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236 Endnotes

do not seem to be able to bridge the perceived divide (see Anderson,
Herriott, & Hodgkinson, 2001; Rynes, Bartunek, & Daft, 2001).
Many academic authors lament the lack of interest in management the-
ory on the part of the practitioners. Few academic journals are read by
managers.
3. Here is how Stanford School of Engineering seeks to attract students:
“A compelling aspect of engineering is the joy of making things
work: remote medical imaging that saves lives; or nanoscale struc-
tures that create remarkable new materials. Stanford offers space to
investigate, design, and create in an unsurpassed arena of labs,
research centers, and affiliate programs” (http://soe.stanford.edu/
prospective_students).
4. According to a conversation with Professor Quintus Jett, Dartmouth
College.
5. An alternative, experimental principle here could be self-coordina-
tion through transparency of action.
6. It should be noted that hacking is a significantly different metaphor
or description of innovation than a traditional two-stage model of
initiation and implementation (for a review, see Glynn, 1996: 1095),
perhaps more in line with Amabile’s (1988) point that no such
smooth or linear steps exist.
7. “[U]nplanned, open-ended trial and error—not conformity to one
central vision—is the key to human betterment. Thus, the true ene-
mies of humanity’s future are those who insist on prescribing out-
comes in advance, circumventing the process of competition and
experiment in favor of their own preconceptions and prejudices”
(www.dynamist.com/tfaie/).
8. Experimentation can then be a tool for understanding the conse-
quences of our (potential) choices better (as our preferences may
change as a result of such experimentation). For example, an
experiment entertaining a fully participatory organization could find
out whether people actually like being totally “empowered” after
having experienced it rather than merely envisioning it, and what
(some of) the potential consequences of such empowering might be.
The second experiment, a more elaborate one, can then benefit from
the experience of the first, inventive, one. Finally, the third phase of