Provocative Theory Cycle of Inquiry - Essay Example

? Theory and Management Theory and Management Surprises in JA1 The of the Theory and Management asserts that the link betweentheory and management practices has occupied the first decade of the present century. The author has presented a unique theory that I have never come across (Ghoshal, 2005; pg. 1). He states that, “the corporate scandals in the united states have stimulated a frenzy of activities in business schools around the world and the deans of schools are extolling how much their curricula focus on business ethics (Ghoshal, 2005; pg. 1).” He also notes that, “new courses are being developed on corporate social responsibilities (Ghoshal, 2005; pg. 1).” I have noted that the explanation presented by the author for the unique theory makes it all common sense in management practice. I find the author’s labels on the third theory as a proactive one suitable, because it brings up a new way of establishing the link. I concur with the author that in management practice, accumulated academic knowledge can be used as an engagement tool rather than applied as a theory. Case studies are used to expose how a proactive theory can work when managers engage academic knowledge within their management practice activities to improve their performance (Ghoshal, 2005; pg. 1). The case studies shows how scholarship applied together with academic theory in the management practice of inquiry is relational and provides opportunities for evidence based management. The implication of my observations is in relation to the fact that using a proactive approach in management practice creates a link between academic theory and relational skills of managers. Surprises in JA 2 The author has taken an in – depth analysis of how the application of management theories affects organizations business culture. I can observe that according to the author, business schools have enhanced the development of such management theories. Apparently, business schools teach students about how managers cannot be trusted since their main objective is to satisfy shareholders expectations and that the most appropriate way to run organizations entails strict supervision while ensuring improved competition with stakeholders (Ramsey, 2011; pg. 79). I am surprised with the author’s comments that academic research, which studies the conduct of organizations and management, has generated serious negative effects on the practice of management. I am also surprised that the author seems to be suggesting that graduates from business schools lack common sense of moral responsibility. The author has used the pretense of knowledge and the application of system – based gloomy vision to explain his assertions (Ramsey, 2011; pg. 82). The observations I have made in this article has serious implications in relation to the belief that business schools ought to teach excellent management theories and should not be blamed for negative aspects of business culture. The Evidence The author has used Mike’s learning and Kieran is learning to show the application of academic theory within management practices. The two articles show three elements of academic theory when engaged in management practice (Ramsey, 2011; pg. 12). The elements revealed in the learning’s include “an engagement with ideas, a practice of inquiry, and an emphasis on moment-by-moment relating within practice (Ramsey, 2011; pg. 23)”. The writer has used suggestions from other authors to show that the most significant aspect of this link pertains to the place of the evidence that is applied in the academic theory. The writer quotes other authors to strengthen his arguments for the application of evidence-based management. This management approach places decision-making initiatives on evidence that can be gathered and assessed. The author argues that action analysis tool known as Provocative Theory Cycle of Inquiry is critical to the engagement approach in the practice of management. The author has presented information that the pretense of knowledge emanates from systematic processes, which attempts to justify patterns and regulations responsible for substituting human intentions that previous experience are applicable in the analysis of corporate performance. The author relates business to science because it has economic, social, and psychological regulations that control individuals actions. The decisions made by managers normally lack ethical and moral qualities because of the science nature of business. The author also links the destructive management behaviour in business organizations to the ideology based gloomy vision. This concept emanates from the principle that people view human nature in a negative manner in relation to the functions companies should fulfil in the community (Ghoshal, 2005; pg. 83). The author suggests that some management theories taught in business schools have promoted these pessimistic views among upcoming managers. This has limited the ability of such managers to make positive contributions in society. Comparison Introduction Different authors have discussed the application of academic theories in the practice of management extensively. However, in the two articles, the authors have presented illuminating views on how academic theories play a significant role in the practice of management. In the “Provocative theory and a scholarship of practice” article, the author has attempted to establish the link between academic theory and the practice of management. He says, “The relationship is therefore one of engagement rather than the application of Theory (Ramsey, 2011; pg. 02).” The author concludes that the two have a relational link of engagement because managers apply academic theories in their management activities of inquiry, which eventually improve their performance. On the other hand, in “Bad Management Theories Are Destroying Good Management Practices”, the author makes classical assertions relating management theories taught in business schools to the undesired business cultures in many organizations. In his contributions Ghoshal notes that, “in courses on corporate governance grounded in agency theory we have taught students that managers cannot be trusted to do their jobs – which, of course, is to maximize shareholder value ... (Ghoshal, 2005; pg. 75). The two articles are similar largely because of them contain information regarding the application of academic theories in the practice of management. The first journal article attempts to show positive relationship between academic theory and the practice of management. It seeks to show how the theories studied in schools relate to the management processes in business organizations. On the other hand, the second journal article contains information that negatively relates academic theories studied in business schools with the bad business culture present in many organizations (Ghoshal, 2005; pg. 75)”. The first article presents information using two case studies to show how different managers engage with academic knowledge within the thoughtful process of inquiry. The article reveals that academic ideas application takes place within business organizations. The scholarship is shaped by the nature of everyday management practices and the significance of academic ideas are traceable to the characteristic of an evolving evidence based improvement of specific practice and an enlarged capacity to debate the developing sense making within an institution. Mike and Kieran’s learning theories are applied in establishing the relationship. The two theories suggest the existence of three elements of academic ideas including a commitment with concepts, a practice of analysis, and an emphasis on moment-by-moment linking within practice. The second journal article presents two main reasons linking management of theories studied in business schools to the destructive business culture in companies. The pretense of knowledge signifies a methodical strategy of attempting to ascertain patterns and regulations, which have substituted all ideas of human objectives with a well –founded conviction that previous occurrences can explain organizational performance (Ghoshal, 2005; pg. 78). The author argues that since business is also a science controlled by economic, social, and psychological issues affecting people’s views, the decisions made by corporate managers normally lack ethical credibility. This explains the fact that many corporate managers are concerned with fulfilling the targets and expectations of shareholders regardless of the plight of stakeholders. The author advises against taking business as a science to reverse the trends. The author also presents the “ideology-based gloomy vision (Ghoshal, 2005; pg. 83)” theory, which links the negative ideas among managers such as inability to make positive contribution and change to society to the management theories they studied in business schools. Conclusion Academic theories play a significant role in the practice of management. Business organizations have benefited from academic ideas and knowledge in improving their management performance. The application of theory in management is seen as an engagement process involving the day-to-day decision-making activities and management inquiry. Management theories studied in business schools are also associated with the destructive business culture observed in many companies. The notable business cultures include the fact that corporate managers’ are concerned about realizing the company goals predetermined by shareholders while ignoring the plight of stakeholders. The theories also affect potential managers’ perceptions about society. Therefore, managers can avoid making positive contributions to the community where they conduct their business.      Bibliography GHOSHAL, S. (2005). ‘Bad Management Theories Are Destroying Good Management Practices’. Academy of Management Learning& Education, 4(1), pp. 75-91. RAMSEY, C. (2011). ‘Provocative theory and a scholarship of practice’. Management Learning, 42(5), pp. 469–483. Read More