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This paper aims to present several tools to facilitate strategic planning and to demystify the situational analysis and the selection of strategy. These tools include situational analysis scorecards for the environmental scan, market analysis, competitive bench-marking and internal resource evaluation along with a SWOT (strengths, weaknesses, opportunities and threats) fit matrix. Business student teams have tested these scorecards in capstone projects with good results; however, the concepts remain works-in-process.

This study introduces tools to assist planners in preparing the situational analysis and deriving logical strategic choices based upon the SWOT analysis. These aids include an environmental factors scorecard, a market favorability scorecard, a competitive benchmarking scorecard, a resource evaluation scorecard and a SWOT fit matrix. Planners can use these devices to produce a research-based situational analysis and as a guide to select the most appropriate strategy.

These concepts have been beta tested by business student teams in capstone projects with good results but remain works-in-process.

The introduction of these creative scorecards addresses a shortcoming in academic literature concerning the interpretation of situational analysis research data and provides tactical tools linking SWOT to the choice of grand strategy and strategy implementation.

The governing bodies responsible for drafting and promoting the Principles for Responsible Management Education (PRME) apparently envisioned a completely voluntary initiative without concern for accountability. Public concern and commentary led to the addition of a reporting requirement in 2010. Two years later, program administrators began to update statuses. As of January 2016, PRME listed 636 signatories on their website. Because the reporting requirement took effect, approximately 86 schools have broken their commitment to comply with the PRME standards. Some schools were de-listed for inaction, whereas others actively left the program. This study aims to understand those who intentionally chose not to comply with PRME.

This study utilized a heroic quest typology to analyze and understand the behavior of institutions that intentionally chose not to comply with PRME. Narrative analysis of these concluded quests included strategic plans, research summaries, course syllabi and descriptions, press releases, PRME Sharing Information on Progress reports, UNGC letters of commitment, Communication on Progress reports, and internal informants.

Out of the 15 entities, 4 exhibited dual or quasi-heroic quests. Their experiences offered two viable and practical alternatives for institutions seeking to transcend the business ethics industry limitations of the PRME initiative.

The narrative analysis of this study encompassed a sufficiently large amount of data for confidence in the typological characterization of each institution’s heroic quest. Additional insights from informants would no doubt strengthen the analysis.

The existence of the business ethics industry casts doubt on the ability of business schools and their accreditors to offer substantive change to create a genuine form of responsible management education. This study concludes with two alternative paths taken by schools attempting to escape the narrative of irresponsible management.

The PRME publicly lists signatories in non-compliance. While most of these result from passive inaction, a small number of institutions intentionally choose to leave the PRME. No research has been done to understand these intriguing cases and the heroic quest typology is a unique application in narrative analysis.

The evolution of capitalism has gone through four major epochs, from the first tangible exchanges of goods and resources, to the generation of wealth by entrepreneurs held personally accountable for their actions, to cost-cutting measures for increasing efficiencies and maximizing wealth for the few, and finally to a socially irresponsible form. The fourth epoch dispatched the last remaining shards of capitalist responsibility to anyone but investors, as the basis of wealth appropriation shifted to manipulating the speculative future worth of intangible or fictitious capital. This evolution through four epochs has sadly been a process of diminishing value creation (Boje et al., 2017).

We are trapped in an era of socially irresponsible capitalism with little respect for humankind. But, it was not always this way. The earliest references to entrepreneurial behavior emerged in the east during the Han Dynasty and in the west in the eighteenth century. Somewhat like the fourth epoch of the twenty-first century, these global beginnings of early capitalism were also directed by opportunistic desires to pursue wealth generation by taking advantage of people’s needs and wants. Although capitalists have consistently been the prime directors of resources and the distributors of wealth, in the early epochs of capitalism they were different. The early epoch entrepreneurs bore personal risks of business failure, consequences that might impact them for a lifetime.

The antenarrative generative mechanisms, or spirals, help us understand the interconnectivities of “real” and “actual” domains of reality (Bhaskar, 1975; Boje, 2016). Socially irresponsible capitalism is pulling global societies into a downward spiral toward an addiction of speculative destruction and dehumanization, transforming “real” into “actual” realities. We need a force to pull us back up toward a revitalized form of socially responsible capitalism. This force is called the socio-economic approach to management (SEAM), and in the responsible entrepreneurial spirit of earlier epochs, the path to recovery can be accomplished by accountably working with one organization or entity at a time.

This chapter first investigates the historical double-spiral-helix footsteps of socially irresponsible capitalism in the making. Then through a SEAM project example, we discuss how the micro-societal perspective of an organization places it at a deeper level of reality, deeper within the double-spiral-helix meta-reality of macro-societal capitalism. Finally, we demonstrate how the socioeconomic approach can help diagnose the deeper realities with an organization, beyond the evident narratives, to reveal the third spiral of deficiencies. This third spiral disenables the organization’s ability to activate the micro forces of socially responsible capitalism.

Calls for dialectical learning process model development in learning organizations have largely gone unheeded, thereby limiting conceptual understanding and application in the field. This paper aims to unify learning organization theory with a new understanding of Hegelian dialectics to trace the development of the storytelling learning organization. The “storytelling learning organization” is a conceptual framework presented along with criteria to evaluate different kinds of dialectical development claims in “storytelling learning organization” work that are bona fide instances of one or another dialectical ontology ranging from Marxian, to Hegelian, to Brierian, to Žižekian.

Ontological evaluation and critique of a variety of “storytelling learning organization” practices posit different dialectical ontology and consequences for theory and practice. Through a case example of business process reengineering (BPR) in a “public research university (PRU)”, the storytelling of “schooling” versus “education” ideas and practices, in a place, in a period and in material ways of mattering, never achieves synthesis. The dialectical development of resistance to implementation evolves toward transcendence into irreducible oppositions of ontological incompleteness – the essence of a learning organization.

This ontological analysis focuses on the use of ideas and practices by opposing storytelling agents and actants to uncover a learning organization’s dialectical development in its own storytelling, its narrative and counter-narrative enactments, and its attempts to unpack contradictions. The PRU under study has gone through a series of financial crises, and its learning organization responses were downsizing staff and faculty positions and implementing BPR in ways that worsened the situation. The process resulted in staff and faculty leaving even before the reorganization was completed and enrollment dropped dramatically, in great part due to the negative press and the excessive standardization of the curriculum that accompanies “schooling” displacing acts of “education” practices and ideations. Meanwhile, the administrators are still trying to manage the narrative and control it so as to forestall additional attrition.

The theory of “storytelling learning organization” is original. The question answered here has practical value because institutions have choices to make concerning the kind of dialectical narrative and counter-narrative development that is cultivated, and there are options for transforming or moving to an alternative narrative and counter-narrative development process. The analysis of the case also illustrates a pattern of intervention that is, on the one hand, unsuccessful in developing “higher” education and, on the other hand, successful in shutting down the efficacy of a PRU by centrist use of reengineering to accomplish more schooling, more downsizing and more installation of “academic capitalism” ideas and practices.

This study aims to assess the impact of organizational storytelling on organizational performance by undertaking telecommunication companies located in the Middle Eastern nation of Jordan.

A quantitative design has been adopted to identify the impact of organizational storytelling on organizational performance, recruiting 460 employees at managerial levels from three telecom companies (Umniah, Zain and Orange). A step-wise regression analysis has been applied to analyze the data collected using a close-ended structured questionnaire.

A total of 284 male and 176 female employees took part in the study. The study has found a positive and significant impact of organizational learning, change management, corporate culture, training and development and leadership and indicated that these determinants positively related to organizational performance. Findings showed a positive and significant impact of organizational storytelling on organizational performance based on its components.

This study has contributed to identifying the impact of organizational storytelling on organizational performance in the telecommunication sector in Jordan.

This study is among the few to analyses the impact of organizational storytelling based on training and development, change management, corporate culture, organizational learning and development and leadership on the organizational performance of telecom companies in Jordan.