Employing Local Systemic Intervention for Evolving a Transformational Organization Strategy-Action Research in an Indian Business School

Abstract

A recent survey discloses 93% of graduating management students from Indian business schools are unemployable. Several business schools have closed due to their chronic non-viability. This action research study in an Indian business school employs local systemic intervention, and the viable systems model to diagnose the school’s chronic pathology. Theories of neurotic organizations, psychic prisons, and escalation of commitment guide the critical review mode and help in acquiring a deeper understanding of the school’s dysfunctionality. The liberating systems theory and the challenge of getting national accreditation influence the problem-solving mode that includes initiating actions for operationalizing a ritualistic vision statement, re-designing academic processes aligned to the vision, making a shift from an ineffective commoditized approach to a personalized strengths-based approach to placement, and professionalizing the admissions process by making it competency-based. In the critical reflection mode, I share phenomenological insights on nuances of successful entrepreneurship, the disloyalty of loyalists, the syndrome of “operation successful, but the patient died”, the coupling of time with the principle of equifinality to influence decision choices, leadership’s confusion with populism and finally drawing a few key messages from the Indian sacred text of the Bhagavadgita. The significance of the study lies in providing a proof of concept for transforming a business school from non-visible to a viable system and in the transportability of the approach to other non-viable business schools and organizations across industries and geographies. The study provides a solution to the huge social costs associated with the unemployability of graduating management students.

Appendices

Appendix 1

MISSION OF THE INSTITUTION: “To develop students’ technical and behavioral competencies (teamwork, critical and analytical thinking), infuse ethics, and provide value-based professionals and services to the corporates.”

PROGRAM EDUCATIONAL OBJECTIVES (PEOs):

• PEO 1: Develop students by making them aware of theories, concepts, and frameworks and their application.

• PEO 2: Develop ability in students to provide solutions by critically analyzing business problems.

• PEO 3: Design and provide forums and opportunities for students to develop and demonstrate teamwork.

• PEO 4: Sensitize and infuse ethical behavior in students.

PURPOSE: (Describe in about 50 words the purpose of the course).

OBJECTIVES: (List 3–5 major objectives of the course. You should formulate the course objectives clearly outlining the outcomes of each objective. By implications, you must have the component of WHAT and WHY).

Ser No	Course objectives
1
2
3
4
5

WHAT ARE THE KEY THEORIES STUDENTS WILL MASTER IN THE COURSE? (List a minimum of three theories.)

WHAT ARE THE KEY CONCEPTS STUDENTS WILL MASTER IN THE COURSE? (List as many as relevant for the course by drawing from the latest research).

WHAT ARE THE KEY FRAMEWORKS STUDENTS WILL MASTER IN THE COURSE? (List as many as relevant for the course by drawing from the latest research).

WHAT PEDAGOGY WILL YOU ADOPT FOR DEVELOPING THE ABILITY OF STUDENTS TO CRITICALLY ANALYSE AND PROVIDE BUSINESS SOLUTIONS? (List overview of the pedagogy here as specific pedagogy will be documented in the design of session plan).

HOW WILL YOU DEVELOP TEAM WORKING IN STUDENTS WHILE DELIVERING THE COURSE? (List the pedagogy and overview of the activities you will conduct for building teamwork in students.)

WHAT SKILLS DO YOU PLAN TO DEVELOP IN STUDENTS AS AN OUTCOME OF THIS COURSE? HOW WILL YOU DEVELOP THE SKILLS? (Please use the table below for describing the skills and the method for developing it.)

Ser No	Skills (Name and Brief Description of skill)	Method for Developing the Skills (Mention how you plan to develop the skill)
1
2
3
4
5

MENTION YOUR PLAN FOR INFUSING ETHICS WHILE DELIVERING THE COURSE. (Please mention here what you will do for infusing ethical behavior in students).

1.

2.

3.

WHAT LATEST RESEARCH PAPERS WILL YOU REFER FOR BUILDING THE KNOWLEDGE AND SKILLS OF STUDENTS? (Please mention the reference of 3–5 latest research papers in top journals of your area; you may use databases available in the library, Google Scholar, Research Gate, and other open sources).

1.

2.

3.

4.

5.

WHAT PEDAGOGY WILL YOU DEPLOY FOR IMPARTING KNOWLEDGE AND DEVELOPING THE SKILLS OF STUDENTS?

Ser No	PEDAGOGY	EVALUATION WEIGHT
1
2
3
4
5

TEXTBOOK: (Prescribe a textbook for the students).

REFERENCE BOOKS: (Mention a few classic and latest reference books on the subject)

BENCHMARK: (Mention a minimum of two leading management institutes whose curriculum you have benchmarked/referred while designing this course).

1.

2.

SESSION PLAN

As an outcome, each class should impact the course Program Educational Outcomes (PEOs) and you need to mention it in the design of the course outline. For your ready reference, the four PEOs are:

PEO 1: Develop students by making them aware of theories, concepts, and frameworks and their application.

PEO 2: Develop ability in students to provide solutions by critically analyzing business problems.

PEO 3: Design and provide forums and opportunities for students to develop and demonstrate teamwork.

PEO 4: Sensitize and infuse ethical behavior in students.

Ser No	Topic	Pre-reading	Pedagogy	PEOs impacted
1
2
3
4
5
6
7
8
9
10
.
.
.
20

Appendix 2

Lesson Delivery Plan (LDP)

Course				Faculty
Lesson Plan #		No of the Students present		Date

Purpose:

Learning Outcome:

• 1) What is the theory/concepts/frameworks I intend to teach/refresh?

• 2) What knowledge do I want to impart?

• 3) What specific skills do I intend to develop in the students by the end of the class?

• 4) What specific transformation do I intend to carry out in the students?

• 5) The methodology of transformation:

• 6) Operationalizing the Learning Execution:

• 7) Consolidation of learning:

• 8) Ending the Session:

  ---------------------------------

Reflection on Learning

• 1. What went right in the session?

• 2. What could have been done additionally for a better learning experience?

Appendix 3

Faculty Name:

Subject:

Trimester:

Faculty Feedback from Students

Circle the correct numeric response to each question.

S. No.	Questions	Survey Scale: 1 = Not at all 2 = Not Really 3 = Can’t Say 4 = Large Extent 5 = Very Large Extent
1	Did you experience an increase in your knowledge by attending the class?	1	2	3	4	5
2	Did the faculty share recent research findings on the subject?	1	2	3	4	5
3	To what extent did you get to benefit from the class discussion?	1	2	3	4	5
4	Did you learn new theories, concepts/frameworks in the class?	1	2	3	4	5
5	Did you gain insights on the application of theory, concepts/framework?	1	2	3	4	5
6	Did you get a chance to practice the theory/concepts/framework in the class?	1	2	3	4	5
7	Are you confident of applying in practice the new concepts learned?	1	2	3	4	5
8	Was the faculty receptive to the ideas of students?	1	2	3	4	5
9	Did the faculty use new ideas emanating from students to trigger the student’s discussion in the class?	1	2	3	4	5
10	How was your overall experience of the class?	1 (Not at all good)	2 (Not good)	3 (Cannot say)	4 (Good)	5 (Very good)

Appendix 4

Sample Support by Library Resources

Course-Human Resources Management; Topic-Introduction to Human Resources

Articles 1. Keegan, A., Bitterling, I., Sylva, H., & Hoeksema, L. (2018). Organizing the HRM function: Responses to paradoxes, variety, and dynamism. Human Resource Management, 57(5), 1111–1126. 2. Oh, I. S., Blau, G., Han, J. H., & Kim, S. (2017). Human capital factors affecting human resource (HR) managers’ commitment to HR and the mediating role of perceived organizational value on HR. Human Resource Management, 56(2), 353–368. 3. Westerman, J. W., Rao, M. B., Vanka, S., & Gupta, M. (2020). Sustainable human resource management and the triple bottom line: Multi-stakeholder strategies, concepts, and engagement. 4. Podgorodnichenko, N., Edgar, F., & McAndrew, I. (2019). The role of HRM in developing sustainable organizations: Contemporary challenges and contradictions. Human Resource Management Review. 5. Lopez-Cabrales, A., & Valle-Cabrera, R. (2019). Sustainable HRM strategies and employment relationships as drivers of the triple bottom line. Human Resource Management Review, 100,689. 6. Markoulli, M. P., Lee, C. I., Byington, E., & Felps, W. A. (2017). Mapping Human Resource Management: Reviewing the field and charting future directions. Human Resource Management Review, 27(3), 367–396. 7. Schiemann, W. A., Seibert, J. H., & Blankenship, M. H. (2018). Putting human capital analytics to work: Predicting and driving business success. Human Resource Management, 57(3), 795–807. Video Links

1. Dr. Robert Shaw on Human Resources Management- https://tinyurl.com/tczwobw 2. Professor Samantha Warren on Human Resources Management- https://tinyurl.com/t3efwcl Reference Books 1. Armstrong, M. (2006). Strategic Human Resource Management-A Guide to Action 3rd Ed. 2. Dundon, T., Wilkinson, A., Collings, D. G., & Wood, G. (2009). Human Resource 3. 3. Management. A Critical Approach. 4. Stredwick, J. (2013). An introduction to human resource management. Routledge. 5. Armstrong, M. (2006). A handbook of human resource management practice. Kogan Page Publishers.

Appendix 5

COMPETENCY-BASED INTERVIEW EVALUATION FORM-STUDENT ADMISSION

Name of Candidate: Interviewed By: Date:

Please adhere to the following rating scores:

5 = Very Good; 4 = Good; 3 = Satisfactory; 2 = Needs Improvement; 1 = Needs lot of Improvement.

Ser No	Competency	Candidate Response	Rating
1	Goals in life-Does the candidate have a strong purpose/goal in life? What is the goal and how strong is the intensity of the goal?
2	Achievement motivation-Has the candidate been an achiever in the past? What sacrifices has the candidate made in the past for achieving the goals set? (Use BEI Technique for assessing this)
3	Learnability-What is the candidate’s method of learning? Has the candidate stretched in the past for learning? How has the candidate coped with academic setbacks in the past? (Use BEI Technique for assessing this)
4	Discipline- What is the candidate’s orientation towards discipline? How has the candidate deployed discipline in the past for achieving goals? (Use BEI Technique for assessing this)
5	Communication (English)- Is the candidate logical in communicating? How is the fluency and vocabulary of the candidate?
6	Team Player- Is the candidate a team player? (Use BEI Technique for assessing this)
7	Analytical thinking- Is the candidate able to deploy analytical thinking in solving problems? (Use BEI Technique for assessing this)
8	Scholastic Aptitude-Does the candidate has a thirst for knowledge? How did the candidate excel in academics in the school/graduation? (Assess how the candidate fared and responded to past academic challenges)
9	Socio-economic background- Will the socio-economic background of the candidate facilitate completing the PGDM program and enable him/her to thrive as a future manager?
10	Values- What is the ethical orientation of the candidate? What is the value system of the candidate? (Use Projective Techniques for Assessing Values)