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14 The message: In the face of imperfect information, keep your strategy flexible The second school of strategy, the learning organization, gives a different response to dealing with the fog of war: One person cannot possibly master enough information to develop a complex strategy, but a team can, so everyone in the system needs to work together The best summary of this school remains The Fifth Discipline, by Peter Senge15 And in Organizing Genius, Warren Bennis supports the idea with several case histories16 The message: In the face of imperfect information, work as a team The third school, competitive strategy, cuts through the fog of business with economic analysis The leader of this school, Michael Porter, uses economic research and analysis to give a firm a better understanding of its economic position in an industry, with special emphasis on the positions of competitors throughout the entire value chain.

17 The message: In the face of imperfect information, squeeze as much as you can from the information you have Flexible planning, teamwork, and thorough analysis those are the answers given by the three leading schools of strategy Thus, most businesses handle strategy in one of these ways, instead of using the art of what works But there is really no contradiction You can combine one or all of these schools with expert intuition Von Clausewitz considered them all important Napoleon mas-.

Put the key in the cylinder and rotate one complete turn, first in one direction and then the opposite direction. This is to check the function of this assembly. If you haven t adjusted the lock for other than a 13 4-99-inch door, remove the mechanism cover by first removing the spring assembly. Pry up the cover and remove the ring; then, adjust the pin for the appropriate door thickness, referring to Fig. 13.46 to ensure the details are correct.

of a forced-warm-air heating system the extended-plenum and the radial configuration. (See FIG. 14-2.) Regardless of the configuration, there should always be a physical separation from the furnace at the beginning of the duct. The separate sections are usually connected by a heavy canvas fabric. (See FIG. 14-3.) The separation is intended to isolate the distribution system from the furnace so that blower noise will not be transmitted throughout the house. In the extended-plenum configuration, a large rectangular supply duct extends in a

tered them, too But in the end they cannot tell you what your strategy should be Only expert intuition does that But how The four elements of the art of what works presence of mind, coup d oeil, resolution, and examples from history translate into tools and techniques that you can apply in your own situation The other schools of strategy offer their own tools and techniques, so the art of what works can do the same Some tools use expert intuition directly For example, bootstrapping involves making a rigorous study of what a successful strategist actually does, rather than asking the strategist to explain it something that strategists can never do very well The Trotter matrix from General Electric attacks a strategic problem by engaging in a treasure hunt to find out whether anyone else in the world has made any progress in solving any part of the problem.

Insert the exterior escutcheon (with the mechanism ring in the retracted position) into the 9 16- and 21 8-inch holes. When inserting, make sure the bolt link fits over the mechanism pin and that the large tab of the bolt link is toward the hole in the mechanism cover. Place the interior escutcheon on the door and secure it to the exterior escutcheon with the four 1 4-inch-diameter bolts furnished with the lock unit. Put the cover on the interior escutcheon.

A what-works scan applies grounded theory to basic strategy research And last but not least, the normal science version of the scientific method is very much like the art of what works18 We can also add elements of expert intuition to tools from other schools of strategy For example, an exercise in strategic planning or a team dialogue session in the learning organization often begins with the question, What is our vision That s fine In the art of what works, however, we arrive at that vision by asking first, What works The vision comes second, after you see what path can lead to success That avoids developing a vision that you have no way to reach As another example, in competitive strategy, you analyze the five forces that determine your competitive position: direct competitors, suppliers, customers, potential entrants, and substitutes.