Term-III – a true break mid-way during the course is now over. This term was a 2 week program at a business School outside of India. We had five batches (each of about 20 students) one each going to The Asia-Pacific Institute of Business at The Chinese University of Hong Kong (CUHK)Hong Kong; School of Management at Fudan University Shanghai, China; Warwick Business School (WBS) at The University of Warwick Coventry, UK; European School of Management at Ecole Superieure de Commerce de Paris (ESCP)Paris, France; ESSEC Business School at Singapore
The 2-week program covered present socio-political situations across the world, evolution of economic and the present issues, Asia and South-East Asia’s role in today’s world economy with specific focus on China and visit to Industry.
There were cases to study during the IIP but the quantum and rigor was far less than what we had during Terms-I and II at IIMA. Also, we were spared quizzes and exams during the two weeks and this was a big relief too. Add to that, our exploring the cities and its attractions to the best we could, the IIP was a really a well-timed break from IIMA routine, especially so after high stress Terms-I and II.
I went to the ESSEC business school campus at Singapore. It is not a ‘Campus’ in the true sense. They are operating out of the Central Library Building as of now. We were told that a full-fledged campus was getting ready and they were expecting to move in by 2012. Nevertheless, their present set-up is quite impressive. They have couple of spacious classrooms, lounge, faculty offices, and computer terminals for students. They have some amazing faculty who are very knowledgeable in their areas and very artful teachers. They covered topics, which were very current and made the sessions interesting and enjoyable through interactive methods and sharing their actual experiences.
We went around most evenings since classes got over by 16:30. Singapore is strikingly clean and orderly. The way the country is managed is admirable and commendable. They have used the space and resources wisely (the waterway canals are an example of their planning and resource optimization, the rail and transport system, which is top class, again is an example of immaculate planning and focus on infrastructure for economic growth and public convenience). Singapore is very safe with a very low crime rate (amongst the lowest in the world). These attributes along with business friendly policies, quick decision-making, political will and its strategic location make it a preferred place for setting up business and trading establishments. Singapore has imbibed good values of democracy and governance from British and India, religious tolerance from India, the best of approaches for economic growth and public well-being from Europe and USA.
Having lived in Dubai, I could see enormous similarities between the two countries. Both are constrained with available land space and water. Both have a huge expatriate population running most businesses in their countries. Both have positioned themselves extremely well for businesses as strategic locations with investment policies that are conducive and robust political systems to enable quick decision-making and implementation. Both countries are examples of how comparative advantages can be built through political will and this in turn leads to competitive advantage. Other countries, though vastly different in terms of political structure and set-up have lot to learn from these two countries. If each city in a country like India can be nurtured and managed effectively like Singapore or Dubai does, there is no reason why we can’t have world-class quality of life in Indian cities. It is not easy given the size, population and political constraints but then it is doable with some visionary leadership. Alas, that is something, which is lacking in India.
Saturday, October 15, 2011
The Case Method at IIMA
The IIMA Pedagogy is something that sets it apart significantly from other management schools. Most business schools of recognition have adopted this method over the years but IIMA has a differentiator in the execution. IIMA is known to have adopted this from Harvard at inception.
The case method is a very powerful, practical and simulating way to get students to learn real situations faced by organizations, relate associated concepts to the case and most importantly, discuss their viewpoints in the class letting themselves assume the roles of case characters facing the situations. It is very beneficial to the entire class when students try to present their understanding and ideas about the case. In order to promote active, experiential learning, students are grouped and groups are required to make submissions ahead of the class and to do presentations during the class to set the context and open the case for discussion.
An important tool employed to enhance sharing of views and ideas amongst students in class is inclusion of ‘Class Participation’ as part of the grading system.
I must say, this approach works exceptionally well from two important aspects. The first is that students are forced to read the cases, which are interesting in themselves being actual experiences of organisations in various situations. The cases are drawn from diverse industries with elaborate explanation about the industry/frim and its functioning and a specific situation it was faced with. Cases have ranged from laboratory tests by Bio-Tech companies to McDowell’s aircraft manufacturing. The other aspect is that it allows students to learn in groups and from peers.
I have experienced enormous learning from the cases learning about different aspects of diverse industries and organisations and a plethora of situations covering almost all aspects of business management. I have gained greatly from class discussions and instructors expositions in many courses.
However, I have been very uncomfortable when instructors have administered the case method as an entirely student driven learning in class. That has resulted in very little take-away from the instructors who are very learned, experienced and have current knowledge about business management issues. As an experienced candidate looking to learn business management theories and application, I have been left wondering after many course classes as to what more than that I read and understood from the cases did I gain sitting in the class.
Another peculiarity of the case method is that no conclusions are drawn on the case issues. This is deliberate so as to let the students take-away concepts and apply those to situations as and when they are faced with issues in their professional life. Since no two situations are exactly the same, the idea is to let the person in thick of things to make decisions and drive actions that suit that situation than pick a solution from a case done at IIMA.
It is obvious that issue raised in the cases do not necessarily have ‘A’ solution. Still, a summary of the case issues and possible approaches based on associated theories will provide a structured process tool to the students without imposing a particular framework/approach as the best/ideal one to be adopted. This again is missing in many courses. It should be left to the students to develop their own ways of applying the appropriate theory and framework as they deem fit as and when they confront an issue.
In my opinion, if instructors apportion class time between student presentations, their own exposition and participant class participation, it will serve the students well, especially in the PGPX program, which has a fast-paced learning schedule in its 1 year duration. Other things, we could learn anytime, anywhere but from the great IIMA faculty only while here at IIMA.
The case method is a very powerful, practical and simulating way to get students to learn real situations faced by organizations, relate associated concepts to the case and most importantly, discuss their viewpoints in the class letting themselves assume the roles of case characters facing the situations. It is very beneficial to the entire class when students try to present their understanding and ideas about the case. In order to promote active, experiential learning, students are grouped and groups are required to make submissions ahead of the class and to do presentations during the class to set the context and open the case for discussion.
An important tool employed to enhance sharing of views and ideas amongst students in class is inclusion of ‘Class Participation’ as part of the grading system.
I must say, this approach works exceptionally well from two important aspects. The first is that students are forced to read the cases, which are interesting in themselves being actual experiences of organisations in various situations. The cases are drawn from diverse industries with elaborate explanation about the industry/frim and its functioning and a specific situation it was faced with. Cases have ranged from laboratory tests by Bio-Tech companies to McDowell’s aircraft manufacturing. The other aspect is that it allows students to learn in groups and from peers.
I have experienced enormous learning from the cases learning about different aspects of diverse industries and organisations and a plethora of situations covering almost all aspects of business management. I have gained greatly from class discussions and instructors expositions in many courses.
However, I have been very uncomfortable when instructors have administered the case method as an entirely student driven learning in class. That has resulted in very little take-away from the instructors who are very learned, experienced and have current knowledge about business management issues. As an experienced candidate looking to learn business management theories and application, I have been left wondering after many course classes as to what more than that I read and understood from the cases did I gain sitting in the class.
Another peculiarity of the case method is that no conclusions are drawn on the case issues. This is deliberate so as to let the students take-away concepts and apply those to situations as and when they are faced with issues in their professional life. Since no two situations are exactly the same, the idea is to let the person in thick of things to make decisions and drive actions that suit that situation than pick a solution from a case done at IIMA.
It is obvious that issue raised in the cases do not necessarily have ‘A’ solution. Still, a summary of the case issues and possible approaches based on associated theories will provide a structured process tool to the students without imposing a particular framework/approach as the best/ideal one to be adopted. This again is missing in many courses. It should be left to the students to develop their own ways of applying the appropriate theory and framework as they deem fit as and when they confront an issue.
In my opinion, if instructors apportion class time between student presentations, their own exposition and participant class participation, it will serve the students well, especially in the PGPX program, which has a fast-paced learning schedule in its 1 year duration. Other things, we could learn anytime, anywhere but from the great IIMA faculty only while here at IIMA.
IIMA Faculty – Sashtanga Namaskarams
A humbling experience here at IIMA is the opportunity to sit in front of to learn from some of the best faculty of the country. Our professors are almost always present and ready for the class 10 minutes ahead of students. They hardly let their presence felt until the class starts. Once it starts, their presence can neither be missed nor ignored. They treat each session as if it is the most important one in the course. Their passion for teaching, sharing knowledge and helping students with answers to questions is immense. Their commitment to the profession is amazing. They ensure that none of their students will be in a situation unable to relate to the subject or to comprehend a discussion on the topic once they attend their sessions. Irrespective of the nature of questions or the way they are raised, the professors go at pains to address and answer those without ever being dismissive though co-students may sometimes feel certain questions very silly and basic. Their patience is admirable.
Most professors are well known in industry and government departments through their work as consultants, advisors, research papers. Many are visiting faulty at prestigious business schools abroad and are very highly respected abroad. They also regularly conduct leadership and management development programs for senior management personnel of Industry and Government organizations.
Their modesty, passion and commitment are something I have learnt alongside the course contents. Indeed very fortunate to have them as course instructors. My Sashtanga namaskarams to them. Sri Gurubhyo Namaha.
Most professors are well known in industry and government departments through their work as consultants, advisors, research papers. Many are visiting faulty at prestigious business schools abroad and are very highly respected abroad. They also regularly conduct leadership and management development programs for senior management personnel of Industry and Government organizations.
Their modesty, passion and commitment are something I have learnt alongside the course contents. Indeed very fortunate to have them as course instructors. My Sashtanga namaskarams to them. Sri Gurubhyo Namaha.
PGPX Term-II done
Another action packed term ended August 31st. Being the ‘Second’ term helped. We had started to understand the rules of the game at IIMA. The rule seems - You have gained entry into the game after a tough selection into the team, now play it hard and we too will play it very hard. I must admit that really brings out the best of an individual. Forget the complaints, cribs and moans of an overload of courses, assignments, quizzes, presentations and project work. All that, done within the short span of 9 weeks was like being through a high temperature furnace and coming out stronger like an alloy that gets strengthened when amalgamated with better metals.
The second term was about Competitive Strategy, Corporate Finance, Financial Markets, Delivering and Managing Customer Value, Setting and Delivering Service Level, Role of General Manager, Macroeconomics and Management Communication.
The term included student activities like T-Nite and a Table Tennis tournament within IIMA. T-Nite was fun (I will do a separate post on this)
We did have a few speakers as part of the speaker series. Most were very good.
In all, bearability of Term-II was better owing to the Term-I 'Preparation' that we had been through.
The second term was about Competitive Strategy, Corporate Finance, Financial Markets, Delivering and Managing Customer Value, Setting and Delivering Service Level, Role of General Manager, Macroeconomics and Management Communication.
The term included student activities like T-Nite and a Table Tennis tournament within IIMA. T-Nite was fun (I will do a separate post on this)
We did have a few speakers as part of the speaker series. Most were very good.
In all, bearability of Term-II was better owing to the Term-I 'Preparation' that we had been through.
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