Innovative Teaching and Learning

To foster a more engaging and effective learning environment, we've implemented several innovative pedagogical strategies:

Bloom's Taxonomy-Based Course Planners: Comprehensive course planners are being developed to align with Bloom's Taxonomy, ensuring a well-structured learning experience.
Comprehensive Question Banks: To reinforce understanding and prepare students for assessments, we're creating question banks that focus on key course concepts.
Accessibility and Sharing: Course materials, including handouts and question banks, are readily available in the library and with key administrative staff. Additionally, these materials are uploaded to the intranet for easy student access.
Leveraging Technology: We're utilizing technology through presentations and videos to enhance course delivery.
Collaborative Material Updates: Faculty members with shared interests collaborate to ensure that course materials remain current and relevant.
Real-World Application: To connect theoretical concepts to practical scenarios, we've incorporated assignments and class projects that are based on recent developments in the field.
Case-Based Learning: To facilitate a deeper understanding of management concepts, we've implemented case-based teaching methods.

Table 6.5.1 Details of web links on which the Material is available

Category	Web Link
Course Structure	https://www.glbimr.org/course.php
Course Planner	https://www.glbimr.org/academic-calendar.php
Question Bank	https://www.glbimr.org/question-bank.php
LMS	https://portal.vmedulife.com/public/auth/#/login/gl-bajaj-iomr
Reading Material	https://www.glbimr.org/library.php

At GLBIMR we establish procedures for public dissemination of contributions, peer review and evaluation, and recognizing and rewarding faculty for their innovations. The faculty at the institute is committed to providing students with an effective learning experience through innovative teaching methods and techniques. Each faculty member has the flexibility to explore and implement various instructional and evaluation tools that best suit their individual courses.

Institute and Faculty Initiatives:

Business News Analysis Session:

The Business News Analysis course is designed to equip PGDM students with the critical skills necessary to interpret and analyze contemporary business news and its implications for decision making in the corporate world. The course aims to foster an understanding of how global economic trends, financial markets, policy changes, and corporate strategies impact business environments. By engaging in the analysis of current events and their influence on businesses, students learn to synthesize information, evaluate the reliability of sources, and develop strategic insights. The importance of this course lies in its ability to prepare students for real-world challenges by enhancing their ability to quickly adapt to changes and make informed decisions based on current business news. Its relevance for PGDM students is particularly significant as it builds a foundation for making strategic decisions, understanding market dynamics, and staying ahead in a competitive landscape, thereby preparing them for leadership roles in various industries.

HBR Article Review Competition:

The objective of this competition is to create an information sharing platform where participants analyse a given article from their interest area and share key takeaways and learning from the selected article. This competition also helps our students in enhancing their analytic, reasoning and communication/presentation skills.

Alumni /Expert Talk

Alumni and expert talks play a vital role in enhancing the educational experience of students, bridging the gap between theoretical knowledge and real-world application. Alumni, who have successfully navigated their respective industries, offer invaluable insights into career paths, workplace dynamics, and the challenges they faced in their professional journeys. Their experiences provide students with a relatable perspective, motivating them to apply their learning in practical settings and inspiring them to envision their future careers. Similarly, expert talks from industry leaders and professionals introduce students to current trends, innovative practices, and the latest developments in their fields. At GLBIMR it is desirable to conduct ATS and ETS for all subjects in a trimester. https://www.glbimr.org/ETS.php

Corporate Mentoring

At GLBIMR, we offer our students a unique opportunity to develop their careers through our corporate mentoring programme which is one of the ways of formalizing the relationship between individuals in a professional set-up (mentors) and students (mentees). The programme offers a structured setting to develop beneficial one-on-one relationships between students and professionals. Acting as a friend, a teacher, and a guide our corporate mentors encourage and advise students by sharing their own experiences and knowledge of their profession. The Corporate Mentoring Programme helps the students in exploring the world of work through interaction with professionals in the career of their choice and gain an experienced practitioner's perspective on applying textbook concepts to real-life situations. During the course of this programme, the students get an opportunity to familiarize themselves with corporate protocol, identify long-term professional development needs, realize the value of networking and develop a meaningful professional relationship over a specified period of time https://www.glbimr.org/corporate-mentoring.php

Mentoring

The student mentorship programme at GLBIMR is aimed at providing an inclusive and enabling learning environment to all students (mentees) starting from the first trimester, soon after the commencement of the PGDM programme. The mentoring programme aims at combating feelings of isolation, burn-out and stagnation through productive conversations and constructive guidance of teachers (mentors). The mentee-mentor framework is a unique support system to motivate students to excel in both academic and personal lives and to make the most of their time spent at the Institute. The mentoring process presents a developmental opportunity of mutual benefit for both mentor and mentee.

Case Study Repository with Mc Graw Hill

Business management case studies are powerful teaching tools that illustrate various management challenges and concepts. They can be based on real companies created by academic institutions or professional organizations. They encompass diverse topics like management, finance, marketing, international business, data analytics, economics, and operations management. Case studies engage students in higher-order thinking, such as applying, analysing, and evaluating, thus enhancing critical thinking and problem-solving abilities. By focusing on specific learning outcomes, case studies support OBE by promoting strategic thinking and practical application of concepts. Collaborative analysis across disciplines encourages holistic learning. The GLBIMR Faculty Team conducted area-wise brainstorming sessions to meticulously select 124 case studies from the Case Centre and global publications. These cases have been compiled into an e-book in collaboration with McGraw Hill. The fully-copy licensed access is provided to both faculty and students. This initiative strengthens our PGDM curriculum, aligning with OBE goals and fostering deeper student engagement and learning outcomes. Access Web URL: https://mghi.kortext.com/

Usage of MePro and Micro Skill Enhancement Programme:

As part of our ongoing efforts to enhance the students' communication skills, we are offering an online course of English Language Tool by Pearson as a Value-Added Certification Course to the students of PGDM. To further enrich their learning journey and ensure their steady progress, faculty mentors are assigned to guide their respective mentees through this course. Pearson MePro is an English language improvement tool that comes with a whole slew of advanced features for students and professionals. It is an AI-powered learning tool aimed towards effective English proficiency based on CEFR and GSE. Pearson MePro is a feedback-based English language improvement tool based on the Global Scale of English (GSE). It helps learners better their chances in employability and career development, by enabling a brighter future for a learner to move up professionally and socially. This is an Adaptive English Learning tool that adapts to each learner's level of proficiency to bring them to where they need to be. It maps learner to the current English proficiency level and starts the course basis current level, each level includes 10 theme-based modules, each containing 8 core skill-based tasks. It engages learner with themes and roleplays that are academic and work-related. Regular assessments after every 5th and 10th modules help in calibrating learnings, it also serves quizzes with remediation based on low scoring areas. On completion of current Level with 70% or above scores it unlocks the next learning level mapped to GSE (students also receive a level completion certificate and a badge to showcase your learning).

Micro Skills Enhancement Program through Value Added Courses

In a world beset with unending challenges, innovative thinking and skills come as a breath of fresh air. Thus, this program offers courses, imparted by highly accomplished faculty and renowned industry practitioners ensuring overall development of students and making them industry ready. These courses are strategically provided along with curriculum as per real-time industry requirements. These courses primarily aim at ensuring that students are able to effectively deal with the challenges of the corporate world and are well equipped with the trending tools and techniques of current industry practices.

The objectives for delivering this course are:

To equip students with the trending tools and techniques of industry practices.
To improve employability skills of students.
To bridge the skill gaps and make students industry ready.
To provide an opportunity to students develop their inter-disciplinary skills.

The basket of course is designed for the batch at the time of commencement of their PGDM course. The guiding factors for identifying these courses are to fulfil the PO attainment level in case of the identified gap between the target and the attainment level in any course, to equip students with the trending industry tools and techniques, in each trimester, minimum four courses are offered to students out of which the student shares his/ her first three preferences in this option-based program, the course is imparted in the intervening week after the end term exams and before the commencement of next term.

Use of Finance Database Ace Equity and N Smart

GLBIMR subscribes to ACE Equity Analyzer and N Smart database. Ace Equity offers a wealth of data on Indian companies, including financial statements, ratios, and historical stock prices, which enables students to conduct in-depth analyses of equity securities. This hands-on experience is invaluable for developing skills in investment analysis, portfolio management, and understanding market dynamics. N Smart complements this by focusing on financial modeling and valuation, allowing students to engage with advanced analytics and forecasting techniques. With access to real-time data and sophisticated analytical tools, students can perform scenario analysis, sensitivity tests, and risk assessments, which are crucial for making informed investment decisions.

Dedicated You Tube Channel 'Parivartan' by E Cell

Channel Description:

The channel will provide entrepreneurship insights, inspiration, and guidance. Our mission is to foster a community of innovators, providing valuable resources, expert advice, and networking opportunities.

Content Types:

Videos: Interviews with successful entrepreneurs
Entrepreneurship lessons and advice

Target Audience:

Aspiring entrepreneurs
Early-stage startups
Small business owners
Entrepreneurship enthusiasts
Students and faculty interested in entrepreneurship

Goals:

Provide valuable resources and guidance to entrepreneurs
Foster a community of innovators and startup enthusiasts
Inspire and motivate individuals to pursue entrepreneurship

Digital Media Cell:

This Cell offers learning of a range of tools and technologies that are essential for understanding and executing effective digital strategies. By utilizing the Digital Media Cell resources, students are engaged in practical learning experiences that complement their theoretical coursework. They explore various aspects of digital marketing, including content creation, social media management, search engine optimization (SEO), and data analytics.

'Peer to Peer' Learning to discuss and develop the work further by other scholars:

When teachers engage in peer-to-peer learning, the entire educational environment benefits. It allows educators to share best practices, teaching strategies, and resources, fostering a culture of continuous improvement and professional development. Teachers can learn new methodologies, gain fresh perspectives, and stay updated on the latest educational trends. This collaborative approach also strengthens the sense of community within the institution, leading to increased support and encouragement among faculty members. Ultimately, it enhances the overall quality of education, as teachers can bring innovative and effective techniques into their classrooms, benefiting students and the broader academic community.

Peer to Peer Learning among students:

Evening classes for English and Soft Skills:

Peer-to-peer learning is transformative in academic settings. It enables students to learn collaboratively, fostering critical thinking and problem-solving skills. When students explain concepts to each other, they often gain deeper insights than they do from traditional lectures. This form of learning encourages active participation, mutual respect, and the exchange of diverse perspectives. It also builds a supportive learning community where students feel more comfortable asking questions and making mistakes. Plus, peer interactions can boost confidence and communication skills, preparing students for collaborative environments in their future careers. It's not just about knowledge transfer; it's about building a vibrant, interactive academic culture. We are excited to report the successful scheduling and execution of evening classes focused on enhancing communication skills through peer-to-peer learning on our campus. These sessions were designed to strengthen students' interpersonal and professional communication abilities, essential for both academic and career success.

Support Sessions by Seniors:

The "Support Sessions by Seniors" initiative has been successfully implemented on our campus, with senior students tutoring their junior counterparts in foundational subjects and practical applications. This program was designed to address the common issue of students forgetting first-year academic concepts, which can be an obstacle during placement interviews. This initiative aimed to help both tutors and tutees: seniors get to refresh their first-year knowledge, which is crucial for placement interviews, while juniors receive valuable guidance. Additionally, senior students earned while learning, boosted their academic confidence, and honed their presentation skills. Both senior and junior students provided positive feedback, highlighting the collaborative and enriching nature of the sessions. The initiative has been praised for its contribution to the academic and personal development of participants

Simulation Lab:

Simulation labs serve as invaluable educational tools in empowering students, these labs offer PG students a safe and controlled space to apply theoretical concepts, practical implications, and refine their decision-making abilities before they encounter real-life situations. At GLBIMR the lab uses SimVenture simulation game by Bizwiz Learning to drive business decisions. The students are provided with login credentials which help them to understand the business simulation both in group and individual settings. The final presentation is evaluated by the industry expert from Bizwiz Learning followed by viva-voce.

Innovative pedagogical approach:

Table 6.5.2 highlights the innovative teaching interventions introduced by the faculty to encourage comprehensive, experiential learning environment, bridging theoretical concepts with real-world applications across diverse domains. Activities such as the Gamification, Storytelling, CAPSTONE Project, operational campaign analysis, and corporate job role plays honed students' strategic and analytical skills, while the Personal Selling Observation Assignment enhanced their understanding of practical sales processes. Hands-on learning was further enriched through the use of tools like Excel, EViews, and the solver tool for data analysis and sensitivity testing, along with project-based approaches in Personal Wealth Management using NISM certifications and dummy portfolios. Industry exposure was amplified through plant visits, alumni interactions, and simulations like TARE and HR Labs, fostering critical thinking and decision-making in realistic scenarios. Flipped classrooms, case discussions, and assignments like Brand Yourself and What Went Wrong cultivated deeper engagement with branding and business management concepts. Overall, these interventions equipped students with practical skills, industry insights, and a holistic understanding of their fields, preparing them for dynamic roles in business, HR, and finance.

Table 6.5.2: Faculty Pedagogical Initiatives

Faculty Name	Pedagogical Initiative	Impact on Teaching Learning
Dr. Arpita Srivastava, Professor (Marketing)	The activity of Designing a Mini Integrated Marketing Campaign (DMIMC) is an innovative and engaging pedagogical approach designed to help students learn and apply the principles of Integrated Marketing Communication in a practical, real-world context. Another innovative approach used was written Point-Of-View on an emergent branding issue or problem assignment, students evaluated the latest campaign by any brand. Brand Equity, Brand Your self and WHAT WENT WRONG to understand concepts and practical of Brand Management	Students learn how to design mini IMC campaign on various platform. Students learn to analyze market trends, customer behavior, and competitors. They utilize data to make informed decisions regarding target audiences and campaign strategies. The assignment reinforced theoretical knowledge by applying it to actual brand campaigns, making abstract concepts more concrete and easier to grasp. This intervention helped students grasp brand management concepts by combining theoretical learning with practical exercises such as personal branding (Brand Yourself) and analyzing brand failures (What Went Wrong).
Dr Surabhi Singh, Professor (Marketing)	Gaming Techniques: In Marketing Management, introduced a "Marketing Escape Room" game. allowed students to apply their knowledge to solve real-world problems interactively and engagingly. Role Play and News Articles: In marketing, students engaged in role-play based on news articles. This was complemented by a viva session to enrich the learning experience. Live Projects: Meritorious students worked on live projects in the Digital Marketing Lab and earned certificates from Digital Training Jet.	Innovations led to better student engagement, deeper understanding, and collaborative learning. fostered an interactive, student-centred learning environment. Teaching was tailored to students' receptivity, ensuring concepts were understood rather than memorized. Group-based projects promoted collaboration, ensuring equitable participation. Effective course management within scheduled timelines sets an example for students.
Prof Manish Verma, Assistant Professor(Data Analytics)	DataQuest Incubator with Learn to Earn Accelerator: Through this model, students earn points and rewards for completing progressively complex data analytics tasks, while receiving mentorship from industry professionals and working with real datasets from startups. The incubator structure also incorporates milestone based rewards, real world problem solving experiences, and opportunities to pitch completed projects to industry stakeholders.	Working with real data from startups and small businesses helps students understand the complexities and challenges of data analysis in a business context. In feedback surveys, students report a greater appreciation for data driven decision making and an increased confidence in their ability to solve business problems with analytics.
Dr Yagbala Kapil, Assistant Professor(Human Resource)	Trail Blazer: This workshop is an initiative by HR specialization students to deliver the training to their juniors. In this fast-moving world characterized by constant change, HR transformation is mandate. Organizations have to think out of box and devise strategies not only for the betterment of their people but society as a whole. The objective of these session was to provide an opportunity to seniors and juniors where they can interact together, share their experiences, knowledge and develop themselves.	This experiment boost the confidence of student trainers, they have mentioned that there are many who have never faced the real audiences in their entire journey of learning. The student trainers wants to conduct staff development program, faculty development program and shown interest even in conducting Management Development programs. They came up with the idea of designing this subject to basic and advanced level wherein the basic training can be conducted for the in-house audiences and advanced level can be for corporate professionals.
Dr Prachi Agarwal, Associate Professor(HR)	Experiential Learning through Industry-Centric Project Work. This approach combines theoretical knowledge with hands-on, practical experience by involving students in real-world research projects on HRM practices across various sectors. Students were divided into teams of 6-8 members each and they were asked to choose a company from a sector of their interest (e.g., Banking, IT, or Education). They were asked to analyse the HR strategies and practices that align with the company's strategic goals.	Enhanced Learning Outcomes: Students gained a deeper understanding of HR practices, evidenced by high-quality reports with well-analyzed content and developed their ability to connect theory with practice. Improved research, writing, and analytical skills were observed. Communication and networking skills were enhanced through direct interactions with industry professionals. Over 90% of students expressed increased motivation due to the real-world application of concepts
Dr Nidhi Srivastava, Professor (Finance)	Gamification of Time Value of Money: Student groups developed board/dice games, KBC like quizzes and treasure hunt Nukkad Natak for Frauds/Financial Crimes: Student groups explained accounting fraud and financial crimes through Nukkad Natak Pitching: Communicating financial performance of assigned company for last 5 years to get funding for next 5 years Data Visualization and storytelling in Banking: Projects were assigned to students for their native region to assess the digital financial inclusion of the area and present it with data-based storytelling, on the basis of IMF report and create a power Bi dashboard for the same.	With gamification most of the students of the class were financially literate whether going for finance specialization or not and understand basic financial planning with their money. With Nukkad Natak students were able to retain the key learning of the cases of financial crimes as it was presented in entertaining manner. With Pitching students were able to work on the finance vocabulary useful for interview purpose and analysis of the annual report of the company assigned to them for previous 5 years to pitch for funding improved their communication and analytical skills. With Data visualization exercise students were able to develop research papers on the topic of financial inclusion and presented and published in National and International Conferences
Dr Adarsh Garg, Professor ( Data Analytics & IT)	Created YouTube videos for the students on Data mining for Decision -making, Text and Sentiment Analytics, Machine Learning for Business Management, Database concepts and applications	This innovation creates a dynamic, engaging, and accessible learning environment that aligns with the demands of modern education, ensuring that students not only understand but also excel in applying these advanced concepts.
Dr. V. N. Srivastava, Professor (HR)	Taught TARE through Simulation in Talent Acquisition and Management giving an integrated and holistic perspective to students of HR specialization. Students were placed in two separate simulation chambers, with each student working as an official of the simulated organization and working under Realtime conditions Taught ODC through HR Labs: 3-day Sensitivity Training for self-awareness; 4 half-day sessions on diagnosing organizational problems; case discussions on change management strategies; and mid-term and end-term exams to test practical understanding for future job roles.	This simulation-based intervention provided students with an integrated and holistic perspective on Talent Acquisition and Management, enabling them to experience real-time decision-making and problem-solving in organizational settings. By immersing students in realistic, role-specific scenarios, the approach enhanced their practical skills, teamwork, and strategic thinking, better preparing them for HR roles in dynamic environments. This HR Lab-based intervention fostered self-awareness and diagnostic skills through sensitivity training and hands-on sessions, enabling students to identify and address organizational challenges effectively. By combining practical case discussions with assessments, it enhanced students' readiness for future HR roles by bridging theoretical concepts with real-world change management strategies.
Dr. Shuchita Singh, Professor (Finance)	Introduced NISM VA and dummy portfolio on Moneycontrol.com, NISM PWM in Personal wealth management. Project based learning in PWM	. The project-based learning approach enhanced their financial literacy, practical portfolio management skills, and understanding of wealth planning strategies, preparing them for real-world financial advisory roles.
Dr Sharat Sharma, Professor (Operations and Quantitative Techniques)	Descriptive and Inferential Statistics Using Practical Approach & Simulated Problems related with Business and Economy, Flip classes by the students on related topics on industry relevant scenarios, Statistics data analysis Using Excel and EViews software for regression analysis, Plant Visits as a part of their Curriculum, Alumni share their practical work experiences during interactive sessions for specific industry, Sensitivity and Scenario analysis using solver tool.	This multifaceted intervention deepened students' understanding of descriptive and inferential statistics through hands-on problem-solving and industry-relevant applications. By incorporating flipped classrooms, software-based data analysis (Excel and EViews), sensitivity analysis, plant visits, and alumni interactions, students gained practical insights, analytical skills, and exposure to real-world business and economic scenarios, enhancing their readiness for industry challenges.
Prof Nishant Tyagi, Assistant Professor (Data Analytics)	Conducted CAPSTONE Project across the batch, Operational Campaign analysis and On floor corporate job based role plays.	These interventions honed their analytical, strategic, and interpersonal skills, enabling them to effectively translate academic knowledge into practical business solutions.
Dr Rashi Choudhary, Assistant Professor (HR)	Personal Selling Observation Assignment: To observe and analyze the personal selling process in a real-world setting. The reflection had to be submitted with documentation of Identification and listing of the steps involved in the personal selling process, the steps typically include prospecting, pre-approach, approach, presentation, handling objections, closing, and follow-up, and how it relates to the theoretical concepts of personal selling discussed in class.	The Personal Selling Observation Assignment bridged theoretical learning with real-world application by requiring students to analyze and document the personal selling process in action. This experiential approach enhanced their understanding of sales strategies, critical observation skills, and the practical nuances of prospecting, presentation, and closing, preparing them for dynamic roles in sales and marketing.

Innovative Teaching and Learning