Notes

The Do’s and Don’ts of Academic-ing at a Distance

At the onset of the COVID-19 pandemic, we published this special blog post for the following purose -- "With so much teaching never designed to be delivered via distance learning being delivered via distance learning, we wanted to chip in and offer some of our experience amassed during 64 episodes of (distance) recording the podcast. Granted, while these are more applicable to asynchronous teaching than synchronous Zoom-lecturing, we nonetheless hope that there might be a bit of something for everyone here. So, lo and behold, the TAOP list of do's and don'ts of academic-ing at a distance." Five years later, we believe this advise still holds up well...

Reflections on the “Human Capital Hoax”

In this response to our Episode 36 on the "Human Capital Hoax," listener Benoit Gautier critiques Fleming's article that it is presenting a distorted view of the gig economy.

Centralization and the Inefficient Quest for Efficiency

In this sidecast inspired by the debate on the Federalist Papers, Tom talks about the topic of efficiency and its many meanings.

Milton Hershey and an Organization’s Commitment to its Members

As a contrast to the gig economy discussions of recent episodes, Tom offers an example of an organization and its leader who exercised high organizational commitment to its members. This is the story of Milton Hershey, the founder of both the Hershey Chocolate Factory and the small town that grew from it, then located in a rather remote spot east of Harrisburg, Pennsylvania.

The Value of Simple Exploratory Models for Explaining Complex Behaviors

Inspired by Episode 39. CARNEGIE-MELLON SERIES No. 4 — ORGANIZATIONAL CHOICE
By Tom Galvin
Listen to Tom’s sidecast here:

 

In past seasons, we discussed the extent to which publication practices valuing journal articles above books limit our understanding of organizational phenomena. We also debated how the peer-review process and its current emphasis on ‘theoretical contributions’ sometimes limits the capacity of authors to convey the empirical richness of their studies. For example, in Episode 27 on Andrew Pettigrew’s study of context and transformation of the firm, we lamented the focus on precise empirical study at the expense of more meaningful monographic treatments of organizational phenomena. We revisited that them in Episodes 29, 30, and it surfaced a couple more times in Season 4.

Tom Galvin

Enter Episode 39, where we explore a famous 1972 article in Administrative Science Quarterly from Cohen, March, and Olsen on the Garbage Can Model of Decision Making, which contained (above all things) a fully-documented computer program written in FORTRAN 66! The article also included details of how they designed the program what its outputs were. As we discuss during the podcast, this was far from an empirical study. They designed the model solely for exploratory purposes—to demonstrate an interesting concept that could apply to actual organizations such as colleges and universities of various sizes. It struck me because present-day articles devote so little time to the models in use, either mentioning minimal details in the text or providing a summary or introduction to them in an appendix. Certainly not something that could be replicated as is copy-pasted from the journal.

While the dialogue in our episode focused on the theoretical and philosophical questions that the and the implications it has for our understanding of current organizational phenomena, I was drawn to the model itself because it recalled a long-ago forgotten project of a similar vein that I was involved in back in 1996-97.

The Need – A Tool to Aid Executive Coaching

At the time, the U.S. military’s War Colleges came to recognize that in the Post Cold War environment, military leaders needed to be strategic thinkers capable of understanding an increasingly complex global environment. Soviet Communism was no longer the driving threat, and the U.S. found itself involved in a number of smaller conflicts around the globe (Somalia, Bosnia, and others). A U.S. military trained and ready to hold the line between west and east Europe had to reorient itself to produce leaders with the skills and competencies needed for a different environment.

A team of faculty from the U.S. Army War College (USAWC) and the Industrial College of the Armed Forces (ICAF) was working on a program to coach and mentor the military’s future leaders. Leading the effort was ICAF faculty member T. Owen Jacobs, who with Eliot Jacques had developed stratified systems theory (SST). SST describes how as environmental complexity increases, a system’s complexity must increase in kind. For organizations, SST’s application has been in how hierarchical levels translate to vertical differentiation of complexity. Seven strata divided among three domains (direct, organizational, and strategic) describe how holding positions of leadership at progressively higher levels translate to higher-order responsibilities and time horizons.

The team employed SST as a basis for measuring the capacity of students in the two schools for assuming positions of higher leadership. Using available personality and psychological instruments (which at the time were limited and expensive), they measured personality traits, cognitive abilities, and emotional intelligence; analyzing the results and providing one on one feedback to the students. After doing this a couple years, the ICAF faculty determined early on that a worrisome percentage of budding senior officers only had the capacity to serve in direct leadership positions.

The problem they faced was simple. There were only four or five ICAF faculty members capable of performing the one-on-one feedback for what was a class of several hundred students. USAWC was similarly undermanned for the task. They needed to provide a way for any faculty member to interpret the results of the instruments and deliver useful one-on-one feedback to the students.

My Role

This is where I came in. I had joined USAWC a year earlier, serving in one of its non-teaching institutes as an artificial intelligence (AI) specialist doing various projects in support of the educational program. At the time, the Army had a robust AI program where captains like me went to grad school for AI and then served a utilization tour at various Army schools and research institutions. When the joint ICAF-USAWC team came looking for help, I was assigned as consultant.

I assessed that they were looking for an expert system, a fairly common AI application that often used qualitative methods. After a couple months of learning about the topic and instruments and interviewing the faculty and team, I collected a considerable amount of information about how the faculty went about their business. They generally went about their task in a certain way, looking at one instrument first to develop a quick picture, then moving on to the other instruments to look for confirming information. Because among military officers, some factors across instruments tended to correlate, they devised a lot of shortcuts. But overall, the findings they latched onto were results that seemed contradictory or unusual… in their words, ‘interesting.’ They would spend the majority of their time grappling with the unexpected, attempting to generating meaning from the results.

Unfortunately, what I recall winding up with in my data was a bunch of assertions and rules built on the exceptions but no easy sense of the whole thing fit together, such that an expert system could help non-experts derive similar conclusions. It did not help that there were disagreements among the team members about things such as what constitutes a ‘normal’ finding versus one that might be ‘concerning.’ One would like at a file and judge it one way and another would draw a completely opposite conclusion.

My approach was to build an expert system-like model that captured the rules and assertions (‘facts’ in AI-speak) that I had, and then tinkered with it to figure out all the other cases and exceptions that were not raised. Although expert systems are qualitatively-oriented, what I actually did was craft a model that looked a lot like the garbage can model. Here were a bunch of facts requiring interpretation; and there were a number of rules that did not apply perfectly but could. Running the model a few times on the de-identified data I was provided, I began developing possible rules for patterns that I believed the faculty would find ‘interesting.’ As I went through several iterations of this exploratory system, I fed ideas back to the ICAF faculty. If you found profiles that had this information, would you interpret it as ________?

By the time we held a videoteleconference a month later or so, both my ideas and the team’s own deliberations had resolved a lot of the differences in perspectives. We came to the conclusion—one I still believe was right—that an expert system was not appropriate for the task. There was too much subjective judgment involved that needed to remain. An expert system would not be able to provide a suitable or acceptable interpretation of the data as a non-expert who has been appropriately coached. Thus, work on the exploratory model I built was done, and ultimately lost in the bit-bucket in the sky as I left the USAWC in the summer of 1997.

Two Benefits of Do-It-Yourself Modeling – Innovation and Transparency

Thinking about that experience and relating it to the Cohen, et al. article from Episode 39, I can draw a couple of conclusions. First, the earlier days of computing allowed a great number of scientists and technologists to do their own programming. Those that developed programming skills had the ability to craft small-scale elegant models to help them grasp complex or uncertain phenomena. When I look at the tools available to me during my doctoral program a few years ago, I was amazed how sophisticated and powerful they were—until I learned that they were so sophisticated and powerful that they did not provide much room for creativity. I would instead turn to basic spreadsheet programs to do certain mathematical tasks ‘my way’ and it worked out much better.

The FORTRAN 66 program in Cohen’s article looks indecipherable because FORTRAN 66 was a very rudimentary programming language. I had never used FORTRAN before, but once I figured it out using on-line resources, I realize fairly quickly how simple the model was. As we remarked in various parts of the Episode, it was amazing what the authors were able to glean from the results. For me, however, I might have considered some of their findings as a bit fantastic and even questionable had I not taken the time to study the source code to see what they were doing.

The second conclusion is that there should be room for more of these kinds of articles in today’s organizational literature. I find it an unsettling pattern how many classic works of organization science that we have explored in Talking About Organizations are assessed as being unpublishable today. Cohen et al. represents a very unusual case whereby full details of a non-empirical model are disclosed in a peer-reviewed journal. Similar approaches would seem useful as a first step for exploring complex longitudinal phenomena (and I would not be surprised if there are plenty of researchers out there doing just that).

I thank Pedro Monteiro and Craig Bullis for their helpful feedback on earlier versions of this post.

Reflections on Wieliczka

Tom reflects on an experience that arose during his preparations for Episode 34 (Trist & Bamforth, 1951). In this post, he reminisces on a bus tour taken in the summer of 2001 from Heidelberg, Germany to the Wieliczka Salt Mines located only a short drive from Krakow. These mines are famous for the salt sculptures and engravings that the miners carved out of the walls as a means of overcoming the harsh and isolated environment.

Reflections on the “Process and Practice Perspectives” Workshop at the University of Queensland Business School

This reflection by Ella Hafermalz follows a 2017 workshop conducted at the UQ Business School on process and practice perspectives. Practice theories in particular emphasise everyday life – what activities are practitioners involved in, and how is meaning exercised through these routines and collectivities? Process philosophy offers a related perspective, with a greater emphasis on how temporality frames and arises from our experiences of everyday life. Are they two different perspectives or really two sides of the same coin?

Book Review of Henry Mintzberg’s “Simply Managing” (2013)

Inspired by Episode 14. Simply Managing – Henry Mintzberg

By Ralph Soule

This review is offering as a summary of the work, which we recommend you read before listening to the Episode – but we all do recommend that you read the actual book, if at all possible, as it is as accessible and insightful as it is brief.

The book is an updated study of managers conducted by Henry Mintzberg based on observing 29 managers at all levels of organizations across a range of industries and organizational structures: business, government, healthcare, and pluralistic organizations such as museums and NGO’s. It is a condensed version of his earlier book – Managing, which was published in 2009. Both books address management as actually practiced, which the Author finds to be quite different from how it is taught and written of in academia. Simply Managing is designed to be of greatest use to practitioners, with its entertaining style and lots of boldface type to clearly emphasize the key points. As a manager in the US Navy for 30 years, I found much of the book’s insight and grasp of the challenges inherent in being a manager to resonate with me.

In Chapter 1 of the book, Mintzberg used his observations to debunk the conventional notions of what management is and what it is not. For all the changes in the professional world of management practice, Mintzberg concluded that the nature of management has not changed substantially in the 40 years between the publication of The Nature of Managerial Work – his seminal book about managerial practices – and Simply Managing. The practice of management is still messy, confusing, frustrating, and on many days, still immensely satisfying work. This has certainly been my experience, particularly the personal satisfaction one can derive from taking a tangled mess of priorities, a team I didn’t choose, and more things to do than could ever fit in a single day and negotiating a workable plan that people could believe in and follow. Like Mintzberg, I have always believed that the distinctions that management authors try to make between leadership and management are artificial. Any person in a position of authority over others who cannot do both is a menace to work with and a chore to work for. Instead, Mintzberg calls for executives to provide both leadership and management in the spirit of what he calls ‘communityship’. During Episode 14, Henry noted that effective organizations have a sense of community where members actually care about each other. It is precisely those kinds of organizations that I found most satisfying to be in as a manager.

 Chapter 2 reviews the myths of managing, which Mintzberg labels as folklore. These include: managers are supposed to be reflective and systematic planners (too much interruption and need for action for this one to be true!), managers need information presented formally in reports and graphs (most managers prefer informal communication because of speed and context), managing is all about hierarchy and who works for whom, and managers control things like time and people (most managing is covert, through mutual obligation). I have three myths of my own to add that did not make the cut (Henry noted that he wanted to keep the book short): 1) people want to work for transformational, take-no-prisoners, managers (people trying to be “transformational”, like Steve Jobs, don’t listen well and can be very polarizing), 2) people just want to be told what to do (no they don’t – they just want other people to be told what to do), and 3) management is about making decisions (yes, but sometimes deciding not to make a decision is the best course of action – see Episodes 7 and 8 on Chester Barnard).

Mintzberg then presents a model of managing in Chapter 3. It is his attempt to create one diagram that collects all the pieces of managing together. The model is intended to show how action, or action through others, is supported by information. This is done through linking, dealing, and communicating. According to the model, managers get things done through framing (establishing context) and scheduling their time for what they think is important. Managers make decisions, of course, but not all decisions are alike; there are many kinds, including: designing, delegating, authorizing, allocating resources, and deeming (imposing targets on people). Thinking back to my own practice, a couple of other important decisions managers have to make are: when to act and when to leave things alone, when to leave a struggling subordinate in place (with more help, possibly) and when to remove them because they are damaging the entire organization. Mintzberg argued that some deeming is necessary, but he went on to declare that a little goes a long way in organizations. I agree with him that too much deeming leads to one of the greatest pathologies of management: managing by remote control. Another pathology from deeming that I would add is management by fiat. I have found that people don’t support or respond very well to manager’s priorities if they don’t believe that those priorities matter. Finally, Mintzberg called for a dynamic balancing the 13 competencies he described in the section on ‘comprehensive roles of managers’.

Chapter 4 presented a critical view of management, one that only look at one of, or a few of its many varieties at a time at the expense of the fuller picture. A manager cannot be successful by focusing on just a few skills and ignoring all others as if they were somehow less important. Mintzberg argued that all the factors of management – external context, organizational form, level in the hierarchy, nature of the work, pressures of the job, and characteristics of the person in the job – have to be considered together. One of the things that makes managing so challenging (and definitely not simple) is that it is so multifaceted. Henry wrote “what you do as a manager is mostly determined by what you face as a manager, which is not independent of who you are as a person” (Chapter 4, The Yin and Yang of Managing, paragraph 15). He then noted that management simultaneously exhibits aspects of craft, science, and art. Personally, I think it is much more craft than art, as it takes *lots* of practice.

Chapter 5 is the most important part of the book, according to Henry. In it, he reviewed the paradoxes that are inherent in the practice of management. He refers to these as either ‘conundrums’ or ‘tightropes’. The latter one is a good term because I have often felt, as a manager, like I was trying to keep my balance while walking above a congregation of hungry alligators. The conundrums identified by Mintzberg are: superficiality, delegating, measuring, (over)confidence, and acting. I recognized all of these and can think of more: being loyal to your leadership’s agenda and goals versus clearly communicating problems that may make those goals impossible to achieve, permanently derailing people by removing them from positions of authority versus leaving them in place where they impact the morale of the entire organization, and, finally, listening to the doomsayers who predict your change won’t work versus implementing the change because you believe it is the right thing to do. As Mintzberg noted, the conundrums are always going to be presents, and so they can only be reconciled but never resolved. Like the varieties of management identified in Chapter 4, a dynamic balance between the opposing sides of the paradoxes is often the best a manager can aim to accomplish.

In Chapter 6, the final chapter of the book, Mintzberg noted that for all its complexity, challenges, and conundrums, it is still the real people who have to manage every day. Which is something they do despite their inherent flaws, a healthy dose of which everyone has. In a very creative approach to analyzing management failures, Henry used a format inspired by Tolstoy’s quote from Anna Karenina: “Happy families are all alike; each unhappy family is unhappy in its own particular way.” This was followed by a review of personal failures, job failures, fit failures, and success failures (yes, that’s right!). These are examples of particular ways in which managers can fail. My personal favorite from the list is ‘job failures’, where people are put into impossible situations where no human without superpowers can succeed. I thought I was the only person that had ever had this problem – where success was not my chief concern, just mere survival. Accordingly, I found Mintzberg’s description of impossible jobs very validating.

Further in this chapter, he provided a framework for effectiveness based on Lewis et al.’s (1976) No Single Thread: Psychological Health in Family Systems. The threads of Lewis et al. parallel the framework for managerial effectiveness in context presented in Simply Managing. These threads are: energy level, reflectivity, analysis, level of sophistication, collaboration, productivity, and integration. The final two sections of the chapter address selecting, developing, and evaluating managers; neither one of which is done all that well in many organizations, according to Mintzberg. The trouble is that, in my opinion, much like the managerial challenges Henry illuminated in the book, this is really hard to do! So most of the organizations I have worked for made do with what they have either because it was the corporate tool, or because what they had was “good enough.”  

To summarize, I found the book to be thought provoking, comprehensive, and reassuring on many levels. While it can be appreciated by anyone, it is particularly valuable for practicing managers- its target audience. Throughout the book, Mintzberg gave voice to the frustrations and paradoxes that I have often felt as a manager, but was too busy balancing on the tightropes to notice happening all around as well. Particularly useful for practitioners is the model of management described in Chapter 3. It offers a means of framing the challenges associated with all the different roles a manager has to fill. The threads that describe aspects of managerial effectiveness in Chapter 6 were also very insightful and should prompt considerable reflection by the managers. They certainly did for me.

Reference:

Lewis, J. M. (1976). No single thread: Psychological Health in Family SystemsNew York: Palgrave MacMillan.

How to Use Podcasting as a Teaching Tool

By Dmitrijs Kravčenko
This post is about podcast as a platform and about how you can apply this platform to your teaching practice. While I will write from the perspective of a lecturer in a traditional University setting, I do believe that at least some of what I am going to say will be usable in other contexts and roles

If you spend enough time in a lecture theatre or a seminar room of a large University, a couple of things are likely to become fairly obvious. One is that neither the students nor their tutors, despite being present, really have to engage with anything that’s going on and, Two, that the lecture theatre or seminar room where the class takes place can be a really awkward environment to learn in. In my experience, these two hold true regardless of whether you are a student or a teacher, and seem especially befitting in the case of Bachelor’s degree candidates. I am certain we’ve all been there at least once – tutors reading from slides to an audience who’d rather be anywhere else (or a combination of either one).  

Of course, the exact opposite holds true as well – super engaging classes with super-star teachers who entertain, teach and mesmerize their students all at the same time. I am not one of these people, but neither am I someone who puts the class to sleep. Having worked with one of the aforementioned paragons of teaching practice I have jumped around the class playing games and doing plays with students, but found it to just not be my cup of tea – not least because I believe that the most rewarding and inclusive learning comes from the more or less autonomous solving of problems. Breaking paradigms on stage while adapting Shakespeare for management is great (it really is!), but there are other ways to unlock creativity and channel it towards learning outcomes too. I suspect that I am not alone in my disposition towards teaching so, for those of us who genuinely care about developing their students but do not want to put on a charade that is a forced “creative education” (i.e. if it does not come naturally – just don’t do it), technology is here to help! 

And what a great help it can be! The Internet is an ultimate one-on-one form of communication – it is there just for you and you alone, and it will do (mostly) what you will ask of it. Podcasts are a manifestation of that as they are on-demand, always available anywhere, free and very pleasing to the ego (you basically have people tell you stories that you want to hear whenever and wherever – much like in the case with children). Apparently, learning via a podcast is called m-learning (m for mobile). M-learning is a form of E-learning, but only in a sense that it is through E that M is made possible. According to Saylor (2012), m-learning significantly boosts exam performance and cuts drop-out rates dramatically. In all honesty this seems about right, but for my money, the best aspect of m-learning is that it is easy and does not ask the learner to compromise their time – podcasts can be consumed while doing a myriad of other activities. My favourite time to consume podcasts is while driving, for example. So, to summarize, podcasts are great! Now, what can you do with them?

From my experience, there are two ways how you can infuse your teaching practice with this amazing resource. The first one is to give your students a selection of podcasts to listen to. This is probably most common and there are, indeed, great recordings of important lectures out there (especially on iTunes U). That being said, unless you are going to share Talking About Organizations with your students, please don’t do this as it will almost certainly not work. Why not? Refer back to first paragraph where I spoke of engagement. This also applies to should you record some podcasts yourself (to supplement the lecture materials or similar). In any case, best not to.

The Second way of using podcasts for teaching is rather more exciting! You get students to produce their own podcasts as part of their assessment. Here is how this can be done with very minimal effort/disruption:

  1. Have part of the module assessment approved for groups presentations (usually can get up to 50% in the UK) – this will be the podcast. The rest can be done via exam or individual essay, or whatever else you need to do. In my experience, it is best to lead with the individual assessment in Term 1, and finish with the podcast in Term 2.
  2. Divide the module into groups of five-ish and assign different topics. It is important that they do not have repetition in their assignments.
  3. The task can be formulated as such: to produce a 15 or 21 minute podcast (15 minutes is approx a 3000-word script and 21 minutes is approx a 5000-word script, but encourage to record and include expert interviews or anything else) on the assigned topic/question. The content must include an overview of the topic, state the relevance, touch on the main debates and close with the implications. The podcast must display production value by delivering clear, understandable and engaging audio track as well as an opening and closing jingle music. 
  4. Students go away and do their research (more on this just below), record the podcast (anything that can record voice is sufficient), edit it with free software such as Audacity and submit either on the University server or literally anywhere else (e.g. Dropbox, Google Drive). Just make sure the submissions are in .mp3 or the files will be just enormous.
  5. Now, the grading for this is two-stage. First, you grade as you would a presentation. Second, have the students grade each others podcasts (this is why they ought to be on different topics) on a scale of 0-5. Using ‘stars’ for this would be most familiar to them as this is how its usually done literally anywhere. 
  6. Calculate average student score for each podcast and apply the following weighing: 0 for Zero, 0.8 for One, 0.9 for Two, 1 for Three, 1.1 for Four, and 1.2 for Five. Then multiply the mark you have given during Stage one of the grading process by whatever is the student weighing the podcast achieved. For example, if your mark was 70% and the podcast achieved 4 stars, then the final mark will be 70 x 1.1 = 77% ! Done! Students will appreciate the novelty of the task and an element of peer assessment (or so they say!) and you have fewer marking to do none of which is monotonous.  

What do the students get out of this? Quite a lot, to be honest. In terms of mechanics of putting the recording together they would need to:

  1. Do the research on the topic, both superficial and more in-depth to identify debates and come up with implications; 
  2. Write a script, which will require them to come up with a story that is not only informative but also engaging (e.g. begin with formulating a problem, follow up with an illustrative case study/anecdote, give general background,  state main issues/criticisms/problems with the general theory, follow this by main debates and tie up by answering the initial problem and saying what the implications are);
  3. Record the script, which is an exercise in public speaking, diction and presentation;
  4. Edit the podcast, which develops technical skills and aesthetic sensitivity;  
  5. Listen to and grade all the other podcasts thus learning about the remaining topics.

In curriculum-speak this would translate as 1) (and also 5) developing in-depth knowledge of the subject area, 2) developing critical thinking and problem-solving skills, 3) developing leadership and public speaking skills, 4) acquiring presentation skills. To make things more fun you can then actually post the podcast on iTunes every year for added impact/exposure. 

Podcasts are fun, simple, relevant and incredibly rewarding things to make! The same can no longer be said for traditional forms of assessment and/or module delivery. Did you know that something like 33% of all Americans have listened or are listening to a podcast (the survey was in 2012 I think)? How amazing is that?

Using podcasts for teaching also defeats the issue of engagement (simpler, more convenient and, as an assignment, frankly mandatory) and the space that it a lecture theatre or a seminar room (podcasts are produced in (home) studios, require problem solving and can be consumed anywhere and at any time). And it is incredibly easy for you, as a tutor, to incorporate them into your teaching practice! Try using podcast as a teaching tool and you will be giving your students a very tangible and relevant skill and an interesting final product they’d be able to share and show. Not to mention that you will significantly improve your quality of life during exam period!

All this is based purely on my personal experiences of producing TAOP and applying exactly what I described above on two modules at the Warwick Business School, UK. With that in mind, please get in touch to tell me what you think of all this, whether you’ve tried something like this and to what effect, and if you’d like to discuss any of this in more detail.

To Learn More:

Saylor, M. (2012). The Mobile Wave: How Mobile Intelligence Will Change Everything. Perseus Books/Vanguard Press.

A Letter About Mary Parker Follett

Inspired by Episode 5. The Law of the Situation – Mary Parker Follett

By Albie M. Davis

Dear Podcasters,

What can I say?  Your discussion about Mary Parker Follett’s (1868 – 1933) thoughts about “The Giving of Orders,” with a focus on her notion of  “the law of the situation,” is such a delight.  The way you each share your thoughts and listen to one another, occasionally modifying your own thinking, after hearing and considering the thoughts of your colleagues, was like watching Follett’s ideas take form and evolve during the course of the conversation. To top off this experience, I listened to Johan’s summary last.  Sensational!

Albie M. Davis

Thank you for developing such a novel and contemporary way to learn about and contribute to something as essential as how to work together in groups, whether they be families, schools, community meetings, the workplace, national governments or the United Nations. 

I first “met” Follett in 1989 in the Schlesinger Library, which was then part of Radcliffe College (for women) and is now The Radcliffe Institute for Advanced Study at Harvard University.  I asked a librarian if she knew who Follett was, for I did not know if she was alive or dead.  The Librarian handed me Dynamic Administration:  The Collected Papers of Mary Parker Follett, and let me know that she had died in 1933.  However, when I flipped open her book and landed on the chapter on Constructive Conflict, a talk she presented before a Bureau of Personnel Administration conference group in January 1925, I thought, “She may have passed on, but her thinking is the most alive of anyone I know.”

Since your episode was so engaging, I made a few notes about what I might say if I were there. I hope you will forgive me for stepping into your exchange with the way I have come to think about “the law of the situation.”  This is a concept that has arisen slowly for me over the years, and probably will continue to change, but it is where I am today.

One of the things I love about Follett is the way in which mid-stream in her writing and talks she can modify her thinking. And another quality comes when she herself gets “swept up” in an idea.  Below is one of my favorite Follett’s trips.  I call this “The Surge of Life.”  It is from The New State, page 35.

The surge of life sweeps through the given similarity, the common ground, and breaks it up into a thousand differences. This tumultuous, irresistible flow of life is our existence: the unity, the common, is but for an instant, it flows on to new differings which adjust themselves anew in fuller, more varied, richer synthesis. The moment when similarity achieves itself as a composite of working, seething forces, it throws out its myriad new differings. The torrent flows into a pool, works, ferments, and then rushes forth until all is again gathered into the new pool of its own unifying. (NS35)

I love the phrase “the law of the situation,” however, “law” does suggest a certain static quality.  If you add up statements by Follett, it is clear she doesn’t see the world standing still. And in her third book, Creative Experience (1924) she makes it clears that:

 A situation changes faster than anyone can report on it.  The developing possibilities of certain factors must be so keenly perceived that we get the report of a process, not a picture, and when it is necessary to present to us a stage in the process, it should be presented in such a way that we see the hints it contains of successive stages.(CE9)

I agree with what sounded like a semi-consensus among your team: Follett only occasionally laid out a “how to” list of steps and stages.  She trusted the readers or listeners to figure that out themselves. And, it is thrilling to think that you are interested in tackling some of the challenges that face humanity in a world bursting with technological possibilities.

I admire the élan with which your team is creating your Talking About Organizations podcast, site and blog, and I look forward to your individual and collective insights into Follett and all those who shed light on how people can tap the creative energy spawned by the differences among members in a group.

With anticipation and appreciation,

Albie Davis

Albie M. Davis served as Director of Mediation for the Massachusetts District Courts from 1981 to 1999. In that role, she helped develop community-based mediation programs which trained volunteers to provide mediation services instead of taking their conflicts to court. In this role, she trained mediators as well as mediation trainers. When she left her court position to move from Massachusetts to Maine, she expanded her interests from mediation to mixed media, and began to paint in oils and watercolor, as well as serve as a conflict resolution consultant/coach for the Harvard School of Public Health and the Harvard Kennedy School in Cambridge, Massachusetts. In 2013 she returned to Boston and with a three-country team, (France, Canada and the USA) co-authored and co-edited a book, The Essential Mary Parker Follett: Ideas We Need Today. Additionally, she wrote an article for the Negotiation Journal which explored Follett’s influence on James E. Webb, the Administrator of the National Aeronautics and Space Administration (NASA) during the period when the USA geared up to put a man on the moon.