A recent interaction with some alumni members set the ball rolling for a further exploration- Which aspect about the learning and experience at the B-School has helped them in life over the years-? The opinion shared by most of them varied from friendships, networks, team spirit to building communication and confidence. Very few among them recollected on the specific course learning and domain specifics. Inspecting closer, a common thread running across most responses was the unstructured and unconditional experiential learning gained during the years. A hands-on approach and choosing a perspective in the classroom sessions of case studies and simulation scenarios that was attributed as one of the key takeaways of management learning. Most of them considered it as a transformative, therapeutic and curative.
Thus, this brings forth an important element of teaching and learning in modern context with respect to management. A quote from Bhagwad Gita – Niyatam kuru karma twam karma jyaayo hyakarmanah; Shareerayaatraapi cha te na prasiddhyed akarmanah– “Always perform the duty that you are responsible for. Action is superior to inaction. Even for basic sustenance of life, action is critical”. This gives us an important lesson of life which presents its own sets of situations, contexts and scenarios in multitude forms and demands a decision or analysis to it. Thus, life in itself is a case, central and core to our existence. The first steps of learning are derived from the cradle of sustenance where we decipher and apply logic in our own special ways and thought process and take actions accordingly. The process or the ‘cycle’ of life brings in its wake a plethora of experiences and leanings which eventually become the prism for action. Not taking an action or providing an excuse to inaction is not desirable. The analogy can be extended to education of management and to the roles we perform as managers.
Case study pedagogy or as a method is one of those ways through which students are posed with situations and contexts demanding action. The compelling scenarios offer a plethora of options for decisions which prepares the students for real life situations. The decisions demand clarity of vision, objectives and goals and it is this process of streamlining their thinking process that prepares them for the real world and help evolve them as better informed human beings. The power of debating the pros and cons of a decision, the authority of engaging with dissent, developing a perspective and developing facts and interpretations are some of the life skills that are built amongst the learners. The method offers a unique opportunity to be in the driver’s seat and adopt a multi dimensional approach to solutions without prejudice, judgment and bias influencing decision making. Hence, classrooms, adopting this method and approach towards teaching are intrinsically serving as laboratory for development of future leaders.
Undoubtedly, the case methodology has a number of benefits and its own relevance taken by each individual, but a disclaimer is needed here- case study method of teaching and learning can be effective only and only if it enables creation of a platform for dialogue and exchange of diversity of opinions. Creating a ‘Solution’ cannot be the primary objective of dealing a case study. Just as in life, a single option or decision cannot be the sole mantra but what would eventually work would be a synthesis of views, absorption of principles and execution of relational principles. That is the experience which would enable a high recall value of lessons learnt at school and that also calls for excellent facilitator skills on part of faculty provide that environment of collaborative thinking, an inquisitive approach and craft the discussion around to generate requisite energy and fruitful areas for deliberation. Freedom for relativity and construction of their arguments by the participants is an important milestone for the methodology. Moderators need to ensure this level playing field to make this exercise of interpretive technique successful. Orchestrating an open, fair and non -judgemental discussion can help the participants relate to the theory learnt in classrooms in an effective manner and also shed any reticent feeling or low self esteem. These are some of the skills gained through these exercises which will hold them in good stead for future reference.
For more information visit: https://www.jagannath.org/
