Management as a Liberal Art Research Institute

A Practical Guide to Multi-Disciplinary Learning: Unlocking the Potential within Organizations

Pooya Tabesh, Ph.D.

PUBLISHED:

July 3, 2023

One of the central teachings of Management as a Liberal Arts (MLA) is that management should be viewed as a multi-disciplinary field. In this regard, there is a growing recognition that a multi-disciplinary approach to management can elevate the way organizations operate. According to this view, it is no longer sufficient to view management as a singular field; rather, it is a tapestry woven with insights from diverse disciplines such as sociology, economics, psychology, history, and philosophy. By drawing upon these diverse perspectives, managers can make more informed decisions that drive innovation and success.


While some may argue that acquiring a deep multi-disciplinary understanding requires years of liberal arts education, this ideal scenario often remains detached from reality. In the practical world of organizations, time constraints and operational demands necessitate a different approach—one that bridges the gap between theory and application, between diverse disciplines and day-to-day managerial decision-making.


In this regard, a crucial question that has long been overlooked and left unanswered is: How can organizations actively practice management as a multi-disciplinary field? What practical steps can they take to infuse insights from various disciplines into the very fabric of their employees' work?


In this blog post, I will explore several simple and feasible recommendations to enhance multi-disciplinary learning within modern organizations. By fostering a culture that embraces and supports the acquisition and integration of diverse knowledge, organizations can tap into the vast potential of their employees and propel their success to new heights.


Let us dive into a list of practical initiatives to create a culture of multi-disciplinary learning through leveraging some internal and external sources. After introducing these sources, I will conclude my post by briefly discussing the requirements (i.e., antecedents) for successful adoption of these initiatives and some of their most important benefits (i.e., outcomes).


Leveraging External Sources of Multi-disciplinary Learning


Below are certain steps for encouraging employees to learn from external knowledge sources outside of their area of expertise:


1. Book Clubs/Film Clubs: Foster a culture of reading and exploration by organizing book clubs or film clubs within the organization. Encourage employees to delve into topics beyond their immediate disciplines, gaining historical, cultural, and diverse perspectives.


2. Attending Conferences: Encourage employees to attend conferences outside of their immediate disciplines. This exposure will broaden their knowledge base, spark new insights, and facilitate cross-pollination of ideas.


3. Inviting External Guest Speakers: Arrange for guest speakers from various backgrounds to share their expertise. By bringing in speakers with diverse educational backgrounds, such as psychology, engineering, or political science, employees can gain valuable insights from different disciplines.


4. Incentivizing External Courses/Webinars: Offer incentives for employees to pursue external courses or webinars on topics beyond their immediate job responsibilities. By investing in their continuous learning, organizations create opportunities for multi-disciplinary growth.


5. Learning from Other Cultures: Encourage and facilitate interactions with people from different cultures. This can be achieved through travel opportunities, fostering understanding of diverse perspectives and worldviews.


Leveraging Internal Sources of Multi-disciplinary Learning


Here is a list of certain initiatives to use internal sources to enhance multi-disciplinary learning:


1. Cross-Functional Training: Foster collaboration by creating cross-functional teams that include individuals from marketing, operations, finance, engineering, and other backgrounds. This diverse collaboration enables employees to learn from one another's expertise and gain a holistic understanding of organizational challenges.


2. Rotating Job Responsibilities: Design opportunities for employees to experience various roles within the organization. This rotation exposes them to different perspectives, enhancing their multi-disciplinary knowledge and problem-solving abilities.


3. Job Shadowing: Provide opportunities for job shadowing, where employees can observe and learn from colleagues in different departments or roles. This firsthand experience promotes knowledge sharing and collaboration.


4. Knowledge Management Systems: Implement robust knowledge management systems that facilitate easy access to information and resources from different departments or areas of expertise. By breaking down silos and promoting cross-functional learning, organizations can harness the power of multi-disciplinary collaboration.


5. Lunch and Learn Sessions: Organize regular sessions where members of the organization can give talks and share information on their areas of expertise. These internal knowledge-sharing sessions create a platform for employees to learn from one another.


6. Internal Newsletters or Blogs: Establish internal newsletters or blogs to share insights, best practices, and success stories across departments. This promotes a culture of learning and encourages employees to explore ideas beyond their immediate domains.

 

Antecedents and Outcomes of Creating a Culture of Multi-Disciplinary Learning


In the previous lines, I introduced a list of initiatives for creating a culture of multi-disciplinary learning. However, it is also important to note that organizational support for these initiatives is required for establishing effective multi-disciplinary learning practices in the organization. This support should include:


1. Funding/Budget: Allocating resources to support these initiatives is essential, recognizing that some activities require time and financial investment.


2. Communication and Collaboration Skills: Fostering effective communication and collaboration skills within the organization is vital to enable learning from both internal and external sources.


3. Culture of Learning: Cultivating a culture that values and encourages learning is key. Organizations should establish a norm of allocating resources for learning, creating an environment where continuous development is embraced.


4. Diversity and Inclusion: Promoting a diverse and inclusive workplace culture is paramount. Embracing a diverse employee background facilitates learning from internal sources, broadening perspectives, and enriching multi-disciplinary knowledge.


The cultivation of a multi-disciplinary culture within organizations brings forth a wealth of benefits and outcomes with two primary advantages standing out: critical thinking and ethical leadership. With a multi-disciplinary knowledge base, employees gain a comprehensive understanding of various subjects and areas of expertise, empowering them to evaluate information with a critical eye and make well-informed decisions.


Moreover, this breadth of knowledge equips individuals to navigate ethical complexities by connecting the dots between different perspectives and stakeholder needs. As an example, employees and managers with a comprehensive understanding of the environment around them become more effective proponents of corporate social responsibility, driving initiatives that simultaneously consider the importance of people, profit, and the planet. By embracing multi-disciplinary learning and fostering a culture that values diverse insights, organizations can position themselves at the forefront of innovation, adaptability, and responsible leadership in today's rapidly evolving world.

Rethinking Motivation: The Key to Sustainable Performance

By Byron Ramirez Ph.D. • March 7, 2025
Motivation and performance in the workplace have been the subject of extensive research, yet a comprehensive understanding of their complexities remains elusive. While many organizations recognize the importance of motivation in driving employee performance, a significant number still approach motivation through simplistic, linear models that fail to capture its depth. Traditional methods, such as annual performance reviews with occasional praise or monetary bonuses, may have some impact, but they are often insufficient in fostering long-term employee engagement and sustained productivity. The relationship between motivation and performance is intricate, requiring a more nuanced and strategic approach from organizations. Motivation plays a crucial role in organizational sustainability. When employees are motivated, they exhibit higher levels of productivity, creativity, and commitment, all of which contribute to an organization’s long-term success (Ryan & Deci, 2000) and sustainability. However, many organizations continue to rely on outdated methods that focus primarily on the provision of extrinsic rewards. While financial incentives, such as salary increases and bonuses, can have a positive impact, research indicates that their effect on motivation is often temporary (Deci, Koestner, & Ryan, 1999). Once the external reward is removed, motivation levels tend to return to their previous state, highlighting the limitations of this approach. In contrast, organizations, and more specifically managers who have invested in fostering an environment that develops genuine engagement and trust, thus increasing motivation within their teams, have recognized the importance of intrinsic rewards. Intrinsic motivation, which arises from within the individual, is driven by factors such as personal growth, job satisfaction, and a sense of purpose (Pink, 2009). Employees who find meaning in their work and feel a sense of autonomy are often more engaged and perform better than those who are solely motivated by external incentives. This aligns with Self-Determination Theory, which emphasizes the role of autonomy, competence, and relatedness in fostering motivation (Deci & Ryan, 1985). Moreover, this also is consistent with the philosophy of Management as a Liberal Art which highlights the importance of independent decision-making. Despite the emphasis on extrinsic rewards, research suggests that human beings are only driven by them to a certain extent. Herzberg’s Two-Factor Theory (1959) highlights this by distinguishing between hygiene factors (such as salary and job security) and motivators (such as achievement and recognition). While hygiene factors can prevent dissatisfaction, they do not necessarily lead to increased motivation. Instead, true motivation stems from intrinsic factors that align with an individual's values, aspirations, and personal goals. Not every employee seeks to climb the corporate ladder; some may find fulfillment in mastering a specific skill, contributing to a meaningful project, or maintaining a healthy work-life balance. As a result, managers must move beyond a one-size-fits-all approach and develop a deeper understanding of the psychology behind motivation. Recognizing individual differences and tailoring motivation strategies to align with employees’ unique needs can lead to greater job satisfaction and improved performance (Gagné & Deci, 2005). This means fostering a work environment that promotes autonomy, provides opportunities for growth, and acknowledges employees’ contributions in meaningful ways. Organizations should also consider the long-term implications of their motivation strategies. Rather than merely offering short-term incentives, they should invest in creating a workplace culture that values intrinsic motivation. This can be achieved through leadership development programs, mentorship opportunities, and fostering a sense of community within the organization. When employees feel valued and supported (and listened to), their motivation is more likely to be sustained, ultimately benefiting both the individual and the organization as a whole. One effective strategy is providing employees with opportunities for continuous learning and professional development. Organizations can offer training programs, workshops, and tuition reimbursement to help employees acquire new skills and expand their expertise. When employees see that their company is invested in their growth, they are more likely to remain engaged and committed to their work. Furthermore, providing employees with challenging yet attainable goals can foster a sense of accomplishment and reinforce their intrinsic motivation. Additionally, fostering a culture of recognition and meaningful feedback is essential. While monetary rewards can provide temporary satisfaction, genuine appreciation and acknowledgment of employees' contributions create a lasting impact. Managers can implement regular check-ins, peer recognition programs, and public acknowledgments of achievements to make employees feel valued. When employees receive positive reinforcement for their efforts, they are more likely to stay motivated and take pride in their work.  While financial incentives and extrinsic rewards have their place in workplace motivation, they are not a panacea for enhancing performance. Motivation is a complex and deeply personal phenomenon that requires organizations to adopt a more holistic approach. By understanding the interplay between intrinsic and extrinsic motivation and recognizing the unique aspirations of employees, organizations can create an environment that fosters sustained motivation and long-term success. Investing in the psychological and professional well-being of employees is not just a moral imperative but a strategic necessity for organizational sustainability. References Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. Herzberg, F. (1959). The Motivation to Work. John Wiley & Sons. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

The Animated Movie, Inside Out 2, Can Help Leaders Better Comprehend and Internalize Emotional Intelligence

By Michael Cortrite Ph.D. • February 26, 2025
In 1995 Daniel Goleman published a groundbreaking book which introduced the leadership/management discipline to emotional intelligence.The book is Emotional Intelligence: Why it can matter more that IQ (Bantam 1995). Over the last 30 years more than 20 book and hundreds of papers have been published on emotional intelligence (abbreviated as EQ) extolling its effectiveness as a leadership concept. Many of the books were authored by Goleman with his co-writers Richard Boyatzis and Annie McKee. Given the current political climate in the United States and the world, the concept of EQ may be even more relevant today than it was 30 years ago. EQ shows an incontrovertible link between a leader’s emotional maturity and their performance as a leader. In the words of Daniel Goleman, “The research on EQ shows that the ‘good guys’—emotionally intelligent men and women—finish first” (Goleman, et al. p.169. 2001). Just as Peter Drucker’s insistence on self-knowledge and the knowing of one’s strengths and weaknesses is the starting point in his essay, Managing Oneself (1999), EQ starts with knowing yourself, including your weaknesses and strengths, and especially your emotions. Drucker also talked about values and manners. Manners is all about people working in close contact with each other and therefore naturally causing friction. He said that workers must be able to cooperate and treat each other with courtesy and respect. In order to do this, they must look inward to make sure they use words like thank-you and please and they know their co-workers’ names and even the names of their family members. He didn’t specifically use the word emotions but was writing about a basic form of emotional intelligence. Goleman, et al. (2001) lists the four components of emotional intelligence in action: 1. Self-awareness: The ability to read your own emotions. Knowing how your moods are affecting others. 2. Self-management: The ability to control your emotions. Don’t let bad moods seize the day; leave them outside the office. 3. Social awareness: The ability to sense other people’s emotions and show that they care. Understand how your words and actions affect other people and be able to change them when their impact is negative. 4. Relationship-management: The ability to build strong personal bonds and use these skills to spread their enthusiasm and solve disagreements, often with humor and kindness. It should be noted that Diamantidou et al. (2024) found a strong link between emotional intelligence and transformational leadership that translates to a positive organizational culture and thus increased organizational effectiveness. In late 2024, Pixar released an animated movie, Inside Out 2. It is a sequel to the movie Inside Out. It is already the highest grossing animated movie in history. The movie is based on emotional intelligence. Daniel Goleman praised the movie and said, it is clever and moves the field of social-emotional learning forward. The leadership literature cites many examples of the value of using films to teach leadership. Wiliams (2006) posits that because films are memorable and a catalyst for thought and discussion, there is always rich dialogue generated, and a better understanding of the concept being taught after watching the movie. The characters in the movie are Riley (the human) and Joy, Sadness, Anger, Fear, Disgust, and Anxiety (the emotions). Chatbot (2024) explains that watching the movie can help leaders by dramatically showing how emotions influence both personal and social interactions. The movie also depicts such emotional intelligence concepts as self-awareness, self-management, building empathy, the power of vulnerability, leading by example, and the benefits of transparency. REFERENCES: Chatbot, H. How Inside Out 2 Can Improve Your Leadership Skills. Entrepreneurial Leadership. July 30, 2024. Diamantidou, V., Kaitelidou, D., Kalakairinou-Anagnostopoulou, A., and Galanis, P. Organizational Culture, Transformational Leadership and Emotional Intelligence. Journal of International Caring Services Vol. 17 (2). May/August 2024. 1190-1196. Drucker, P. Managing Oneself. (1999) In HBR book, On Managing Yourself. pp. 13-32. Goleman, D., Boyatzis, R., and McKee, A. (2001). Primal Leadership: The Hidden Driver of Great Performance. In HBR book, On Managing Yourself. pp. 169-188. Wiliams, J. Pirates and Power: What Captain Jack Sparrow, His Friends, and His Foes Can Teach Us About Power Bases. Journal of Leadership Education Vol. 5 (2). Fall 2006. 

Innovation and its Impacts

By Mehak Suri • February 25, 2025
Drucker’s claim that “reliance on the expert to predict the outcomes of technology is born out of hubris” (Drucker, 1969, p. 524) still holds and will likely continue to be the same. Each development is caused by and leads to several factors, “each independent in its origins,” with the “outgrowth of a separate discipline with its own experts” (Drucker, 1969, p. 524). Aristotle’s syllogisms (a kind of logical argument) are the reason ChatGPT exists today. The statement above sounds bizarre, but Boolean logic was invented in the 1800s to mathematically represent syllogisms. Claude Shannon, in 1937, demonstrated the use of Boolean algebra in designing electrical circuits, which paved the way for GPUs, programming, digital computers, and AI systems like ChatGPT. Claude Shannon could not have predicted that his design of electrical circuits would someday contribute to the fragmentation of human interaction (social media), digital overload and decision fatigue (social media), erosion of creativity through AI-assisted writing, and increased energy consumption and pollution (large AI models lead to high electricity usage and carbon emissions from data centers). This indicates that “the impacts of technology are often quite indirect and by-products rather than main products” (Drucker, 1969, p. 524). Sometimes, even the most direct use cases of modern technology have unintended adverse consequences, leading to “the cost being more than the worth” (Drucker, 1969, p. 523). The Computerized Provider Order Entry (CPOE) systems in healthcare were designed to reduce medical errors and improve the quality of patient care. However, studies have shown unintended net adverse effects due to clinicians’ overreliance on this technology and diminished critical thinking. CPOE systems with inbuilt clinical decision support (CDS) help clinicians by providing “notifications of drug-drug interactions, warnings about allergies, recommendations for clinical guideline compliance, and more” (Campbell et al., 2007, p. 96). For example, anticoagulants and aspirin are usually not prescribed together. However, this combination is often used for heart protection benefits in coronary care. In this context, using these two drugs together would be helpful, but the CPOE system would trigger an alert warning the clinician. If the clinician relies exclusively on CPOE, they may remove one of the two drugs from the therapy, increasing the potential risk to the patient (Campbell et al., 2007). Going back to the previous example, even if Claude Shannon could foresee all the negative impacts of technological advancements stemming from his invention, he would not have stopped his development, as there were foreseeable immediate and long-term net-positive outcomes, too. As Drucker puts it, in this new age of technology, we need new decision-makers and decision-making processes built on understanding the history and dynamics of technology instead of focusing on predicting the outcomes of technology or determining what is right or wrong (Drucker, 1969).  References Drucker, P. F. (1969). Comment: Is Technology Predictable? Technology and Culture, 10(4), 522-527. https://doi.org/10.2307/3101571 Campbell, E. M., Sittig, D. F., Guappone, K. P., Dykstra, R. H., & Ash, J. S. (2007). Overdependence on technology: an unintended adverse consequence of computerized provider order entry. AMIA Annual Symposium Proceedings, 2007, 94-98.
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