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A manager's role is to increase organizational knowledge creation. The concern is not that individuals with autism spectrum disorder (ASD) do not have the performance skills; the concern is they do not socialize well with others (McIntosh, 2016), and it is the social environment that impacts knowledge creation (Amabile, Conti, Coon, Lazenby, & Herron, 1996). According to Baron-Cohen (1988), cognitive theory is a better predictor for how we socially interact with each other than how we feel toward each other. Cognitive Style, according to Zhang and Sternberg (2005), “is one's preferred way of processing information and dealing with tasks.” The abilities and behaviors of individuals with autism are highly linked to their cognitive style (Grandin, 1995). According to Zhang and Sternberg (2005), cognitive styles are at least partially socialized, suggesting that styles can be cultivated and modified to fit the social and organizational environment. According to Downs and Smith (2004), individuals with ASD are capable of cooperative behavior, and the best news of all is that all individuals with ASD's cognitive styles are trainable to fit the social, organizational environment.

My research is to forward knowledge and potentialities regarding individuals of autism and their place in societal’s sense of work and it’s physical space. The seven transformational Ss of academic thought have allowed or even imposed a superposition of autopoietic subjects rather than objects and their being-in-the-world. In this chapter I first present my interpretation of the seven Ss – storytelling, system, sustainability, science, spirit, spirals, and sociomateriality – then I speak where my voice is strongest in the storytelling system, and finally I elaborate on how my seven Ss antenarratives can be utilized in the autism storytelling system.

I write about an entrepreneurial teaching experiment that created tolerance for critical thinking. I find that the entrepreneurial storytelling method of teaching made more money for the clients of a small business consulting class. The entrepreneurial-storytelling method leads students into a three-step conversation. During each step, they talk to each other in small groups, taking notes from each other. During the first step, the students talk about what they learned from the reading. During the second step, the students criticize the ideas that they read. During the final step, the students find a way to use what they learned despite their criticisms. During this time, the professor works between steps to help the groups talk to each other between steps. The professor also helps small groups while they are talking to each other. This makes it normal to disagree while learning, creates moments where students feel like they control what they know, and leads to tolerance for critical thinking. I discuss the implications this may have for group innovation and stoking social entrepreneurial intentions.

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.

The structure of this chapter is a literature review, followed by method, narrative data, findings, contributions, and conclusion. The literature review supports my sales pitch – individuals with autism are intelligent, emotional, and social individuals. My method is autoethnographic quantum storytelling, I will tell stories. The narrative data are the many stories that I have collected of individuals with autism thinking, feeling, and socializing and tie them to the work setting. My findings are that individuals with autism can be very valuable in the workplace, and with some adjustments that may vary across individuals, individuals with autism can easily be supported in the work setting. My contribution is to the employing organization and the individual with autism. I will conclude with how this shows that individuals with autism are intelligent, emotional, social individuals that belong in the work setting.

This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.

This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.

The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.

Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.

The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.

The purpose of this paper is to explore the possibility of designing training sessions on the basis of a dramatic structure and inclusion of contextual narrative for facilitating transfer of learning. The role of stimulating curiosity in this process has also been scanned under the lens of neurobiological insights.

The paper theoretically develops a framework through an integrative literature review to examine the prospect of enhanced learner engagement through structure, narrative and some interdisciplinary theories, namely, the gap theory of curiosity and the peak end theory.

A contextual story-based training method designed on the basis of a dramatic plot structure can leverage on the learners’ emotions for engaging learning sessions and retention of content. Such design offers potential to improvise and strengthen the overall training module design and delivery mechanism. The outcome is seen through enhanced peak moments of curiosity and satisfaction, thus enriching the overall training–learning process.

The study is theory based and non-empirical which does not give it a ground to make generalised statements and conclusions. This factor, however, paves the way for future research in the allied areas such as empirical testing of the framework by identifying and testing the variables and other contextual and causal factors.

The suggested framework has practical implications for Learning and Development managers as well as academies. The conceptual framework provided in this work can lend some unique insights towards strengthening the training–learning process.

Although the concept of using stories for training is not new, this study contributes by proposing a new theoretical framework that examines together the elements of sound dramatic structure and a story-based training method. Such a design, conceived by taking into account an understanding of the working mind, can influence the overall experience of achieving positive training–learning results.

The purpose of this article is to explore the similarities and differences in the socio‐economic approach to management (SEAM) method and postmodern approaches to theatre. Neither metaphorical nor managerialist, SEAM's perspective allows that the organization is theatre. Introduces the terms “metascript” and “metatheatre” to describe how SEAM's approach accomodates the multiple perspectives and simultaneous multiple stages populated by the “spect‐actors” (Boal, A., Theatre of the Oppressed, translated by Charles A. and Maria‐Odillia Leal McBride, Theatre Communications Group, New York, NY, 1979, originally published in Spanish as Teatro de Oprimido, Ediciones de la Flor, Buenos Aires, 1974) of the Tamara‐esque postmodern organization theatre.