Tag Archives: management education

Against Common Sense: managing amid the paradoxes of everyday organisational life

The following is the text of a talk given by Chris Mowles at the University of Hertfordshire on Friday Feb 13th as part of the MBA Masterclass series.

In this talk I try to cover four things:

I address why I think there is a problem with much contemporary management theory and explain why I think it is necessary to argue against what is taken to be common sense in management.Unknown

I introduce paradox and explain its roots in philosophy and point to how it manifests itself in the complexity sciences, as an alternative to some of the simplified assumptions and dualisms in much contemporary management theory.

I give some examples of how paradox manifests itself in everyday organisational life.

And finally I suggest some implications for managers for taking paradox seriously for what they might find themselves doing at work.

Why against common sense?

I am using the title of this talk, against common sense, to make a general critique of what we might think of as the majority literature on management, but also to highlight the meaning of the word paradox, from the Greek para doxa, or against what people ordinarily hold to be true. In using the term ‘majority literature’, I am not trying to suggest that all management literature suggests the same thing, or that all business schools teach the subject uncritically (this is certainly not the case at the University of Hertfordshire and on the MBA, for example). There is a flourishing substantial minority critical tradition in management theory.

But overwhelmingly, orthodox management journals and books assume that managers are in control, can predict and design organisational futures and organisational culture, can purpose transformation and innovation. Even when the majority literature identifies contradiction or paradox as a phenomenon, it argues that managers can control this too, often suggesting that paradox can be ‘unleashed’ for the creative good of the organisation, or can be brought into dynamic balance.[i] Continue reading

Complex responsive processes of relating and critical management studies

The following is an abridged version of the talk given at the Complexity and Management Conference on 6th June 2010.

What would it mean for the practice of management education and research if we were to take up the ideas in the body of thought we are calling complex responsive processes of relating? How do the ideas in complex responsive processes of relating compare and contrast with critical management studies, for example?

Drawing on an eminent exponent of critical management studies (CMS) such as Mats Alvesson as an example, we would find that complex responsive processes and CMS share a lot in common. Both are concerned to engage in critical reflection on institutions; both resist the strong pressures of normalisation; both would entertain the idea that all knowledge creation is political, value-laden and interest-based. Alvesson’s ‘4 I’ framework (identity, institutions, interests and ideology) is a very helpful way for organisational researchers to think about the research they are undertaking (how are identities being constructed in this episode of organisational life; how are people engaged in thinking about the institution; whose interests are being served and what does this say about the ideological claims?). Alvesson encourages reflection and reflexivity as a way of producing complex and rounded accounts of organisational life, accounts which are ‘rich in points’. Continue reading