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The purpose of this paper is to describe the process used to develop and test the Individual Behavioral Assessment Tool for Strategic Thinking.

The instrument was developed using literature that identifies practices in use in organizations to assess strategic thinking competency and recommendations of scholars and practitioners to define strategic thinking and suggest how it could be assessed. Processes defined in the literature to develop competency measurements, both generally and for leadership and strategic management concepts specifically, were applied. A Delphi panel of experts reviewed the initial draft of the instrument which, with their refinements, was administered to participants in an executive leadership program.

Cronbach’s α and principal component analysis indicated that the instrument is internally consistent and unidimensional. Rasch analysis suggested a possible reduction in items that maintains good overall instrument performance.

The study provides methodology for developing a measurement tool that fuses practice and theory. Further applications of the instrument across organizational levels and in single sectors would enhance its generalizability.

The instrument provides a consistent tool for use by practitioners to identify gaps in their own or another’s strategic thinking behaviors, specify a job-specific competency model, and direct professional development.

The instrument fills a gap in the theoretical literature by extending the descriptions of strategic thinking to include a comprehensive set of required individual behaviors. As such, it is the first theoretically based instrument to detail the specific competencies required to think strategically.

The purpose of this paper is to define and then investigate the incidence of organizational leadership practices that encourage a culture of strategic thinking.

Discussions with 400 US healthcare executives attending focused educational seminars identified 18 leadership practices that encourage strategic thinking and 117 participants in subsequent seminars completed a survey assessing their use of the practices. Central tendencies, patterns across high and low users, and demographic differences were analyzed.

The two most frequently used practices involved reactions to crises. Executives using most of the practices employed long time horizons and made investments in human resource development and organizational learning. Industry suppliers and those responsible for parts of organizations were more likely to formally develop subordinates' strategic thinking ability.

While the study used a convenience sample with self‐ratings, it identified salient leadership practices for encouraging strategic thinking. This research should be expanded to other industries and countries. Case study methods would provide additional insight.

The findings support enhanced practitioner education regarding strategic thinking and provide practitioners with a place to start in looking for ways to enhance strategic thinking among individuals in their organizations.

The study fills a gap in the literature regarding specific ways in which organizational culture may impact strategic thinking in others. The study also provides a model for scholar‐practitioner inquiry, exemplifying practitioner involvement in methodology development and the interpretation of findings.

The purpose of this paper is to investigate the practices used by organizations to develop the strategic thinking ability of their leaders, managers, and other employees.

A basic interpretive study was conducted with human resource (HR) executives across a broad range of large organizations. Participants were interviewed, and general information about their organization and its programs was reviewed. Findings were verified via member checks and triangulation.

Organizations make limited use of the range of approaches to develop strategic thinking, many indirectly supporting its development via general leadership programs. Most approaches are experiential and focused on elites. Use of the literature, evaluation, and ties to competency models are very limited.

The study only provides indications of potential generalizations, but offers access to issues that cannot be identified without an in-depth analysis.

The findings identify major gaps in the practices utilized to develop strategic thinking and the related competency framing and evaluation processes. As such, the study exposes opportunities to extend what is known about effective leadership development programs specifically to the development of strategic thinking.

The study fills a gap in the literature regarding specific ways organizations formally and informally develop the strategic thinking of their leaders, managers, and other employees. In so doing, it provides a catalyst for strategy and HR executives and scholars to come together to improve the development of this often absent ability.

The purpose of this paper is to investigate the competency models used by organizations to assess the strategic thinking ability of their leaders, managers, and other employees.

A basic interpretive study was conducted with human resource executives across a broad range of large organizations. Participants were interviewed, and competency models in use were shared, reviewed, and discussed. The model development process was also explored in depth. Findings were verified via member checks and triangulation.

Models in use either identify strategic thinking as a stand-alone competency, or embed it under three different areas. Most cover one or more executive levels, stating varying expectations for strategic thinking by job title or level, or differentiating strategic thinking performance levels. The models include descriptions of strategic thinking behaviors that cross seven categories of strategy development, implementation, and organizational alignment.

The study provides indications of potential generalizations that should be considered with more organizations across sectors.

The findings provide practitioners with format and content examples to enhance the assessment of strategic thinking in existing competency models, as well as process considerations for model development/revision. The findings also identify how competency model components are used across the spectrum of talent management activities.

The study fills a gap in the literature by providing empirically based identification of the strategic thinking behaviors organizations consider essential competencies and how they are assessed. In so doing, the study provides a glimpse of how strategic thinking is used in practice and across a range of strategic management activities. In addition, the study links strategic thinking to the competency development literature, illustrating details of competency model development for strategic thinking, and identifying opportunities for related theory development in both domains.

This paper aims to explore the impact leadership development program graduates had on their workgroup, the nature of that impact and how that impact occurred.

This research was conducted at three sites using a qualitative interview methodology with thematic data analysis. Techniques to ensure trustworthiness included purposive sampling, triangulation of researchers, member checks and code checking.

Analysis of the data revealed secondhand learning as specific changes in practices, behaviors and attitudes, transferred by program graduates to their peers and supervisors. The transfer of learning was described as both intentional and informal learning during episodes of varying duration, and occurred through a variety of dyadic and group interactions in a manner generally consistent with the 4I framework of organizational learning.

The study was limited to medical educators. Recommendations for supervisors and organizations to maximize training transfer are identified. These suggestions advocate for actively encouraging graduates in departmental leadership and faculty development; focusing transfer on specific practices, behaviors and attitudes; and considering both short- and long-term outcomes.

This paper makes an original contribution to the literature by describing the process of secondhand learning from leadership development program graduates. The paper also expands our understanding of the nuances in transfer methods and associated learning episodes in the context of an educational environment. Finally, the research illustrates how qualitative methods can be used to expose secondhand learning.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Think of babies and you might think of cuddly, loveable, adorable and quite possibly noisy, smelly little creatures. They are also amazing “students” – observing what is going on around them, watching listening, touching, testing, tasting, assessing. When it comes to learning and honing new skills, acquiring essential new information, adapting to new experiences and preparing for difficult challenges ahead, adults can only look on in wonder at what babies can achieve in a short time.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Management educators are criticized for not maximizing the use of students' work experiences in the classroom. This paper aims to demonstrate how knowledge gained from work experiences can be organized into a teaching taxonomy and transformed into teaching strategies. The exemplar of learning to think strategically is used to illustrate the process.

The paper reframes how teaching taxonomies can be developed and how teaching strategies that use work experiences can be created.

The paper finds that knowledge gained from work experiences and the associated learning methods that created that knowledge, can be matched to required domain knowledge to form a teaching taxonomy and to develop teaching strategies.

The paper presents a way to develop a teaching taxonomy that assists management educators in selecting teaching strategies that both use students' work experiences and are specific to the content to be learned.

The paper offers a new framework and process for using workplace experiences in classroom teaching.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Choosing the right person as CEO, investing in them the responsibility to always do the right thing, and having only the highest expectations of them is what the top job is all about. Some succeed while others fail, and lessons can be drawn from both experiences.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The paper provides strategic insights and practical thinking that can have a broader social impact.

The briefing saves busy executives and researchers' hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

The purpose of this study is to understand how, when, and why emergency medicine residents learn while working in the chaotic environment of a hospital emergency room.

This research used a qualitative interview methodology with thematic data analysis that was verified with the entire population of learners.

Analysis of the data revealed four different types of learning episodes, each with facilitating factors. The episodes varied in intensity, duration, and the degree of motivation and self‐direction required of the learner. One episode could prompt another. Learning occurred both individually and in social interaction in the workplace during the episode, as well as outside of the workplace environment after the experience had occurred.

Recommendations for individuals to maximize their learning related to this chaotic work environment are identified, along with associated implications for their trainers. These suggestions advocate for current apprenticeship approaches to training to include a developmental perspective, providing effective feedback and supporting learner self‐assessment and reflection.

This paper makes an original contribution to the literature by describing the process of learning by emergency medicine residents in the chaotic work setting of an emergency department. The paper also expands understanding of the types of learning episodes and the factors that contribute to their occurrence. Finally, the research illustrates how the voice of the learners can be used to inform their training.