Why are we surprised at surprises? Integrating disruption theory and system analysis with the scenario methodology to help identify disruptions and discontinuities

The scenario literature has limited discussion on the process of identifying the systemic conditions that could create disruption and/or discontinuity. This paper focuses on the integration of Christensen's theory of disruption and system analysis with the scenario methodology to develop a framework that provides an understanding of the underlying systemic conditions that create disruption and/or discontinuity. The framework is developed from a recent scenario case study to show the process of integrating these three theories and approaches. The case study reveals the systemic conditions inherent in the UK energy industry and how these conditions may portend discontinuity.     

The origins and evolution of scenario techniques in long range business planning

Scenario Planning has been around for more than 30 years and during this period a multitude of techniques and methodologies have developed, resulting in what has been described as a ‘methodological chaos’ which is unlikely to disappear in the near future (A. Martelli, Scenario building and scenario planning: state of the art and prospects of evolution, Futures Research Quarterly Summer (2001)). This is reflected in the fact that literature reveals an abundance of different and at times contradictory definitions, characteristics, principles and methodological ideas about scenarios. It has been suggested that a pressing need for the future of scenarios is amongst other things, to resolve the confusion over ‘the definitions and methods of scenarios’. This paper makes a beginning at this need by tracing the origins and growth of scenarios and the subsequent evolution of the various methodologies; a classification of the methodologies into three main schools of techniques is given and the salient features of these schools are compared and contrasted.     

Expatriate success may depend on a “learning orientation”: Considerations for selection and training

To support globalization, managers increasingly are sent to live and work in other countries. An unsuccessful expatriate assignment is costly for the organization and damaging to the individual's career, yet few companies have adequate processes for selecting and training expatriate managers. The concept of “learning orientation” is proposed as a valuable dimension for assessment and training. Employees with weaker learning orientation tend to withdraw from situations that could result in low judgment of performance; those with stronger learning orientation adapt and continue. The described approach can benefit employees and their families and can increase the organization's chance for international success. © 1999 John Wiley & Sons, Inc.     

Effects of microcredit and other loans on female empowerment in Bangladesh: the borrower's gender influences intra‐household resource allocation

This article examines microcredit's effectiveness in empowering women borrowers in rural Bangladesh. It does so by examining how gender‐specific borrowing activities influence household expenditures which are either specifically of interest to men or women, and by examining the effects of all loans rather than only those provided by microcredit organizations. The article uses a quasi‐experimental design to identify the effects of borrowing by men and women by using an original combination of panel data and instrumental variables on subsamples of the surveyed population. It finds that the borrower's gender affects how households allocate their resources to different expenditure items and assets that are valued differently by men and women. In all, the findings suggest that providing greater credit access to women may improve their household bargaining positions.     

A critique of service learning projects in management education: Pedagogical foundations,barriers, and guidelines

This critique of nine service learning projects within schools of business is designed to encourage other educational institutions to add service learning requirements into business ethics and leadership courses. It champions the role of the faculty member teaching these courses while at the same time offering constructive analysis on pedagogy, a review of curriculum issues, identification of barriers to service learning, and guidelines for teaching service learning ventures. Challenges to all faculty involved in business ethics courses are made to better manage their courses and careers from a broader context outside of university settings.Thomas A. Kolenko is an associate professor of management at Kennesaw State College in Marietta, Georgia.Gayle Porter is a member of the Management Faculty at Rutgers, School of Business in Camden, N.J., where she teaches Social Responsibility of Business, Organizational Change and Development, and Organizational Behavior.Walter J. Wheatley is an associate professor of management/MIS at the University of West Florida.Marvelle Colby, is the Chairperson of the Business Management Division at Marymount Manhattan College in New York.     

Improvement reviews in new product development

This research examines how organizations can use improvement reviews to enhance learning from product development experiences. We review learning related literature and highlight learning barriers that firms should attempt to minimize when conducting reviews. We then discuss two studies aimed at better understanding the effectiveness of improvement reviews. The first study suggests that improvement reviews can facilitate learning by leading to a reduction in the recurrence of people-related problems, though reviews had no impact on reducing market or product related problems. The second study involved depth interviews with new product developers. Interview comments provide insights into improvement review best practices and shed light on why improvement reviews are sometimes ineffective. A set of managerial recommendations is provided.     

Striking the Regulatory Balance in the Unique Case of the Voluntary Sector

This article considers the requirement for a regulatory regime for the UK voluntary sector that is sensitive to the unique features of the sector, while also maximizing public trust and safeguarding the interests of wider stakeholders. Regulatory Impact Assessments are important mechanisms in the achievement of this complex and delicate balance. However, these and other regulatory instruments need to be underpinned by a deep understanding of the voluntary sector 'persona', including and most particularly the voluntary ethos that is its core.