The ignorant manager: conceptualising impact with Rancière

Hdl Handle:
http://hdl.handle.net/10034/620658
Title:
The ignorant manager: conceptualising impact with Rancière
Authors:
Scott, Deborah S.
Abstract:
Purpose The purpose of this paper is to offer a response to expressions in the literature concerning the limitations of critical reflection, using Rancière’s exposition of the role of values and reasonableness to examine how forms of negotiated work based learning can support learners’ pathways to impact in their organisation. The implications for work applied management in terms of enabling these employees to make an impact are considered. Design/ methodology/ approach Vignettes illuminate and articulate Rancière’s (1991; 2010) ideas, the vignettes constructed through events experienced and narrated, perhaps imagined, tutorial conversations, assignments and work practices. Such construction of ‘multiple layers of fiction and narrative imaginings’ draws on Sparkes (2007, p. 522). They consider individuals’ negotiation of working practices using ideas developed during their studies, and personal and professional development prompted by unexpected insights into their capabilities, interests and possible roles. Findings Negotiated work based learning appears to offer the individual opportunity to take responsibility for action in their learning and in their workplace, but effect depends on several factors, and can be perceived in different ways. Students’ encounter with autonomy in their studies resonates with Rancière’s belief in equality. In the workplace (becoming ‘citizens’ alongside ‘reasonable’ individuals) their agency might, at best, lead to ‘reasonable moments’, as they encounter both negative and positive challenges of work applied management. Practical implications Successful utilisation of agency in learning prompts expectations of responsibility and equality in the workplace. Such equality can lead to diverse, unpredicted insights and consequent opportunities for changes in practice. Originality/ value This is the first paper to utilise Ranciére’s ideas to offer a critical consideration of both learning provision and workplace practice. Consideration of his profound stance on individuals’ freedom and agency provides rich (but challenging) prompts for analysis of one’s own practice, and the potential for impact when the manager is ‘ignorant’.
Affiliation:
University of Chester
Citation:
Scott, D. (2017 - in press). The ignorant manager: Conceptualising impact with Rancière. Journal of Work Applied Management.
Publisher:
Journal of Work Applied Management
Journal:
Journal of Work Applied Management
Publication Date:
2017
URI:
http://hdl.handle.net/10034/620658
Additional Links:
http://www.emeraldinsight.com/journal/jwam
Type:
Article
Language:
en
ISSN:
2205-2062
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorScott, Deborah S.en
dc.date.accessioned2017-10-17T12:29:49Z-
dc.date.available2017-10-17T12:29:49Z-
dc.date.issued2017-
dc.identifier.citationScott, D. (2017 - in press). The ignorant manager: Conceptualising impact with Rancière. Journal of Work Applied Management.en
dc.identifier.issn2205-2062-
dc.identifier.urihttp://hdl.handle.net/10034/620658-
dc.description.abstractPurpose The purpose of this paper is to offer a response to expressions in the literature concerning the limitations of critical reflection, using Rancière’s exposition of the role of values and reasonableness to examine how forms of negotiated work based learning can support learners’ pathways to impact in their organisation. The implications for work applied management in terms of enabling these employees to make an impact are considered. Design/ methodology/ approach Vignettes illuminate and articulate Rancière’s (1991; 2010) ideas, the vignettes constructed through events experienced and narrated, perhaps imagined, tutorial conversations, assignments and work practices. Such construction of ‘multiple layers of fiction and narrative imaginings’ draws on Sparkes (2007, p. 522). They consider individuals’ negotiation of working practices using ideas developed during their studies, and personal and professional development prompted by unexpected insights into their capabilities, interests and possible roles. Findings Negotiated work based learning appears to offer the individual opportunity to take responsibility for action in their learning and in their workplace, but effect depends on several factors, and can be perceived in different ways. Students’ encounter with autonomy in their studies resonates with Rancière’s belief in equality. In the workplace (becoming ‘citizens’ alongside ‘reasonable’ individuals) their agency might, at best, lead to ‘reasonable moments’, as they encounter both negative and positive challenges of work applied management. Practical implications Successful utilisation of agency in learning prompts expectations of responsibility and equality in the workplace. Such equality can lead to diverse, unpredicted insights and consequent opportunities for changes in practice. Originality/ value This is the first paper to utilise Ranciére’s ideas to offer a critical consideration of both learning provision and workplace practice. Consideration of his profound stance on individuals’ freedom and agency provides rich (but challenging) prompts for analysis of one’s own practice, and the potential for impact when the manager is ‘ignorant’.en
dc.language.isoenen
dc.publisherJournal of Work Applied Managementen
dc.relation.urlhttp://www.emeraldinsight.com/journal/jwam-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectImpacten
dc.subjectAutonomyen
dc.titleThe ignorant manager: conceptualising impact with Rancièreen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Work Applied Managementen
dc.date.accepted2017-08-14-
or.grant.openaccessYesen
rioxxterms.funderInternally fundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2217-10-17-
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