Handbook of Research onManagement Ideas andPanaceasAdaptation and Context

Edited by

Anders OrtenbladProfessor of Organization and Leadership, Faculty of SocialSciences, University of Nordland, Norway

mffi*nrn*EĘarCheltenham, UK. Northampton, MA, USA

@ Anders Óltenblad 2015

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Contents

List of figuresLiSt of tables ąnd boxesList of contributorsFor ewor d by Eric AbrahamsonFor eword by Aminu MammanForewordby David CollinsPrefacc

PART I BACKGROUND AND INTRODUCTION

Establishing the art of contextualizing management ideas andpanaceas as a ręsearch fie1d

Anders Órtenblad

The anatomy of managerial panaceas: ontology, epistemologyand technologyPaul Lillranlc

3 Turning a management innovation into a managementpanacea: management ideas, concepts, fashions, practices andtheoretical conceptsSuleika Bort

4 Putting panaceas into practice . . . or not: translating discourseinto social practice in complex and contęsted terrainsPete Thomas

PART II PANACEAS IN NEED OF CONTEXTUALIZATION

Panacea or Pandora's box? The role offairness perceptionsand interpersonal competitiveness in determining how paysecrecy affects individual task performanceElena Belogolovsky and Peter A. Bamberger

The curious case of Japanese management: a nation as apanaoeaPaul Lillrank

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Handbook of reseąrch on nxdnągement ideas and panaceas

The importance of context when applying social cognitive

theorY in organizationsJo,hn'McCoimick, Seyyet| Babak Alavi and Josć Hanhanl

The search for panaceas in Strategic Human Resource

Munug"rn.nr, u *.ong turn for HRM research?

Paul Boselie and Chris Brewster

PART IiI CONTEXTUALIZATION BY VARIOUS GROUPS

OF ACTORS

9 The art of constructive criticismÓsten ohlsson and Bj rn Rombach

Section A Contextualization by Researchers

Changing the story: managęment panacęas as narrative

interventionsSusąn Rosina Whittle

Researcher intervention in the process of contextualizing-^

fashionablemanagementideas:somępreviousexpęrlencesAnders Órtenblad

A stakeholder approach to advising on the relevance of

management ideas and Panaceas-;;;;^ Órtenblad, Shih'wei Hsu and Peter Lamb

Section B Contextualization by Organizational Actors

13 Conveying the adaptation of management panacęas: the case

of management gurus

Timo thy- Cl ark, P oj anath B hat anac har o en and

David Greatbatch

14 Neutralizing managerial panacęas: how universities cope with

management fadsPeter MąaSSen and Bjorłl Stensaker

15 The creativity olorganizations in takingcorporate social

responsibifity: hand'iing confl icting-institutional demands

Stiphan Bohn, Anne Gilan'der ąnd Peter Walgenbach

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Contents

Exceiience and intelligence: managing practice adaptation inorganizations and fięldsShaz Ansari, Patrick Reinmoeller and Juliane Reinecke

When a managerial panacea was translated rationally: the caseof corporatization in the Swedish state-owned mailenterpriseCar ina A brahamson LÓfstrÓm

Artistic intęrventions in organizations: beyond the fadAriane Berthoin Antal

Good reading makes good action: nothing so practical as amanagerial panacea?Carnelo Mazza and lesper Slrandgaard Pedersen

Section C Contextualization in Higher Education

Smuggling panaceas by management gurus: a critical approachMichął Zavvadzki

Empowering students to translate management panaceasAnders Órtenblad, Peter Ląmb and Shih-wei Hsu

transcending managerial failuresNancy J. Adler

26 Towards a normative theory ol contextualizing rnanagementideas and panaceasAnders Órtenblad

Index

PART IV COMMENTS AND REFLECTIONS

Ż2 Management reforms as fashion? Critical remarks from aphilosophy ofscience perspective 399Han,s Petter Saxi

23 Theory as fashion: what are management ideas for? 421Mąrtin Paylcer

24 Managerial panaceas, sensemaking and identity constructionin contemporary organizations 42'1Chąr les - C lemens Rtiling

25 Global wisdom: not a panacea, but absolutely necessary for

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20. Smuggling panaceas by managementgurus: a critical approachMichał Zawadzki

INTRODUCTION

Modern liqLrid civilization is related to a paradoxical cultural situationthreatening the human and organizational condition. Cuiturę is rro iongerperforming organizational functions which structurahze reality, explainthe world and help make it understandable and predictable. On the otherhand, functioning of the organization and of the people who make it uprequires a specific level of certainty in the scope of being aware ol con-sequcnces of activities undertaken. Certainty is the flagship product ofmanagement gurus who offer golden universal prescriptions wrapped inpopular slogans of pcrsonal and organizational success. Unfortunately,these prescriptions often turn out to be illusory and threaten the humanis-tic dimęnsiorr of the fr"rnctioning of units and organizations' The objectiveof this chapter is a critical diagnosis of the hazards which may result frombeing deluded by universal prescriptions for success which are smuggledby management gurus. 'Corporate culturism' as an example of manage-ment panaceas and corporatization of management cducation as a mainpower for the guru industry have been analyzed in cletail.

IILIQUID ORGANIZATION

Zygmunt Baunan has noticecl that the curręnt post_moclern, liqr.ridresults in the phenomenon of compacting meanings in the cultural, causing arnbiguity ancl entangling signals which are related to the

hod of building one's own subjectivity (Bauman 2000). The process'carnivalization' of lile started in the modernity and diagnosed by

ikhail Bakhtin, related to negation of the value of authority, irrelutablehs or compelling rightncss, is fully manifesting today (Bakhtin 1968).

carnival used to stand fol the time olmorrrentary playlu1 r'ęlief in therigidly structured by the authority of tradition, religion or family, itnowadays become a lbrm of normal lifestyle: individuals are function-,as if they have been fieed of their static bonds. Lack of metaphysicai

363

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364 Handbook of'resettrcll on managełTlent itleas antl panaceas

cornfort relatęd to the existence of permanent and irrefutable rightnessallowing justihcaticln of the lifc project is the characteristic feature of thepost-modernistic lilestyle. It results in a permanent crisis of identity formodern man, who leels lost and alięnatccl while wandering without clearlyset objectives or signposts. This specilic disintegration, related to beingentangled in the continuing breaking apart ofa solid biography, gives riseto the need for building self-knowledge and f-eelings ol valuable identityout of fragmentary materials consisting of fragmented repertoires of roles,accidental oontacts or liagmentary experience (Bauman and Donskis2013).

Liquid modernity also brought about significant changes in the organi-zatjonal realm (Kociatkięwicz and l(ostera 2014). Contributing to indi-vidualizatiorr to a degree nęver bel'ore lound in history constitlrteduncertainty in the biography of employęes' inc1uding managers. Thisspecial situation, lasting for many years, aflects organizational bchaviors,attitudes and values, as well as the lifestyle of employees. Traditionalfamily, religious and organizational bonds (the basic regulators of indi-vidual biographies) have been questioned. Atrophy has affęcted thę valuesrelated to the daily experiencing of interpersonal bonds and they assumedan episodic and fleeting nature, resulting in temporariness of social rela-tions and the fraglnentary nature of organizational cultures (Sennett 1 999;Alvesson 2001L20l3l).

Entanglenrcnt ol meanings, lack of clearly set objectives or deregula-tion of instances which legitirnize existence, genęrating the danger ofdisinlegration of the subject who cannot find meaning, results nowadaysin danger for the organization (Clark and Salaman 1998). This danger isthe search fbr and uncritical application of simple prescriptions to bringsense to organizational activities which finally often turn ont to be a sham(Micklethwait and Wooldridge 199 ). The metaphysical comfort lost inthe post-modern age is the market niche fot skillful gurus who appear as

interpretcrs of current events (Bauman 1989; Kociatkiewicz and Kostera2015). They cxplain organizational phenomena to managers in a simpleway' thus creating demand for thęir ideas and shapirrg the phenomenondiagnosed by Richard Mayer as Panncean Conspiracy (Mayer 1983).

PANACEAN CONSPIRACY

Management gurus may be conventionally clzrssificd, following thc coof Andrzej Huczynski, into academics, colrsultants and hero-m(Huczynski 1993 [2006]). We are talking hęrę about the figuresmake up the so-called guru theory which historically started to for fast una .ri"łiu" o ;ffi;J'i.ffiil ;]}:iffi: ĘHT:,T]

rn the lgg0s and stit has a significant erfect on the worrcl managementdiscoLrrse. Alrhough ,j:1,: i.":iln.."i;;;i.. ideas arose in rhe lisroryol managemcnt sciences which came t.l;;; texrbook principles of rhematter (such as the bu^reaucracy iriea ol tvo^ w.t .r. the principres orsci-entific management orFred."^"t i"rl,rr,'if,l tu,",no-e, elfect or EltonMayo. the pyramid of needs olłr;rJam 'il.io*.

the X ancl Y theory ofDouglas McGregor andso on), ih;;.Jb..J;"JIur.r"ur managemenr guruscame inro being relarivety ."..nr'lf.'il.i;;;, lrom their popular -pred_

ecessors mosrly in rhc sirnpliciry of ,fr. fr,.r.ni*,a.ur, built on rhe gr.undot simpre rheories ."rl]:bl. i"ih" ;#;;.rlii o,r.ourse. as wetr as wirhli"?ĘT: lff:.1 il'li.ll'''

;' ;''.'il'.o in'n, i,'.,', i; ;;';;;i ;; ;.Acadernic gurus are people with scientific degrees who are knownmaintv for rheir work ir uniu"..itv-i"uli"ii.iit* and who produce andthen popularize simple prescriptions f;. ;,-;;;.., u,rct include philip Kotler( Mark et iltg M un('tgenl(n l ). Michziel' b".i.."i a-, pc t i t i ve / łvun tage)'Rosabeth Kanter (Tha',Change ru,,r,r,,ri,' w,lriu' ouchi ( Theor'y Ą orKennerh Blanchard (The On"e.^Min;,,i, iui,r"r'r, l. Consulrant gurus arc,for example. Petcr Drucke, 1'rt,,, t,r:nrtti,J"łi rrrnrr,łcłrl), Tom Petersand Robcrt Waternra-rr Qn

's;.rctl'ri'i-iźti r")' Terrence Deal and

):tl,,ffl"ir!,. (corvtrute cuttures) or w. Edwards Deming (out of

rj:**'ffi ;[* T} : :fi :łć ł:iji ! 1 iil i*; łŁ, ix'i;

(What Thev ,",,', r.^-|,'|,'^:'' 1: Autohiography). Mark M;ć;;;J

Smuggling panrlceas by management glłl.Lt,' 365

( Wha t Th e y D o n' t Te a c h y:,,: i i: ;;;; ;' ;:,;: lł;,,ffi :.,ffi :ffi:;j3ffii1,i17:'; T!:":'.::r;'::;;;; ;;":;''J;i;", are mcre,v a han<,ru,individuals m arked wiih man a gemen r suru r,", * #'"oT;TliT,tti:lljlff i." 1f": : YlT:Ł: i:i1:ł:1" ; ; i'n. ]"n' u., b u t t hey are s t il l';urar

and th eir theo rles ..n."t il;Jilffi ' ilH"Jl' .TT#::,ifi iriientire ind ustry of prescriptions.;, As Mayer observes, g'ru ideas are panacea-i cleas _ ,,simplistic

presen_

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p," u i.,., I ;; ;"' ;;il,i,!. s u r vey_ r cccr bac k .en'chmen t. empo werm en t, assessmen t ..r,".., oi*'nllr. ff f;:::::iilTJ:x',li:f ;:.:li:T:::: ::'";;''"r"'"i,'l#*.,'.n, or manase-by o bj ec t i v ei a i., l' "'' ",

i p "'' ;; ; l""J : J" i: i T:.#'T l":1' Irffiś,i;iiil Jł':"ł ;^T)']' 1'j:'|,i" """u

n co n.|i.;i^ aH; "o., 200 2 ; Cl ar kGrearbarch 2004r rhis "h;;;;;; ;""il,liJ,",in?:T#lt :I:of needs lor universar ideas with tn".irnuiiun.ous'brind acceprance by

HTiJi;J::'1TJ:Y.':*.u bv rr'. n;;;;' o"i'','."0I"g pr,rases or

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understancl this manipulative industry' we havę to examine tlie meclra-

;il;;;;l*;eation of thc social status of the guru'

Brad Jackson statecl ih;i the social status of thc guru is mostly

dependent on the uumbe''"il"ii"*t" of thc ideas presented by hinr/hcr

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ilIit."et"ii,; p*oit"*nt t*"it rtitlLt"i positive image in the media' create

demand for his/her id.;; "*""s practition-ers of management and con-

sultants, as weil o' 'o'''*J''ł"'pi""''"' ?'_'];.il* ideas in training pro_

grams and curricula "';;;ł;;'' schools' Legitimization ol the stattls or

Ih. nrrr.t is clependent on it" 'uttt"ful generation o[ lashion for his/b'er

H:#'. "ŃiilE.l" łrr."i'"'".or.', *.tt_t .'own fashion theory in man-

asemcnt (Abrahamson 160' ;;t could say that the fashion for guru

tileories is a relatively t;;;l;t,o collective belief spread by the setters

that the idea producecl by the given person results in rational progress

in managcment' The tttiJtt utt"to"st'riting companies which take a<lvan-

tage of the idcas "r

tnt"Ll*".gttii hlJl:tpublications and lectures'

electronic *.Oiu p'"""-tlfrg t-'r'/ilet thtotl::l:: well as (in the least con-

sciotts way, as stated in if;t tollo*ing section) academics *l:'jlt:^l]

;;.*;,' fi ; glu ",,

tr-'' o'i"," i1i1s11:: : :'..'ii:':::. "; lJilłl'l"il'.';E:il:l' #:,i';H;i"'i''""* ia'u'la'u'rop i,!:'"if"o.:::,:?;;-'llT:ideas and spreacl tł.i, .ill''jiii ;;;;il;i'::::}':"l':ł::i-lill:

,

:Til.1i: ;il:i;;ir; rheorics of the guru are rarional. but also have

to ęvoke the leeling 't'ui''n'v

u" the forerunners of organizational

o-.*r.tt (Furusten 'l999; Monin 2004)'

Tie rhetoric ol the *Lr'" Ot""t* the allegecl obieclivity of their oflered

ir1eas anc1 their universar "Jrio'ry *ł'ich then ge'lera'::,:T]]l},:']:::i:ii|

itleas ancl therr unrvcrsa' l,;;.';* irrt ,n*nt"i* of beinp relieved olcriti-

authtlritutivcncss. thus "'ęP::]:*"::'^::'i'::"';il ,.'jJr-'', vi.r.lethwait

.-i'.n..*^ abotrl whaL they p-roposc' Ą'*:1:"-,^- .,,h.n the 1heorycal retlectton aDoLlL wlrat LrrLr Prvr""-' ,=la_, when the theory ,,

;;i;;;i"" wooldridge's a'alvsis 9i lhi: p:::'Tl"f:i" ";;"';;;"

of manageme.,t is mi"gii;iih1h' incrustll.t P:t*:"T:liT.t# 'iiJ"ffTffiJil '*'^,' *no'iu'i* 'u{ -'h:l to think about everv-

thine (Micklctt.t*uit uno"w;;ki;iJct f i961 therct-ore' in the case oI

thc managemcnt s*ru J';;;;;;;;:*"un turt o:::li:li:Tl.1i5ffi ,

ffi ilili:"#,'.:i-i'i'liffi;;;.oni.n'authoritałanism:thef ashionable,

management g"ia"r,""rJ"*"1itl; "";""- ::łj::::*:*]ilH'?iT#managelnent gulocoooKs

, cpistemological lundlrrJl',ni".rtouyialicl a nd objective' th us emana Ittr g

rnental i sm i n t he co n te n L' lj t t'' ^ "0*

t"1 i: "* ",*: .1:'::1,':il::--#fffmentalism in the content laver alr'u rrur v!'r6 """ uo,.oai,urianism of

oiin. or.r.",ec1 nreanings' "Secondly' we face thę,

auihors ihcnrserves. r',irtpr,.""",."'"n is diagnosed by Eve chiapello

Nonlan Fairclough:

Smuggling panacea,s by managenxent gurus 367

Being a guru is partly a matter of credentials and standing (for example, bcinga prof'essor at the prestigious Ilarvard Business School), and partly a matter ofbook sales ancl tire attractiveness and the cost ofthc seminars onc leads . . . . ltis centrally a matter ot'having the authority to project, predict and interprct theluture . . . (Chiapello and Fairclough 2002,p.200)

The uncompromising statements aimed at suggesting the-real-Truthand what to do to be successful, not supported with deeper intelleotualreflection or reliable research, are the constitutive element of the booksof the management gurus and of their training events, which, due to ahigh price and a nressage that does not demand a gręat efIbrt ofthinking,become attractive and gather those who are willing to foilow without con-templation (Hoopes 2002). Paradoxically enough: *

the lack of a scicntiflc apparatus and a relatively unsophisticated style leadsocial scierrtis1s to treat then] lthat iS, lc.ł'ls written by gtm.tl'] with disinterest orcontempt, as is more generally tlrę case with popular literature arrd television.Consequently, such texts are rarely subjected to critique, lcaving the field frecfor thenr to do their doctrinal work. (Chiapello and Fairclough2002, p.207)

DANGEROUS USELESSNESS OF GURU PANACEAS

The point here is about the trap of authoritarianism of the content, whichis enhanced by escaping from possible scientific criticism by way of usingsimple, guidebook language. Lack olreal cliticisrn olmanagement gurusresults also from the fear o1'ostracism in the management environment byp.omebody who usually has a high position in the academic or organiza-Itional hierarchy and is recognized in the management milieu as an immune

thorityThe illusion of universality of the prescriptions offered by the gulus isanced by the fact that they cannot see (or try not to see) contradictions

nent for management and organization processes, and do not thinkthe categories ol dilemmas. antinomy ol processes or ambivalence (Gi1l

Whittle 1993). Thus, as Chris Argyris shows, the advice given in mostby management gurus and consriltants fails in practice duc to its over-

nature, the crudęness of the message or deficiencies and incoher-completely inconsistent with the complexity of the situations thatin specific activities in particular organizational conditions (ArgyrisUniversal advice of the gurus gives a leeling of success only because

generate self-satisfaction on the awarcness plane oftheir consumers,results from confirmation olthe already known theses by a popular

Y figure (Huczynski 1993 [2006])

368 Hctntlbook oJ'reseurch on managemcnt ieteas and panace as

Gibson Burrell sarcastioally calls theolies of managemenl gurus the'Heathrow Organization Theory' (Burrell 1997). According to him, theideas proposcd by the gurus are usually pointless theories saturated withbare pragmatism and philosophical emptiness. They feature a lack ofdeeper self-reflection about philosophical assumptions which constitutethe basis fol the spread of ideas. Gurus do not think abor.rt their belielsbut present them to be pragmatically useful. .lust as in the case of a simplewashing machine manual, basically the message l.rer^e should not be madecomplex, as it coulcl possibly degrade its banal usability.

Clritical voices against the gurus' conccpts are supported byDarrell Rigby, who expects gurus' fashionable business concepts to havenegative consequences (Rigby 1993). First, they create unrealistic expec-tations about success in the functioning of the organization, which leadsto disappointment and erosion ol morale among employees. Secondly,t-asirionable concepts of gurus are routinely implemcnted and imposedon employees by managers, whiclr reducęs the irritiative ol the individual.causes iack of motivation and flattens creativity. Finally, theories of guruscause loss of competitivc edge, because a multitude of managers fiomvarious orgaliizations are simultaneously conned by the flypaper olmag-nillcence of the same concepts.

Negative consequences ol the rnessages offered by many managementgurus consist also in the fact that they usually assure recipients (readersof their books or people attending lectures an<J training events) aboutthe possibility of avoiding external control and maintaining full controlovcr oneself. The only thing left is to apply universal advice to actualbiographies, including those of the ernployees. In practice, however,the programs created by gurus rcquire hierarchy, unilateral control andrestriction of lreedom of the employees in order to be implcmented.This manipulative paradox is obvious in the case of publications whichpromote 'corpolate culturism'' and wlriclr afe sold in mu1tiłnil1ionprint runs: Peters and Waterman's In Seąrch of Excellent'e (Peters andWatcrman 1982120041) and Deal and Kennedy's ('orp(,rote Cultttre,s (Dealancl Kenlledy 1982 [2000]). The ideas presented irr these prrblicatiorrs havę ,

lound blind advocates who led their organizations to the peak of Orwellian ,

totalitarianisrn with their implementation (Willmott 1993). Why?

CORPORATE CULTURISM

The books of Peters and Waterman (.1n. Searr:h o.f' Exccllence) and ofand Kenrredy (Corporate Cultures) were incredibly successlul in the

agement publishing market and are the inspiration for many man

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Smuggling pałluceas by managenlent gurus 369even today' and their ideas are oiten used in a non-critical way in researchand during didactic .lu.'r:: bł ".u,l.;;;'(;etoltins 2007, 2013). Tllenrain rnessage of rhese puut"a rions i;;t.;;ililr prescriprion ror orga'i-zatronar success which is rerated t" rkiif.,l ;;nlg...nt of the organiza-tional culture. Accorcling to tfre golaen pri""*,i.

",._"nagement aclopted:J,,*ffi il,i_:ll,

o#,ili..." lgJ uy tr,i",,,,l"n

"*in, the organizationa iemplovee with values.h.:::,::::llfi::.1ion of personal nu.;".-tlu., oiii.,.to g u a ran t ec i l s nl a r k et'li::"J[:: ;:'-T':iTlii::,}.o:ł" n i, .

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p". r. J

BOX 20.1 EIGHT PRINCIPLES FOFI EXCELLENCEone: A bias for aclion: a oreferenno {^r d^i^^ ^^-^'L, śsenoin s u q uu.t;; ;ffi ;;T.:, J"":{:'"t :: :i}Jil:Li:tgr :X1il J?[:;|:;.''"''"n

ctose to thJ cuś.'";, i;"i;;;;;ihJJ'o',.:",";"n"". and catering to

]l:::,Y:""ry and enhepreneurship: breaking the corporarion into smail com_panles and encouraging them to'think l"o"p""j""',iffi |lmpetłtively.Four: Productivitv lhrouoh "ioo1i, .1"."rN0 ;; ;ffi;;:. lhe awareness rhartheir best efforrs are esse-nrial and that rhev;it s;;; ,,.i, J"r"*".." o, the company

Five; Hands-on, value driven: iessential business.

tnsisting that executives keep in touch with the firm,sSix: Stick to the knittino: remaining with the business the company knows best.seven: srmpre form, re-an staff: feil,

"Jri;;ffi;;;"r.,",!* o*0" at the upperr Eight: Simultaneous loos _tight properties: fostering a ctimate where there jsdedicarion ro the cenrrar ualues oi ,h; ";;;il;.toii"o *irn tolerance for alr. employees who accept those values.

BOX 20.2 THE INGREDIENTS OF SUCCESSFUL CHANGE

$|k|,transition rit""ń il'lu-pi"itul e jements of cha nge.

51,# Tf::l.rrainrns in new vatues uno o"r,l"ut"oi"p"tt",n".rn outside shamans.tangible symbols ol the new direcilons.on the importance of security in transjtion.

ou.Ćaj Dea| and Kennedy ( 1 9B2 t2ooo], pp' 1 75_6)'

370 Hundbook of re,search on manągement ideas and panace as

However, as the researchers involved in the Critical ManagementStudies stream notice, approaching the organizational culture in an instru-mental way, according to the premises of the lunctionalism paradigm(Burrell and Morgan 1979), has negative consequences on the plane off'unctioning of the organization (Willmott 1993; Zawadzki 2012; Alvesson2001 [2013]). Managing the organizational culture is only regardecl as aresource which constitutes a tool for the achievement of organizationalobjectives (including economic ones) and this results in evolving specificnonocultures in organizations where objections cannot be expressed andwhere therę is no p1ace lor a creative struggle between views, meanings orsense aspects assigned to the organizational realm, ultimately resulting inempioyees losing their individual autonomy (Hopfl 1992; Kłlnda 1992)'Autonomy is mostly related to fi'eedom in tire expression of individualopinions independently of the opinlons of others, whereas an instrumentalapproach to crilture creates pressure to follow common, uncritical accept-ance of the dominant values, standards and organizational obiectives(Brewis and Jack 2009).

Organizatiottal cuiture used as a mechanism of control results in con-formist attitudes, which ultimately is related to a reduction of cognitiverationality among the employees: the cognitive horizon ls reducćd to thecommon denominator defining what is correct and required. This way ofmanagement of organizational cuiture is compared by Hugh Willmott tothe ways totalitarian systems function and calls it 'cor.porate culturism,(Willmott 1993). Its characteristic feature is expanding the space of instru-mental rationaiity in the organization by way of constituting a homogene-ous monoculture which is the consequence of the functional managementofthe organizational culture regardecl as a resourcę ancl a tool for incr.eas, ,'

ing the economic effectiveness of the organization (see Orwell 1950). l;

It is noteworthy that instrumental methods of culture managementwhich constitute 'corporate culturism' are not aimed at direct controland impose discipline over the autonomy of the employee. Autonomyis regzuded as a speciflc ally in pursuing the economic Success of thćorganization. In other words, autonomous individuality of a productiperson is seęn as a cęntral economic resource which can be managedmanipulated (Willmott l993). Indoctrination of employees consists łmaking them aware that autonomy and freedom are the values whichbe manifested only through attachment to the axionormative system oforganizalion.

The 'corporate culturism' ideology visible in the In Searck of Excell.and Corporttle Culttu'es books - as Wilhnott noticed, comes fromries and concepts of management and motivation such as the 'HulRelations' school, the institutional theory or the 'Y' and'Z' theory,:

L' Ma na genre"t or t L "" o.ł;;'H#|i' Ji,".".''1'iiT'; jiiliJ"i,;

lPulaLion ol culture rcgarcled u. on.'oi',n. 'r..ou,"., is expected to

Slnuggling panaceas by nlantlgernent gtłrus 371Ouchi 1981), whose ccandcommitm.ffi ,"#T;'J.ff ;lr.:,r"r'T,ffiil.:J.r,,:;:;::Tfi i:i:rhe teeting of meaning.

=ignin..n".'u; jrr.:;:J,

by way ot direcring rheircognllrve or.ienrations to the exccurl;; ;;[;(Wiilmott 1993). Anyconflict of rrłl',o" _^^'^i_ o'8unizationa| objectives

l:i..:9",] in tł'.s..appro;.h;;;'"; ;",]',]''illl'lnce

and disagreetnent arerun c r io n. r i ty o r r he orsa n izu r ion. *f; i"i', ;|l iffi.J Jilff :li I .[:,T,:J,:culr u rism' r h us regitimizes,r he devcropn.."i""i'Jr,, r ra l con rror rech noloprIts purpose is ro be rhe direcrion;i'n;';;';r;uar ser-aurho.rrl in

'reffi :fi'1il,;XT',:i,l Jl"'^'*'io; o;'il';;il", or th e organizati on by

the- organization;f ;;;t'iTi .TtJ t o v . processt' or u" ign:.,'g*n,Jur* ;;

As David Collins tlss8l oti..iJJ,"rr,"h uu , Ę

:u]t": management is .r,aia"te.ai. ;";;1#over-socialized moclel oflishecl by'. nu g.n'.n i ;"",, u,;i;;;; ; ff ;:1:,llTl".:;:.łJ;n:-burdened scienL'ific appioaches

"' E;;;; ś.ilii i ,nru, or Geerr Hofsłeie(see Horslede rg941' 71-r. anarysis of ,T* niro." trner or. lhese appr.oachesshows rhar. in the name olexpansion "ir.*,ili.ment. of organizational effectiveness, ^,;;;

;#."ttonorny and improve-

ij:'''''tr J -'' t l;: : l ll"n :l{ :i : li : : l x # i "31ii ] :il lł;

,,i.1,',:',li;,,1T!1""1;T'J;;,q-0.'.r*;;i.";;:";J:J,1fi ;;Tl'J:,T;lvho are alrearlv .-.,^.,^u'1?t^1.1,o1"u"1

in tne o'gaira,il;, ;ilil;#whoarealready.-ol"".a''l'ł'o*#'::ili':;in- ł:#ilJ:i.'.'".,J

[:],':T''* ;nH ;'i:ll^::: : :"1 1"ffi 1,,,.0',, n, h e a rg, men,sil#,,ff ji:ffi :*'.::lT:?:?-i:::j:;:i;fi |J.[;:LX|"J'3T';the organiza ti"",r,_.. * -t ]l^11.t1"..ur..in the economic .rf".tiuer...,.ne orgamzati on, ir mean s-thu t,i t i, .o o.aii y ;il;;';. ilffit#ill:l-,:.t

., are.expcctcd ro denve their persollal rcoLrerrnings, and siandard" .i u^u-.,,^- .,-- , '. ;ts, values, attitudes,|'anlngs' and standarcls

1| ueri1vj9i r."',-',ł,."J#*'l1'i"ji'1ll1.L?[#o|:il.',i] T,:':i::1,1 jj"".l l:r]l:

h t h; : ;; ;' J pc rcei v e a s rega rdedready-m a de. rhe possi bi I iry ",:

i"l",i*i ;:J li XJi:: ;:# ;::JT:fJ:iil.::,1 li:.,:,1,',T,::* l;,i :: il li'"_." jll.i o us expression o r111lT::9'"'ou1] (A]vesson ana Willmoł; ł' '""'

expression o1

amuung the methods of nre and its -"-.^^*^..I

e1ce1u1s.a.ndunderstanding organizationalsre and irs managem.ni i,,.in*ir;;;iilff;il::XT; ;'#il,XlTi?ił:ff 'lri|?'ifr |..'i"

o t r'" typo iogy "n i'*, o n.

^ proposcd by

.ultu..-i,''..iilj.""*liylij]: ,:.":" say that the way of unj..rtund"_urture in rhe approaches, which pr"p.g.l. :;;#L;' .:,l,XX::f1':;

:,.#.:::.J::"i b),.r h e ro r r o w i ; ; ;;;il;;,.., ;;:i;, gr ue., rcso u rce

372 Handbook o/ resecu'ch on management ideas ancl panaceas

result in an increase of effectiveness of organizational control (culture as a'clan', see Ouchi 1981) by way of unifying the methods of perception of thedominant standarcls, values, meanings or significance in the organizationowing to socialization of employees with their common (uncritical) accept-ance ('social glue'). It is agreed that the higher the level ofacceptance, thestronger and the more functional thę cultrue in tlre context of achicvingorganizational objeotives with its manipulation, whereas any disagree-ment and resistance against the dominant axionormative system are inter-pleted as elements which are dysflrnctional and pathological, which haveto be changed with the management processes.

PANACEAISMIC ED UCATION

The example of 'corporate culturism' shows how dangerous uncriticaldelusion may be with universal prescriptions off'ered by gurus, which arepresented as a remedy to fight uncertainty and to pursue organizationalsuccess. Lack of the developed critical sensę and humanistic inraginationin managers increases the probability of copying the totalitarian systemln the organization, when popular slogans of perfection are blindly fol-1owed. One of the oulprits responsible for the lack of critical competen-cies in modern managors is the education systcm, which successfullypropels the guru guidebooks industry and produces perfect recipients forthem. llere are some phenomena characteristic of thc modern university-level education, including managerial education, which contribute to the

increase in the level of panaceaism in education and cultural ignoranceamong modern managers.

-F-irst of all, when we examine the social environment of the univcrsities,we can observe that today democracy of critical citizens is being quicklyreplaoed by a manipulated swarm of consumers (Alvesson 2013).

Moreover, disengaged, alienated citizens (no critical thinking) providecannon foclder for growing cynicism and encourage disinvestment in

l

universities as public goods. Fcwer intellectuals seern willing to defend 't

those vital institutions and care for habits of mind that are primary to

a substantive, vital democracy, especially the idea of the academy as apublic good and an important component of a democratic public spherey

ln othcr words, the 'syndrome ol consumerism' has become a kindself-reinforcing tendency that has resulted from the larger decouplingthe university liom the obligations to form civic attitudes (BaumanThese, in turn, would require a high level of critical thinking, whichhardly compatible with a powerful set of consurner roles. This p

manifests itself ir.r a popular beiief that contemporary education israt tng in a nd sha pinp o"";rtor.,s ii* r'

" rr:;il"; ;'i;IT:;:J,', jil;nn antl gou.rn'n.ntulpolrcy (Giroux 20 l0).

Smuggling palla<:eas by mąn(lgement gurus 373about job training' about competitive market advantage and a steadvsupply of professionals to job -"'L"i' ił'.#lira notsa zol r1.The preferred direction or a.u"tofJ.o;';, il" modern western uni-versity is an entreprener-uial uniu.;;il;, *;ilr, .o.,lo function as a well-managecl and successtut business il;;;;;;;versities have to becomefl exibl e organizations lvll:1l . diit l;. ;ilild',li".ker denands, and facenew charlenges, while treating uu .tut.rro]-i"rs"as attra"tiu" customers. Inshort' trre corporate modct oi rhe ;i;;;",, ;rrLes the 1bll0wing: sensi-tivity ro customcr needs and

" fl"_ i;;,*; "J*

becoming an efficientor gantzation capable of competing tV .r""*rriU l,market demands' This forcęs,r'"' "'{i"..#i'r"'..".oo^naing

to changin gthe rules ofa nexitte-ser, - transform according to

ffi'::ff ilJ.,'Tilś;;ilffi ff Till:J'T:J;#'i:]ś::"',{;n*,,ffi1iIn the corpo.ate moclel of. the university, the curturar iaea of thisorganization, vital for universities, ;;; ;;rr, is increasingly called intoquestion The universitv is being f";;;;;il;ndon irs curtural identitvdesperately seeking to respond lo tn"

"rr.r ,i1." a.marrAing .orrru_.i,who are asking for cillriv defneq;i;;tbj;";"rvices. sociat and eco-nomic forces have instrum entalized tfr.

"r"lr.i"arso instrume","rr"J',i. discourse about the :,:l-ii:

university andonc of the current titles, we

'raue gor.e i.;;j.'i:'.:lł?;Ji#,łffi(Khurana 2007) According to the .""il.;;;;5er of the u'iversiry, what

:TiH#:::i:"':::.:llyj" -uk. ni;;; i;J"r', srudent ancr tomo,_1ow's manager is viewed ffi.,,;;;;;i*il::t :ilin:tr#:Ti:iffi,XnJi j:l*J""",:".19:..#h,;;;;;;;*#iaradministratorsorouruniversities are hardlv uul" r. ",.Jil"'n|:::"::'-"^''it

aomrnlstrators of ourir".h-;;;r0;"arurv

aut to care for these organizations "t;;;il;;;;

current instrumental Dressures reiieve the university of its traditional;lll*t'.":"l"^,,1TT11ll.:ł'",-t"il'i'i';;:,#1]',howtoconnectself-rowredge to targer social issues, h;;;,"k",1:?;ilf ;il"r:T:T,ti:H;""il_T;iin::,::*y ru.nnf ii,';;#;" pubr ic inrerest, theemy has largely opened ir.s <r19rs ,..,.;;;;;u.i".'""'i i'll'i'iij;Jłl

I jJJi: #":::, :"T::: :' ::: ] l:,.io'", u, . i J,"

". *, i. p u b r ic sph crehrs is very dangerous becuuse the curturar ro_;i;i:"J3j[il.i:,-:.ffi]

]ffl' łi1.,,ll;^conditiorl nl d.n'o"r".:| ^;-;.;;,o

(Nussbaum 20l0.il,

j"li"'J,:Jfffi i?;i:';;'r;-*;t;ii,,"""#Tl",ilT'1i,ffi "illi,id acquire ot univerqir., ";t"t:.*:: ,lh:t1.ut-

quaiities *hi.h;;';;;acquire a t uui versi rv. a n rt which l. l"iirp"Jr"il.;;#il:fJ:rJiŁ il i.J..fi :": :"* :::?l: "]l'' u i

9 *'.' i,,

" o".i

","., a b ou t pa r-

374 Handbook of research on mćlwtgement ideas and panacects

MANAGERS AS BLACI( BOXES

With the terminology developed by Bruno Latour, one could say thatcorporatizatlon of university-level education brings lecture hal1s in unl-versities and business schools down to the leve1 r:f 'black boxes' (Latour1987), discourses closed to criticism, where interpretations of thc realityauthoritatively imposed by the teacher are reproduced. A similar observa-tion was made by Russell Ackofl when he analyzed the cultulal conditionof business schools:

Most schools are industrialized disseminators of inlolmation trnd knowledge.They have little to do witl-r the generation or spread of understanding andrvisdom. They use materials and methods thzrt would be appropriate if stuclcntswere black boxes rł'hose output hopeftllly exactly matc]red what was put intothern earlięr. (Ackoff 1994' p.200)

When criticism of the clelivered knowledge is attempted by students,the teacher becomes a sort of ally for the propounded ldeas as well as forthe theories derivęd from other authors, thus preventing their undermin-ing. This situation results, among others, fiom regartling the authority asa person to be followed, one who must not be challenged. An uncriticalattitude to authority the teacher, the managcment guru or any anotherauthor - makes the education embalm his/her ideas as universally applica-ble and embedded in the mainstream in a natural way.

In reference to the concepts of the types of rationality in the educationalspace of Henry Giroux (Giroux 1983), we can observe that regardingstudents as black boxes is the result of thę domination of instrumen-tal ra.tionality in the processes of ęducation, which mostly results inritualization of the appearance of political neutrality of the education andknowledge handed over within its system. The model of education basedon the advantage of this type of rationality features a lack of reflcctionabout normative premises accepted within its structure, which also meansunchallengcd beiief in irrefutable rightness of thesę premises and theiruniversal applicability. Education within such a model is thus reducedto preparing recipients for objectilication ol the relevant measures whichwould allow execution of irrefutable preordained objectives. However,there is no place for a question about tl.re validity of the assumed objec.

tives or about the rightness of such procedures. Education is thus reduced'

to a one-way transmission of 'facts' which describe how things trulyand everything that is outside the 'facts' realm is regarded as wolthle$i

spe<.:ulation (Parker 2014).The teacher is in this perspective merely a passive relayer of

information, and not a negotiator of meanings related to reaiity, m o d ern i ry an d fun c t i o n a I i s ti c p an ace-a q i ; ;; #i. :il,'iT.:...:*:

Smuggling pancłcea'ł b1, ruallttgement gurus 315elllploy wisdonl Disciples are in trrrn

'r.gardctl as passive consumcrs ofrllornalion wh. are varidarecr by rheir .il.*..r''"ur..tir ism sancriried byexperrs Thjs model assumes rhe ir.g. o,:"i''ul, surrordinared ro sociali_zatio,r processes' wrrere the indivrcluii.." .iii.t."rt, become reaciy to-perłbrm a socia' role only tr'.oueh non]io*ilo"u, submission to thedeljvered content (see Wr_ong l qori. łrl si_gns oinon-.or'tormism regarcl-ing thc imposeci contenl are regarded ur"purlroiogy tbr whicrr the indi-vidLral is mosrly responsible.From the humanistic.point or view, learning requires deriberative com-munication, in which aTerelt .plrri""r'"";'uuuru., have a chance to bewirh each orher face ,o.,?..; I" ,il;;;r;;;iuJ.u.. is taken in order roacknowledge each individual holAing sori. O"ri,l", _ by listening, clelib_erating, seeking arguments anO evatriating

";;;r, while at the same timeundertaking a common effor.t of artic;il'"";:;;. vatues and noms withwhich al' could agr_ee (Czarniawska "il ć;a;;; i 2006).Conmunicationin eclucation should ot

lTto :l :h. il;ir/"r" constructive apprica-tion of a 1brce of arguments which p;"; ; Jn opportunity to make adeep critique of panaceas sm'ggled by ih. gu;; This possibility is con-nected with qrrestionine author]Iięs b"r ;l;i'"il;espect for them and forall other inrerlocurors is weli. Thc kcy...nrrlo'Oprocesses i" tt'. ;"i;;;f authority lL;;ir;; ;,T";:Tf#:i:.ll'j']:worth discussing _ br_rt not necessaiily lvo.tl, i.itutirrg.Management educatio, should ibcilit;;. ;;;""""s development ofcritical reflexivity by both st'dents ;;;;.""h;;r: borh the quality of;;Til:Ti:":lT:1:.-l::.9:Ll:,".",i*,".Jin,o.educationprocess

l f;L'"ffi #.T,-n;::l'"t

u se d i n tł'e eo u.a ti o n #;;.:#:il : ffi:Tj;botic caoital The ,J...o. :ff"1:T 1-f

nalaqer 1nd his or he. t.uet or s-vri-bolic capi tal rhe cre gree orcritical ;"n";i;ii;il,h.ffi;#:i:::;lly#

*|1|.e-s^-.11""1 and cuitural sensitivity -'.lu"rr"rional nraclice. it ;"imporlanr ro, n,unn,.,.'," ,i ,,'u',,i.'i1,,;:.i;r.T'il1?,:ljJil.,."n,;.".,i

:J*"li:,i,t:lr^l:::_.^"g:1,. ,h; ;";;;;i".',1,i',"..,., and rhe srruc,urarii[.}::Ti,Ł:::::,T:::':,::-":.*:'bl;;;t"";';';';IJ::"J1TH1

il;.'"' .. developiilg thę level or a.*o.rui"utio;;iil*,'ł'GJrff:

}Y!ł g9]9N: ToWARDS ANTIPANACEAISMICUCATION

lgher education is to be an essential sphere for educating managers! rill:

:"1::: i

1 1.1, 11.r, 1^" ;; i ;

" ;;;;o n"o,'.u o, co n n cc t ed w i, h

37 6 tlandhook of research on monugement idea,g cntd panttceas

in concert with largel ooncerns over social justice, and to ask qriestionsregarding the basic assumptions that maintain human dignity and governdemocratic organizational life, first of all we have to renew the relation-ship between learning ancl thę formation of engaged, tlroughtful citizens(Ackoff 2001). That is why intellectuals should take sides, speak out andengage in the hard work of debunking consumerism's assault on teachingand learning. They should also orient their teaching toward social and cul-tural change. Teaching and learning constitute a border space that shouldenable students to confront ethically and politically the connecting tissueofexperience and thought, theory and praxis, ideas and public life. Ratherthan mercly confirming what stuclents already know, any viable space olpedagogy should be able to unsettle common sense with the power of sus-tained theoretical analysis (Giroux 1983). We havc to introduce a kind ofcritical dialogical education, which is focused on posting and addressingproblems rathęr than giving answers (Biesta 2013). As Paulo Freire slrows(2001), critical dialog is a crucial part of the process of becoming morefully human, because it allows pafticipants to develop a deeper awaręnessof themselves as unfinished beings.

The university has to be an elitist institution. But a university shouldnot be based on e1itism measuręd by position in the social structure. Theelitism ofintellectual merit is based on an exclusivity resulting from highlevels of symbolic capital. These, in turn, allow a high level of critioalreflection to be achieved. Elitism of this meritocratic type enables argu-ment and the mobilization of resistance to the simple guru panaceas thatoften hide irnnoticed cultural pathologies and threaten sustainability ofour societies. The level of democratization of the public sphere in Western ,i

societies clepends on the quality of liberal elitism of this meritocratic tąt the university. ..]

We have to opposc the encroachments of corporate 'powers that bethrough organized resistance to the manipulation of research projects. Wehave to defend thę central role that higher education can exercise ining the primacy of dcmocratic values over commercial and guruWhile higher education is only one site of ongoing social strugglesnegotiations, it is onę of the primary institutional and politicalwhere democratic subjects should be shaped, where democraticshould be experienced, and where anti-democratic forms of powerbe identified and critically engaged. It is also one of the few spaceswhere managers should be able to think critically about the kthey gain, where they get a chance to become familiar with valuesmight heip them reject the reduction of organizational duties to an o

tion to use panaceas.

Smuggling panacects by managenxent gurus 377ACKNOWLEDGEMENT

This chapter is part of m.thanks 1o

" s;J,r l;,;il::".:iffH[:t the Universitv orcothenburg,

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