Approved by AICTE
Ministry of HRD, Govt. of India

Help Lines: +91 8886617223/4/5/6, 8008904994
 

Learning Format

As a part of the GBS Program, students learn management fundamental in variety of ways, including case studies, role-plays, and simulations. Because we understand that no one approach can effectively address the range of challenges a future manager will encounter throughout his career. This diverse curriculum is designed to give the students breadth and depth of skills and experience that is needed for corporate success.

We choose the most appropriate teaching method for each subject. For example, a strategy course might use case studies while an accounting course might combine discussions and case studies. We firmly believe in learning by doing. Being a dynamic program enables us to provide our students with intimate, hands-on learning experiences that give them ongoing opportunities to bridge academic theory and real-world practice.

GBS Teaching Methods:

GBS takes the students through “real business practices” to give them a hand on experience of “real business environment” to make the business teaching meaningful. Our team projects are designed in ways for students to learn how to communicate, lead, find problems and solutions, negotiate, and facilitate changes in organizations. Our regular guest speaker series attracts top business and government executives to the campus where students have ample opportunity to interact with them and hold face-to-face discussions. Our superior IT environment provides excellent learning tools and databases for extensive business research.

The Lecture Method -Through lecture method the professor orally presents the material of the course in an organized way to students, going from theory to examples and back again. Students typically take notes and try to pick up as many ideas and insights as they can from the professor during those class hours when the method is used. The lecture method does use extensive use of power point and other multimedia to support lectures is common. The lecture can take many different forms. In one form, the lecturer does most of the talking and puts forth information primarily to support a summative point or conclusion or to prepare students for subsequent learning experiences by providing them with a framework. In the lecture-demonstration the instructor (or lecturer) uses props to illustrate the subject at hand. The lecture-discussion encourages students to comment or express concerns rather than simply raise questions. A lecture can also be combined with case studies, field-work, business simulations, student presentations or laboratories to further increase students’ problem-solving and thinking skills. The type of lecture to be used will depend, among other factors, on the topic to be discussed, the course to be taught, and the audience of students.

The Case Method

The case method in Business programs is extensively used by our Business school to develop and hone students’ analytical skills. A business case is a description of a real business situation including a particular set of problems where the protagonist is most commonly a manager. In the case method, students are called upon to analyze the situation and decide on a plan of action. The case study acts as a vehicle to practice analytical skills as well as a base from which to generalize managerial lessons. The case method is experiential learning in which students are encouraged to learn from semi-structured experiences. While utilizing a common core of generally validated concepts, students construct individual interpretations of the case.

Learning Appraisal Seminar (LAS): Learning Appraisal Seminars are designed to be conducted as learners’ forum at the end of each phase of the curriculum of the course. Students are divided into groups and a concurrent topic is assigned to each group for developing a paper and presenting it in the seminar. Chairperson and discussants for each presentation are chosen from different groups. Participants of all groups are expected to use major concepts discussed in the previous sessions to develop papers on the given theme. Break-up of the analysis includes introduction to the topic, brief resume of relevant concepts discussed in the previous sessions, thematic convergence of major issue of the seminar topic and theoretical issues, situational reflections on the topic, take-home lessons. All students are expected to participate in each presentation.

Case debates: This learning tool is applied to the groups of students of international course since 2006 as post-discussion learning stimulus. Case debates are organized in the course and administered to teams after three different cases on the given topic have been discussed in the class. Emerging issues from all cases are steered to develop analytical insights on the theme and are debated using Case Breakdown Method which is analogous to ZOPP4 method used by a German consulting company. In this process insights of participants are invited in the four analytical categories including management focus (customer centric, service orientation, profit centric, competitive etc.), strategy construct (advanced marketing mix- 11Ps which include product, price, place, promotion, packaging, pace, people, performance, psychodynamics, posture and proliferation), causes and effects, and lessons learned. This process is termed as Data Board Preparation (DBP). Upon listing the insights of all participants common attributes from each category of DBP are integrated. Thus final attributes appear in each analytical category. This process is termed as Data Integration Process (DIP). In conclusion of the case debate a strategy statement is constructed based on the DIP attributes which serves as case learning experience.

Crossword Play: Institution has developed 100 crosswords on various topics of marketing including marketing- mix, sales management, services marketing, brand management, e-commerce, business dynamics, logistics, operations management and six sigma applications in marketing services. These crosswords are administered to the students of various courses and levels (undergraduate and graduate levels) in teams as an open book game. Crosswords play is administered to the students twice during the course. Working teams enjoy full autonomy in solving the crosswords and learn new concepts while referring to various resources in library. Later unsolved points of crosswords are discussed in the classroom and solution is presented.

Computer Simulations: Institution has developed a small program in Excel using complementary random numbers on various variables affecting marketing strategy of a competitive firm. Annotations for variables and interrelationship of variables are provided in the supporting Excel file. This simulation exercise has been named as BESTMARK (Business Enterprise Strategic Transitions in Market). We hold the copyright of this simulator (pending patent). This simulation is played in teams and results are presented in the classroom. While playing simulator, if students change the value of one variable (e.g. price) all variables such as volume of sales, inventory cost, market share and profit also changes. It is necessary to optimize the market share and profit using the best combinations. This simulator is operated in individual computers and not on LAN system. Further upgrading process of the simulator is in progress. This exercise is administered in graduate courses of marketing strategy, competitor analysis and sales management.

Card Games: Managers require skills to take quick decisions in the market to move ahead in the competitive market situation and lead in the target market. In order to refine the competitive skills of the managers, we have developed a card game based on the rules of simple playing card games. The game has been titled as “Trump Card: Leading in Competition”. The theoretical motivations to this game have been the choice theory paradigms and behavioral settings in team working. The Trump Card game consists of 52 playing cards with difference strategy choice to be played in a given environment. There are 12 competition environment stated in brief case form which serves as background for the teams to choose their strategy during the play. There are 4 sets of Trump Cards proposed in a pack to enable 4 teams to play simultaneously in 3 different competitive environments per team. This game is developed for working managers to help them refine their choice matrix and play the most appropriate strategy in a given competitive market environment.

Self-learning Tools (SLTs): Self-learning perspectives enable students to work remotely, using open- learning techniques, as self-managed learners in a task-centered program. The legitimacy of self- learning in a higher education setting is crucial in understanding the differences and similarities both within the classroom learning and liberal learning (Taousanidis and Antoniadou, 2008). Self-directed learning skills lean towards evidence based problem solving, improving interpersonal and group skills, self-assessment and knowledge building. The competence and aptitude in self-learning of management issues include knowledge comprehension, competitive communication skills, leadership and self- concept (Pearson et al, 2007). Accordingly, this category of innovative teaching includes the following approaches being practiced in our courses.

Poster Sessions: Developing attractive posters on a given theme of international marketing has proved to be a very creative way of learning. Students are divided into group of two and assigned a perspective within a major topic of marketing. For example students are assigned the topic “International code of marketing of breast milk substitutes- Conflicts with multi- national companies” with the product marketing strategy topic and students are expected to illustrate their best efforts. Topics for poster sessions within all major areas of marketing are identified in a brainstorming session. This self-learning exercise is organized in association with common events of marketing department during the semester and posters are judged by the committee of professors and invitees. Selected poster presenters are requested to present their theme in a forum. In order to develop attractive posters with effective communication additional coaching is given.

Break ‘n Build: This is an interesting self learning game in teams of students. A set of marketing cases are given to different teams of students who are advised to read them thoroughly. Teams need to take out critical discussion parts of the cases and list out the facts sheet of the cases. Each team is expected to do this exercise with their respective cases and enlist critical discussion parts along with the facts sheet of the case. Teams are advised to exchange this document in asymmetric manner without sharing the principal case. It is anticipated that all teams have read all cases. Now the students have the task to build the case with the document available with them. Teams enjoy the liberty to consult Internet, books, periodicals and professional journals. Finally, the case built by the students has to be presented in the class room. In this self-learning method teams are relatively large to work on information gathering. This method of task management develops ability to learn continuously and the learning process is directed towards understanding the problems and obtaining the results.

Free fall learning (FFL): Free fall learning is a preferential learning method wherein students choose their preferred topic in marketing curriculum and explore the strategic fit (internal and external of the firm) of marketing management concepts in a local environment. In the method students need to choose preferred marketing topic, issues therein and select a local company. Students need to work on core and relational variables of the chosen marketing issue in reference to the selected local firm.

Business Simulations

Business simulations in Business programs usually involve games and economic simulation games. As the students make realistic business decisions and analyze the results of their actions, the important business principles will become a part of their natural thinking. Business simulation games can form a large- or small part of a course, can be done individually or in groups, and are used in virtually all Business fields of study: strategic management and policy, marketing management, human resources management, manufacturing and operating systems, entrepreneurship and venture development, etc.

The Directed Study Method

The Directed Study method in GBS offers students who are specifically interested in a topic that isn’t taught in one of their courses and opportunity to create their own course. A student develops his/her idea for a directed study, proposes the project, and partners with a faculty member using such support materials as Internet courses, videotapes, computer files, written text, or combinations thereof to complete the work. In these cases, the student will meet with the faculty member on an individual basis, usually once a week, to complete the course requirements. On completion of the prescribed work, the student reports to the faculty member and is graded either on a paper, project or written examination. The most notable characteristic of the independent study or directed study method-which distinguishes it from other methods-is that it is a self-directed mode of learning, making the PGDM Students responsible for his/her own learning. The independent study method gives the student the opportunity to adapt goals, resources, and activities to personal needs.

Group and Project Work

Group and project work is an important element of the pedagogical methods used in most Business programs in GBS. In some situations, it may comprise the majority of the evaluation for a course, or it can be combined with, for example, written assignments and written tests. The group work experience can be new and frustrating for some students. Therefore, it is important that group members sit down during the first meeting, discuss expectations and come to an agreement about how the group work will function. All group members need to understand and agree upon how the work will take place. Our Business programs include considerable amounts of project work as well. This requires flexibility, adaptability and the ability to co-operate. The size and duration of these written projects vary from program to program. Individual projects usually last from 1 day to 8 weeks, while group projects can take anywhere from 3 days to an entire semester.

Presentations in Business Programs

Presentations in Business programs are usually a required part of student evaluation. These presentations may be either group or individual. For today’s Business graduates, the ability to stand and deliver their message confidently in a formal setting is essential for success in their careers. Course content typically includes discussion of:
Business Program Consulting Projects

Business program consulting projects focus on applied learning. These intensive, three to six student team-based projects are supervised by a business faculty member, and the structure can vary widely. Generally, each team is responsible for improving the client organization by analyzing a major challenge or opportunity and delivering practical solutions that meet the client’s needs. Students work in active partnership with their client as they learn to distinguish between symptoms and root causes of business issues, defining their scope and developing plans to resolve them.

Areas of consulting may include, but are not limited to, the following:
COURSES
Post Graduate Diploma in Management (PGDM)
PGDM with Media
PGDM with Healthcare
PGDM with Investment Banking & Risk Management
PGDM with Retail Business
PGDM with Business Analytics
Executive PGDM
Apply Online