Storytelling is a powerful tool that evokes visual images and heightened emotions. Business leaders who can tell a good story have tremendous impact. Presents a model and examples of organizational storytelling, discusses the use of stories in management development, and outlines ways to enhance managers’ storytelling skills.

To obtain optimum pay-off from an experiential exercise, close attention must be given to debriefing. The management educator must provide structure and ambiguity so that learners can personalize the learning-experiencing meaningfulness in its application-so that learning is truly relevant to the individual. An approach is presented to prompt participants to use new skills in the workplace based on a conceptual model for systematic and analytical debriefing, which is as rigorously planned as the experiential learning exercise itself.

This article first presents the theoretical grounding for both storytelling and the social construction of reality. A sequence of classroom-tested tools for combining stories with reality construction is then described. Two tools for framing reality are offered: One is an actual frame that students take out of the classroom to frame a scene in different ways; the other requires students to frame two different segments of a photographic advertisement. In both exercises, students tell (either orally or in writing) the two different stories (perceptions of reality) they discovered. The third activity involves requiring students to gather stories and then retell them to classmates from the original story-teller’s perspective thus experiencing the reality of the original teller as well as discovering what their storytelling partner heard. The article concludes with a discussion of student responses.

What is the role of the effective human resource development (HRD) organisation in strategic business change. Best practices have emerged which suggest a six‐step approach: (1) a focused strategic approach: identify the key initiatives to which the organisation is committed and build the HRD programmes around them; (2) involvement of top management: grow from the vision and commitment of the chief executive officer; (3) refocus course content: “softer” business skills are essential for significant strategic change; (4) develop impactful learning methods: action learning is a valuable tool for organisations in transition; (5) focused participation: employees participate who can provide the greatest leverage; and (6) empowered participants: provide a learning atmosphere to lead the change. The six‐steps will help the HRD professional become a force in strategic transformation.

Although the pedagogy of organizational behavior (OB) has made some progress in addressing gender, racial, and cultural diversity in the past decade, it remains essentially noncritical-politically, economically, socially, and ecologically. It continues to uphold positivist conventions, reinforce modernistic illusions of objectivity, and resist reflexivity. This article advocates that OB pedagogy in method and content, in particular teaching that involves the textbook as a basis of instruction, becomes more reflexive and self-critical, more aware of its presuppositions, interests, and limitations. This article demonstrates a postmodernistic strategy to counter the overly totalizing and positivist currents in OB teaching and texts—the deconstruction of taken-for-granted assumptions and principles. To this end, one of the top-selling textbooks in OB is subjected to deconstruction. The case for deconstruction as a potentially powerful classroom tool, an active and inclusive learning strategy that encourages readers to engage in dialogue with OB teachers and the authors of OB texts, is made.