Managerial skills learnt in the classroom can never match those learnt from experience

[Archana.T.A]

hello frnds,
the above topic says that whatever comes from experience is not taught
in the classroom. i agree with this statement. we have already
experienced this in SIP. we could not recall any of the strategies
printed in books to generate business. we could make it because of
experience. but somewhere in the process we adopt those things which
are taught in classrooms also. for example post purchase services. if
any of our customers were in problem we could help them out. at that
point of time we may not feel that we are adopting learned things from
classrooms. but it becomes routine so that we dont remember them by
terminologies but by actual processes.

[sumaj...@gmail.com]

hi friends.....
My view on the respected topic is against

I think books cover all the basic situation to describe all the
difficult situations
so that we can apply that stratgies in a similar condition.
but implementing in the right time is very important.
may be we will in soup to find the best strategies which trigger to
our goals in real life.
so only now a days the management schools are teaching and trainnig
the way of applying strategies also.
like conducting practical drama and the roleplay and also our SIP
which is the real experience for us where some of our friends
strategies made them very successful too.
it also one of instiutions strategy to identify the problem in
students.
yes,i do agree practice makes the better man.
for that gaining knowledge is also important.
but we cant say it never match .but to some extent.

[sneha chinnu]

The variation in high-school principals' conceptions of beginning-teachers' competence was investigated. Sixteen high-school principals from Central and South-East Queensland were interviewed, and phenomenonographic techniques were used to elicit, from the data, categories of description that depicted the principals' varying conceptions of beginning-teacher competence. Five distinct conceptions of beginning-teacher competence emerged from the data analysis. A competent beginning teacher may be conceived as: (i) having a particular type of personality, (ii) being a subject expert, (iii) being a skilled manager, (iv) having a professional approach, or (v) having control of the class. It is argued that principals with different conceptions of competent teaching behaviour focus their attention on different aspects of teaching performance and so may provide beginning teachers with qualitatively different performance ratings.