This article proposes that a major problem limiting an organization's ability to develop organizational learning capacity is of organizational amnesia. To understand organizational amnesia, it is necessary to look at the various ways that organizational learning is defined. Organizational learning is not merely the process of acquiring knowledge. Rather, the learning that takes place at the individual's level has to be diffused to other parts of the organization. This, in turn, enables the organizations to make decisions that will enable it to respond and adapt to change and uncertainty. Specifically, this adaptation is brought about through double‐looping learning and involves a re‐examination of fundamental assumptions. This article defines organizational amnesia as the failure of organizations to learn reliably at the organizational level. Builds upon the work of Crossan et al. who provide a framework of organizational learning that involves four processes of learning. They argue that organizational learning involves the processes of intuiting, interpreting, integrating and institutionalising. It is proposed that organizational amnesia happens primarily due to the failure to effectively undergo the integrating and institutionalizing stage.

Purpose -This paper aims to propose the idea of linking the use of the balanced scorecard with scenario planning. Scenario planning emphasizes the development of a strategic plan that is robust across different scenarios. This ensures that the strategy implemented using the balanced scorecard is linked to external conditions and takes into consideration the expected changes in the environment. Design/methodology/approach -This paper examines the criticisms of the balanced scorecard and proposes the use of scenario planning as a way of overcoming some of these limitations. Findings -It argues that the use of scenario planning is capable of overcoming the lack of external orientation in the balanced scorecard. Scenario planning also helps make the balanced scorecard more reflective of changes that may appear in the future. This ensures that the scorecard developed is not merely a linear extension from the present. Research limitations/implications -Studies need to be undertaken to examine whether integrating scenario planning with the balanced scorecard leads to more effective strategy implementation. Practical implications -Adopters of the balanced scorecard need to recognize that developing a balanced scorecard system needs to be preceded by a strategy formulation process that incorporates an understanding of how future events may evolve. This can be achieved using scenario planning. Originality/value -This study is probably the first attempt to link the implementation of the balanced scorecard and scenario planning.

Strategic leadership competencies is distinct from the general notion of leadership. Strategic leadership is about leadership activities at higher levels of a firm. Strategic leaders require strategic thinking skills. There is considerable agreement on the nature of strategic thinking. It is about thinking creatively about strategic options and alternative ways to compete. However, not much has been discussed on what it takes to become a strategic thinker. In addition, the strategic leadership role often requires that leaders negotiate and manage internal politics. Strategizing is not always a simple and rational process. Strategic leaders also often find themselves having to initiate change to adapt to the lessons learned about discontinuities in the environment. This paper proposes that strategic leaders need to have a certain personality predisposition and develop 3 key competencies to be effective in their role. These competencies are strategic thinking, managing politics and change management. 

PurposeThe purpose of this research is to show a preliminary examination of the effects of the development of the causal model of the strategy in the implementation of the Balanced Scorecard. Studies on the Balanced Scorecard adoption show that many organizations that adopted the Balanced Scorecard did not develop a causal model of their strategy. The study seeks to examine the differences in Balanced Scorecard implementation of adopters who developed a causal model of their strategy and those who did not.Design/methodology/approachMailed survey was used to collect the data.FindingsIt was found that Balanced Scorecard adopters who did not develop a causal model of their strategy experienced specific problems more than those who developed a causal model of their strategy. It affected the outcomes and ease of implementation of the Balanced Scorecard.Research limitations/implicationsThe small number of responses obtained in this study due to the relatively recent adoption of the Balanced Scorecard in Malaysia limits the generalizability of this study. However, it does provide insights on the hypotheses to be examined in future studies.Practical implicationsThe findings of this survey suggest that the successful implementation of the Balanced Scorecard requires that organizations develop and articulate a causal model of their strategy.OriginalityThis study is probably the first attempt to examine the role of causal model development in effective implementation of the Balanced Scorecard.

Purpose The purpose of this paper is to discuss the nature of strategic leader competencies and the learning methodologies that should be used to develop them. Design/methodology/approach A review of the literature on strategizing was done to formulate a model of strategic leadership competencies. This paper also draws from various work on learning to propose how strategic leadership competencies program should be designed. Findings The literature highlights the importance of incorporating deliberate practice, experience density, reflective learning and mentoring into strategic leadership development programs. Research limitations/implications This is a conceptual work that draws from secondary material. Further empirical examination can help validate the ideas proposed here. Practical implications This paper provides a better understanding of how developing strategic leadership competencies are distinct from other leadership programs. It also provides practitioners with an understanding on how to design their strategic leadership development programs. Originality/value This paper adds a new dimension to the discourse on strategic leadership development programs by bringing together learning theories from sports education and managerial learning.