Learning: good progress (83.3 to 93.3%); well above average (78%)’. Unlimited Potential’s overall had not only improved markedly, it was also a more balanced card. Unlimited Potential have embraced the philosophy and have made significant Balance changes to the organisation by using findings from the tool. They have since gone on to publish audited social accounts from 2009 onwards, and you can download their latest publicly available accounts: Questions Using Table 1 (see next page), critically evaluate whether is a prescriptive, Balance or management tool. descriptive critical Critically assess the language and assumptions evidence in the tool. To what Balance extent are these appropriate for the organisation(s) in which (or for which) you work, or which you have studied? Compare and contrast the approach to strategic management implied by the Balance tool and compare this with any approaches that you have used in the past. Table 1 Three Groups of Theories about Strategic Management Group School Primary characteristic Design school Strategising is a Prescriptive theory conceptualising process Concerned with how Planning school strategies be Strategising is a process should formal Positioning school developed Strategising is an process analytical Entrepreneurial school Strategising is a process Descriptive theory visioning Concerned with Cognitive school Strategising is a process actual mental descriptions of strategic Learning school Strategising is an process emergent management Power school Strategising is a process negotiating Cultural school Strategising is a process collective Environmental school Strategising is a process reactive Critical-appreciative Strategising is deconstructing the Critical-appreciative management school and theory mystifying, marginalising narratives of powerful obfuscating Concerned with the elites to reveal how they have social and political power, followed by the colonised of objectives co-construction of new narratives management and
Learning: good progress (83.3 to 93.3%); well above average (78%)’. Unlimited Potential’s overall had not only improved markedly, it was also a more balanced card. Unlimited Potential have embraced the Balance philosophy and have made significant changes to the organisation by using findings from the tool. They have since gone on to publish audited social accounts from 2009 onwards, and you can download their latest publicly available accounts: Questions Using Table 1 (see next page), critically evaluate whether Balance is a prescriptive, descriptive or critical management tool. Critically assess the language and assumptions evidence in the Balance tool. To what extent are these appropriate for the organisation(s) in which (or for which) you work, or which you have studied? Compare and contrast the approach to strategic management implied by the Balance tool and compare this with any approaches that you have used in the past. Table 1 Three Groups of Theories about Strategic Management Group School Primary characteristic Prescriptive theory Concerned with how strategies should be developed Design school Planning school Positioning school Strategising is a conceptualising process Strategising is a formal process Strategising is an analytical process Descriptive theory Concerned with actual descriptions of strategic management Entrepreneurial school Cognitive school Learning school Power school Cultural school Environmental school Strategising is a visioning process Strategising is a mental process Strategising is an emergent process Strategising is a negotiating process Strategising is a collective process Strategising is a reactive process Critical-appreciative theory Concerned with the social and political objectives of management and Critical-appreciative management school Strategising is deconstructing the mystifying, marginalising and obfuscating narratives of powerful elites to reveal how they have colonised power, followed by the co-construction of new narratives