Owing to the felt need that students in management classrooms are increasingly becoming disoriented by the large number of “core theories” they are expected to cover and the ensuing frustration that comes with the lack of a single, comprehensive theory to drive the learning agenda forward, the article by Anderson (2007) builds on a conceptual toolbox metaphor to present a well-structured exploration aimed at assisting students to understand why each of the many theories is important and worth learning. The author takes note of the fact that although a limited number of management learners may appreciate the challenges inherent in using a huge multiplicity of theoretical frameworks and perspectives, many others find it disturbing and confusing having to deal with all these theories, hence the need to explain their importance in a way that students could understand.
Specifically, the author uses the students own judgments about the core motivation theories in the management sphere of work motivation to demonstrate that each theoretical framework “individually explains what motivates a considerable number of students at work and that, collectively, the motivation theories cover a great range of the topic of motivation than students are likely to otherwise realize or appreciate” (Anderson 2007, p. 760). The author grounds his solution of the problem on the allegory of teaching as building a conceptual toolbox, which stresses the importance for students to accumulate and study a complex and extensive allay of ideas, concepts, and theoretical perspectives, rather than attempting to selectively appreciate and study only those perspectives that appear valid to them due to widespread attention from scholars and practitioners. In this context, students should desist from the tendency of dismissing and ignoring theories that do not match their expectations and experiences and instead adopt the perspective that every theoretical framework represents a potentially relevant tool to include in their conceptual toolbox with the view to assisting them to understand all factors involved in a particular management scenario (Anderson 2007).
Personal Views
In abstract terms, the article seems to provide a toolbox that could be used by students not only to remove personal biases regarding specific theories in a particular management domain but also encourage them to consider looking at theories from a complex perspective irrespective of the fact some of the theories may appear useless to students depending on personal experiences and context. In practical terms, however, there exists minimal conviction that the “conceptual toolbox metaphor” can assist students to appreciate the complexity of having to deal with diverse sets of theories and perspectives due to its abstraction. Specifically, there is no proof to show that one particular student may consider using a specific theory merely because a greater proportion of peers share in the belief that it is most important or applicable. At a personal level, it is more convincing to argue that personal expectations and experiences will always override the beliefs held by others regarding the usage of any particular theory. However, as suggested by the author, there are practical implications involved in training students to possess the requisite variety of theories and perspectives needed to overcome future work challenges, provided that students recognize the potential importance of learning those theories.
Basis of Personal Views
The first viewpoint is based on a pragmatic observation that individuals are more likely to be influenced by their own experiences and expectations in the employment of various theories, rather than follow the beliefs of others regarding these theories. The second viewpoint concerning the advantages of knowing and applying many theories is based on the assertion that it is always beneficial for management scholars and practitioners to employ insights from many different theories and models as they seek to better understand many different facets of any management domain (Mayer & Sparrowe 2013).
Reference List
Anderson, MH 2007, ‘Why are there so many theories? A classroom exercise to help students appreciate the need for multiple theories of a management domain’, Journal of Management Education, vol. 31 no. 6, pp. 757-776.
Mayer, KJ & Sparrowe, RT 2013, ‘Integrating theories in AMJ articles’, Academy of Management Journal, vol. 56 no. 4, pp. 917-922.