This week’s articles were insightful and I enjoyed reading them. In her article, Management learning: A scholarship of practice centred on attention, she approached the problem of managerial learning by looking at both the academic and practical aspects of learning. Ramsey studied the attitudes, experience, and way that managers employ what they have learned. Dr. Ramsey states, “I have sought to develop a scholarly practice that will support manager-learners improve their practice. In doing so, like Antonacopoulou (2010), I have proposed a change in the scholarly practices of business schools; I have argued for a scholarship of practice that centres attention rather than knowledge.” Ramsey is seeking to help academic institutions change their teaching style from “book learning” to incorporate practical ways for students to experience what they are learning.
In a second article, Provocative theory and a scholarship of practice, Ramsey illustrates the, “three elements of such a scholarship of practice: an engagement with ideas, a practice of inquiry, and a focus on moment-by-moment relating within practice.” The article explores the, “provocative theory, which provides space for management learners to experiment with and evaluate ideas, rather than emphasizing the development of sound understanding of those theories.” These three elements remind me of the way I learned basic leadership skills in the military. We did have classes and training on leadership, but we also had hands-on and real world experience. A book can explain how a leader should think, reason, and act. However, throughout my professional life I’ve found that a book or formal training only introduces me the concepts. Leadership is not just following the rules; rather it involves understanding how to live by the spirit of the law and not the letter of it.
Ramsey provides three aspects of practice-centred learning. “First, practice-centred learning involves the physical; it is not a learning that just goes on inside the head, so to speak, apparent only in knowledge, understanding or attitudes but is seen more in actions. Second, these actions are generative; they make the world rather than express it in some way. Finally, these actions are frequently spontaneous rather than the result of some form of premeditation. This spontaneity emerges relationally; it is a social performance, created and recreated ephemerally, moment by moment.” As people develop leadership traits and experience, they increase their practical knowledge. This can then be harnessed within an organization to enhance the effectiveness of the workers and operation of the business. Leadership and management is an art form that is developed as a person matures and grows in their unique style and skills. There isn’t a “one size fits all” model that makes a person a great manager. The situation and climate in which one manages is also part of the equation. Just because one is a good manager in one organization or industry, doesn’t mean that they will be good outside of their area of expertise or in a different culture. Good leaders within an organization can move things forward. Bad leaders or managers detract from positive performance.
 Ramsey, Caroline. Management Learning: A scholarship of practice centred on attention? Saga Publishing. (2013)
 Ramsey, Caroline. Provocative theory and a scholarship of practice. Saga Publishing. (2011)
 Ibid., 12
 Ibid., 5