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SYNERGISTIC LEARNING PROCESS FOR BUSINESS SCHOOLS

Writer's picture: P2B ConsultingP2B Consulting

Updated: Feb 19, 2024

This article provides a new learning process: Synergistic learning


“I find that the great thing in this world is not so much of where we stand as in what directions we are moving”- Goethe


Business Schools need to run as Institutions of values, imparting reflective learning among its customers (students). The Governing Body of these business schools should have customer centricity with a socio-economic perspective: a Social consciousness (to impart quality education to build value based managers) and an economic purpose (to sustain on its own, can attract the best teaching faculty, build best infrastructure etc.). It is possible to build an Institution with such a perspective, if only the intention/purpose is very clear and focused among all key stake holders.


Since the appointment of first Indian University Commission in 1902, the quest for quality education was always discussed as a critical aspect in all Commission reports, but nothing significant has happened. The reason indicated is the gap between intentions and implementation. A comparative study on methodology, teacher-student ratio, infrastructure, quality of faculty, faculty learning, learning tools, overall fund available with the Institute, tuition fee, curriculum etc. of many best business schools in the world indicates different understandings/perspectives. It also brings a synergistic perspective: the intention of the course and the way you approach are critical to implement with effectiveness, and build a world class Institute. In Indian context, we rarely have such intensity in our intentions. In most cases, we have “camouflaged intention”- our projected intention is different from our real intention, and also fail in creating a collective intention.


Once we define our intention with a socio-economic approach, the entire curriculum could be reviewed with a synergistic learning experience. Synergogy[1] is a new form of providing learning experience, different from the pedagogical/andregogical methods of imparting learning. It focuses on team learning.


A comparative study of different methodologies of imparting learning gives a clear differentiation between them. However, it all depends on the Intention of Imparting Learning. I believe that an educational institute is a living organism: an exciting environment, in which all are learners; stimulates learning at multiple levels; always challenges status-quo, brings a vibrant, active energy amongst all concerned. More important, it helps to create active thinking minds amongst our children/students. Ronald Heifetz, Founder of Centre for Public Leadership at Harvard Kennedy School, indicates that only leaders evolving their thinking and values to a new, higher level can address new century’s many adaptive challenges. The question to ponder is, whether our business schools are building such managers? A recent study indicates that only 10% graduates are employable despite robust MBA demand, and the reason is rapid mushrooming of tier-2/3 management institutes.[2]


The second aspect of creating a Synergogy based learning approach is a shift in the role of teacher – to facilitator. A different kind of teaching requires a different type of teacher. Instead of serving as a conduit for knowledge, the faculty becomes a facilitator of a dynamic and multi-faceted discussion. The faculty probes, and encourages students to critically review decisions. Often the faculty has to deliberately step aside to let the students assume the lead roles- openly challenge each other with contrary opinions and analyses: a joint exploratory learning between the faculty and the Student.


A virtuous teaching cycle generates smarter team members, who become aligned and emotionally energized through an interactive teaching and learning process (Noel Tichy). The faculty’s role would be to create a system-wide learning organization with a focus on value based learning.


The third aspect of the Synergogy is the impact of quality of learning imparted and also the learning impact on the customer (student). This is one of the most important differentiation between Synergogy and other methods of teaching. In today’s business/academic world, evaluation has become a necessity. However, often we forget to understand the basic purpose of evaluation – to provide a perspective to the user to understand where he/she is and help him/her to improve and reach at the decided parameter/standard of excellence. Therefore, when we discuss on evaluation of learning, the important point to be kept in mind is not the approach per se, but the intention for which the evaluation has to be done – to upgrade the learning curve continuously to excel.


The academic course – the entire syllabus - needs to be re-aligned, before creating effective evaluation process. The following aspects to be reviewed thoroughly before implementing such sea-change in the academic world:


a. The current teaching methodology

b. Teachers imparting skills. In Harvard, the teaching group discussion on each case study

method is very vigorous and stimulating.

c. The orientation of students: The type of students enrolled for the course; the need to

understand their aptitude for such a course.

d. The structure of syllabus – importance of what needs to be focused for the business,

rather than trying to teach all aspects of business in a short period of time, expecting the

students to have a meaningful perspective of his/her area of interest.

e. The need to develop specific educational tools which will stimulate learning environment

amongst all concerned

f. Last but not least, effective continuous review mechanism of all the aspects given above.


Once these aspects are taken care, the evaluation process can be put in place. The following elements need to be built into the evaluation process.

a) Not to be a separate process, but built into the overall learning agenda

b) Focus is on quality of participation, than just fulfilling the attendance or such

rudimentary aspects

c) By the group and inter-groups and facilitators together

d) Multiple points of learning, rather than fixed scoring pattern.

e) Parameters will change based on each stimulation exercise

f) Focus also on the facilitator – based on content development, number of

opportunities created for learning, preparation before the class etc.

g) Self-evaluation by students

h) Individual knowledge is tested at the team level through discussion using the desired

elements of behaviour: inquiry, advocacy, conflict, critique, and decision making.


In Synergogy methods of teaching, students learn to rely on one another, rather than a teacher. Team members assess the level of learning exhibited by fellow team members: how effectively the learning was communicated to the rest of the team members; and areas of improvement are discussed for each team member. The Synergogy based curriculum is expected to develop definite skills/attitude/competency in a much more fine-tuned way than normal business curriculum.


Building appropriate attitudes among business students is critical to build a higher emotional quotient. But, most business schools miserably fail in incorporating it with the overall curriculum. Business students need to learn how to seek help/feedback for continuous improvement for better leadership. Managerial research clearly indicates that the ability to accept mistakes and learn from it is rare characteristics among today’s managers. The business students need to understand conflicts (both positive and negative), and how it originates from different assumptions and values. When these assumptions and values are brought out through healthy discussions, openness can be created: to share and learn. This is one of the best moments of synergistic learning process.


The fourth aspect of synergistic learning process is development of learning tools, weaving through the curriculum. The learning tools can be created by incorporating additional skills in the areas of inquiry, advocacy, conflict, critique, and decision making. Some of such tools are:

a) Involved case studies (Harvard Model)

b) Learning theme based symposium with industry experts

c) Group Book Review

d) Speaking on mistakes made and learning

e) Thematic conceptual presentation with specific guidelines to present the core idea

f) Reflective Groups

g) Learning Objective based literature review and discussion in the class room

h) Yoga and health integrated into course curriculum- not stand alone

i) Rotational student leaders with a specific objective of learning

j) Visiting faculty interaction from Best Business Schools in India/abroad.

k) Video/film screening with thematic learning

l) Psychometric evaluation

m) Learning snippets and analysis

n) Creativity Action Groups

o) Expert Guest Faculty interaction


These learning tools should help students (customers) to build multi-perspectives and ability to appreciate others views. However, the criticality is synergising these learning tools with the overall learning agenda set forth for the subject specialization.


One of the major challenges, in today’s academic world, as indicated by a recent Dun and Bradstreet study is the increasing cost of managing business schools and lack of quality faculty emerged as the two biggest challenges faced by the business schools in the country


It is high time for business schools, with a passion, to review their current academic curriculum to create a higher learning process among business students. Without providing leadership in business schools by spearheading change, they cannot bring quality/ perceptively different learning among students. Let’s have the courage to create an extra-ordinary learning environment in our Business Schools!



[1] Derived from two Greek words: synergos ("working together") and agogus ("leader of"), which means "working together for shared teaching."

[2]  A recent ASSOCHAM study, Business Standard, June 16, 2013


References

1. Ash,B Paul, D’Auria,John: “School Systems That Learn: Improving Professional Practice, Overcoming Limitations, and Diffusing Innovation”, Sage Publications with Learning Forward, 2013

2. Chand Sherry Vijaya, Rao, TV, “Nurturing Institutional Excellence: IIM, Ahmedabad”, Macmillan Publishers India, 2011

3. “Inside a Case Study”, from Christensen Centre for Teaching and Learning, Harvard Business School

4. Dyer,W Wayne: “The Power of Intention: Learning to Co-create Your wold your way”, Hay House, Inc., 2004

5. Mouton, Jane Srygley; Blake, Robert R, “Synergogy: A New Strategy for Education, Training, and Development”, Jossey-Bass Inc.Publishers, 1984

6. Nair,Baburaj , “Large Scale Interactive Events: An Effective Process Methodology for Initiating Change “ in HRD in the New Millennium (1999), Tata McGrawHill Publishing, Delhi.( Udai Pareek, V Sisodia(Eds.)

7. Nair, Baburaj: “Learning Group: A Process Tool to Enhance Communication and Group Working”, in Value Creation: The Challenge of HR in the New Millennium (2000), Tata McGraw Hill Publishing,Delhi. (Biju Varkkey, Rajan Dutta, GP Rao(Eds.)

8. Sharma, Shaloo: “History and Development of Higher Education in India – Volume-2”,Sarup & Sons, 2002

9. “Trends and Future Plans of Indian Business Schools”, a Study conducted by Dun and Bradstreet, in 2010 , covering the profiles of 168 University affiliated as well as private Business Schools in India

10. Tichy, M Noel; Cardwell, Nancy: “Cycle of Leadership”



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