{"id":4342,"date":"2015-03-11T13:41:26","date_gmt":"2015-03-11T13:41:26","guid":{"rendered":"http:\/\/blogs.georgefox.edu\/dminlgp\/?p=4342"},"modified":"2015-03-11T13:41:26","modified_gmt":"2015-03-11T13:41:26","slug":"provocative","status":"publish","type":"post","link":"https:\/\/blogs.georgefox.edu\/dlgp\/provocative\/","title":{"rendered":"Provocative?"},"content":{"rendered":"

I had initially found myself distressed over Dr. Ramsey\u2019s article on \u201cProvocative Theory and a Scholarship of Practice<\/span>\u201d; the scholarly language was making the meaning difficult for me discern. Yet with the encouragement of my cohort, I read it with a British accent and that cleared it up perfectly. On a serious note, why choose the word \u2018provocative\u2019? It can mean \u201ccausing annoyance, anger, or another strong reaction especially deliberately\u201d[1]<\/a> and the secondary meaning has to do with \u201carousing sexual desire\u201d[2]<\/a> and I\u2019m pretty sure that that was not what she was intending. So I go into this asking: \u2018how this theory would deliberately cause strong reactions?\u2019<\/p>\n

From the context of the article I can see a theory of praxis that\u2019s designed to stimulate learning between the management theory scholars and management practitioners. A conversation between theory and practice that assumes that practitioners are well suited to adjust or adapt theory that works best in their context. Dr. Ramsey gave two case studies of postgraduate student managers (Mike and Kieran) who put the theory to practice, and from their experience we learn the three foundational values of this theory, a theory of managerial empowerment. First there is a conversation between academic theory and actionable; in referring to Mike and Kieran, Ramsey writes they \u201cdanced, played with \u2026the academic material\u201d[3]<\/a> and the movement of that dance was towards making the conceptual and academic thought – actionable. Second, is the praxis method or a cycle of experience, reflection, adjustment and further experience; thus coming up with new ideas (or theory) customized for their specific work environments. And third it\u2019s a collaborative and conversational implementation; within said workplaces where the manger is projecting his or her evolving theory onto his colleagues, whom in turn give real-time feedback and improvement.<\/p>\n

The case studies were very helpful and I especially resonated with Mike\u2019s consulting with the ward sisters to strengthen their leadership skills. Mike used the metaphor of the \u2018Venetian polyphonic ensemble\u2019 as a way to rethink the typical hierarchical management structure that had limited the engagement and ownership of the ward nurses in their workplace. \u201cMike positioned himself as a Maestro di Cappella in accepting and promoting the creative input of the ward sisters\u201d,[4]<\/a> the article goes on to explain how the Venetian ensemble differs from the modern day composer, not a leader out front conducting, but a musician who participates with and allows the group to create new actions. Mike\u2019s example stressed that managers can lead while being collaborators, while leveraging the creative energies of the whole group.<\/p>\n

This is where the light bulb clicked on in my mind. I pastor a small church where my office manager and myself are the only full time employees; we have a great volunteer youth pastor as well as a children\u2019s minister and worship arts director whom are both employed at 10 hours a week. In the back of my mind I\u2019ve been bemoaning the fact that with part-time and volunteer ministry leaders we don\u2019t have the collaboration nor momentum I\u2019ve always wanted and believed would help propel our church forward. As I read Mike\u2019s example, I realized that I needed a different posture with my staff and with my key volunteer ministry leaders. I\u2019ve fallen into the old mindset of pastor as CEO, pastor-offering directives for staff and leaders to follow, traditional hierarchical thinking. What the provocative theory reminds me is that I have much to offer as lead collaborator, I can facilitate the ministry leader\u2019s engagement. Instead of primarily directing, we can primarily learn and collaborate together, and their greater engagement will lead to iterative improvement of the life and ministry of the church. My leadership goes from \u2018directive\u2019 to \u2018projective\u2019. That\u2019s helpful to me, but is it \u2018provocative\u2019?<\/p>\n

I\u2019m at the end of the post and I still don\u2019t know why Dr. Ramsey calls this \u2018provocative theory\u2019<\/em>? I imagine among scholars that any theory that stresses practical usefulness over theoretical purity might be provocative. The more I think about it, it just seems like common sense, has common sense become provocative?<\/p>\n

 <\/p>\n

[1]<\/sup><\/sup><\/a> New Oxford American Dictionary., 3rd ed. (Oxford: Oxford University Press, 2010), \u2018provocative\u2019.<\/p>\n

[2]<\/a> Ibid,.<\/p>\n

[3]<\/a> Ramsey, Caroline (2011). Provocative theory and a scholarship of practice<\/em>. Management Learning, 42(5), pp.469-483<\/p>\n

[4]<\/a> Ibid,.<\/p>\n","protected":false},"excerpt":{"rendered":"

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