Académique Documents
Professionnel Documents
Culture Documents
Journal of
Management The management of change: a
Development
20,8
narrative perspective on
management development
682 Muayyad Jabri
University of New England, Australia and Lingnan University,
Hong Kong, and
James S. Pounder
Lingnan University, Hong Kong
Keywords Narratives, Stories, Management development, Change
Abstract Examines the role of narrative in management development. It contrasts the
characteristics of this genre with the more conventional approach to management development.
Using a management of change course delivered to management practitioners as an example, the
paper draws attention to the value of narrative in enriching knowledge of the effects of change on
individuals. It is argued that narratives express the richness and diversity of human experience
and thus challenge simplistic analyses of management issues such as change that can result from
adherence to narrow, mechanical models of human nature. Thus, narrative is recommended as a
valuable tool for conveying the reality of managerial situations to practitioners engaged in
management development.
Introduction
We dream in narrative, daydream in narrative, remember, anticipate, hope,
despair, believe, doubt, plan, revise, criticize, gossip, learn, hate and love in
narrative (Hardy, 1968, p. 5). Narrative is the expression of actual human
experience, in the form of personal stories. Narrative analysis involves
examining the discourse that allows us to organise, account for, legitimise, and
give meaning to our lives (Griffiths, 1999; Anderson, 1997). In recent years,
management researchers have begun to undertake the study of narrative. This
extension of the scope of management studies is probably neither minor nor
transitory; it is still, however, a movement of individuals rather than of a main
representation. The movement that began in the 1980s with works such as
Martin et al. (1983) and Smircich (1983) has gathered some momentum in recent
years (e.g. Barry and Elmes, 1997; Boje, 1991a, 1991b; Boje et al., 1997; Hatch,
1996). While the later writings have given a decided impetus to the ever-
expanding potential of narrative in management studies, its potential in
management development has not yet been fully realised.
The objective of this paper is to emphasize the role of narrative in
management development. It outlines some of the characteristics of narrative
and indicates its potential for management development. A course on the
management of change delivered to management practitioners by the authors
Journal of Management Development,
Vol. 20 No. 8, 2001, pp. 682-690.
of this paper is used for the purpose of illustration. This is on the
# MCB University Press, 0262-1711 understanding that the value of narrative is not confined to management of
change courses. The paper draws attention to the need for a narrative turn. In The
terms of courses on the management of change, a narrative turn involves management of
trainers in management ``turning'' (taking a new direction) by encouraging change
management development participants' narratives that challenge the
assumptions underlying the traditional presentation of the subject. A narrative
turn also entails management trainers facilitating narratives to encourage
participants to scrutinise their own conceptions of change and its effects. 683
Narrative mode
An instructional mode is a ``preference for a way of delivery that usually
reflects on the part of the instructor (with or without awareness) some form of
personal dedication to a particular paradigm, theoretical world view, or
weltanschauung'' (Jabri, 1997, p. 510). In mainstream education, the mode of
using stories in the classroom is so well established it is difficult to argue with.
Narrative is employed explicitly in early schools where children are encouraged
to tell their stories in the classroom and to couple them with drawings, art, etc.
There is a long tradition of getting teachers to take their cues from the class and
to use stories to facilitate understanding. Additionally, personal narratives ±
journals, autobiographies, and diaries ± are increasingly regarded as having
merit in teachers' education. Other personal self-expressions, whether by staff
or by students, are also being used more widely in adult education (Gannett,
1991).
Across academe, many are realizing that the ``academic self'' in classroom
delivery does not act apart from the ``personal self'' of staff or students
(Goodson, 1994; Knowlton, 1995; Tompkins, 1987). Carter (1993) articulates a
definition of narrative as follows:
. . . story is a mode of knowing that captures in a special fashion the richness and nuances of
meaning in human affairs . . . [which] can not be expressed in definitions, statements of fact,
or abstract propositions. It can only be demonstrated or evoked through story. From this
perspective, story is a distinctive mode of explanation characterized by an intrinsic
multiplicity of meaning . . . [It] accommodates ambiguity and dilemma as central figures or
themes . . . [It] is a suitable form for expressing the knowledge that arises from action (Carter,
1993, pp. 7-8).
In assessing the course, Chloe wrote, ``I have a deeper understanding of change 685
and its effects than ever before and I feel sad since I know so many people who
have been laid off in various organizations I have worked for''. This statement
illustrates an expression of more than one meaning. It shows that evaluation of
a change effort is neither fixed by definition nor freely chosen by the individual
but rather constructed in response to daily encounters.
JP:
Not only that, I am beginning to comprehend the meaning of a ``narrative turn''. I find that I
am experiencing a movement, an alteration, a revision, a ``turn'' in my thinking as I start to
question my own views on change and how it might impact on others.
The idea that, for example, change and concepts associated with change take
on universal meanings fails to take account of the fact that we are raised in a
plurality of peer subgroups, each exerting a multiplicity of influences on us.
Howard (1991) makes the point that each of us belongs to a racial group, a
socio-economic group, a gender group, a religious preference, and a political
constituency. The subjective culture of each of us is strongly influenced by the
degree of contact we have with people and institutions that focus on (or see the
world in terms of) their own subcultural perspectives. This fact can be seen as
the basis for the old saying ``Show me your friends, and I'll tell you the kind of
person you are.''
Subjective culture such as that denoted by Howard is captured by stories.
These are described as ``habitations''. Chloe and the rest of us ``live'' in our
stories and use them to reconstruct our ways of seeing things around us. Mair
(1988) describes this phenomenon as follows:
We inhabit the great stories of our culture. We live through stories. We are lived by the stories
of our race and place . . . It is this enveloping and constituting function of stories that is
especially important to sense more fully. We are, each of us, locations where the stories of our
place and time become partially tellable (Mair, 1998, p. 127).
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Development
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20,8
Hooks, B. (1990), Yearning: Race, Gender, and Cultural Politics, South End, Boston, MA.
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690 Polkinghorne, D. (1988), Narrative Knowing and the Human Sciences, State University of New
York Press, Albany, NY.
Spivak, G.C. (1988), ``Can the subaltern speak?'', in Nelson, C. and Grossberg, L. (Eds), Marxism
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Van Maanen, J. (1988), Tales of the Field, University of Chicago Press, Chicago, IL.
Zeller, N. (1995), ``Narrative strategies for case reports'', in Hatch, J.A. and Wisniewski, R. (Eds),
Life History and Narrative, Falmer Press, London, pp. 75-88.