anyone in business, especially those struggling through the vast, sometimes confusing terrain of strategic management.
