<i>Reflexivity</i> in Leadership Coaching at a B-school in India

Manab Bose

doi:doi:10.11648/j.edu.20211004.15

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Reflexivity in Leadership Coaching at a B-school in India

Manab Bose

Published in Education Journal (Volume 10, Issue 4)

Received: 27 June 2021 Accepted: 19 July 2021 Published: 29 July 2021

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Abstract

The paper argues that India is no more just a jugaroo nation because of its growth trajectory among the lower middle-income economies. Innovation in India has begun to track above the average of the upper middle-income nations in all innovation indicators. India’s demographic profile of a young population needs to take advantage of this growth by using all the opportunities that the 21^st. century has to offer. One such innovation in education is what the paper demonstrates as a doable model of leadership coaching. The author takes into account the significance of conventional leadership coaching and blends it with contemporary psychodynamic theory and organization-development practice. If one purpose of leader coaching is to build personalities beyond normal limitations, then education and training will have to provide non-threatening methods by which embedded dynamics in the inner theater of human personality can be explored. The case-study provides evidence of this education and exploration, drawing on Kolb’s experiential learning model, and offers an advanced leadership training course which unfolds over four modules, in an eight-year experience at a premier b-school in India. Young women and men in the final year of the MBA course become mindful and sensitive of their own influences and assumptions, and develop the ability to connect the internal psychodynamic world with societal and global processes that influence transferences and counter-transferences for effective decision-making as they get ready to take up leadership positions in various organizations. Business-case reviews about the decline and demise of enterprise bring home the dysfunctionalities of toxicity in individuals which, remaining unresolved, spreads to groups and organizations. Film-based discussions on neuro-psychology and neuro-elasticity demonstrate how the human brain messages changed responses to situations of toxicity-induced threats by releasing new and proactive leadership behaviors. Even if 10% of a Class carry forward the learning from this innovative paradigm of leadership coaching into day-to-day decision making, the original idea of young men and women who are aware of their own influences and assumptions in leadership positions will begin to snowball.

Published in	Education Journal (Volume 10, Issue 4)
DOI	10.11648/j.edu.20211004.15
Page(s)	147-153
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Coaching, Action Learning, Leadership, Management Education, Psycho-dynamics

References

[1]	Jugaad: A New Growth Formula for Corporate America. Harvard Business Review Blog Network. 25 Jan 2010.
[2]	India’s Next Global Export: Innovation. Bloomberg Business Week. 02 Dec 2009.
[3]	Prabhu, Jaideep. (2013). Retrieved 12 July 21 from http://www.hindustantimes.com/india/cambridge-expert-says-indian-jugaad-is-lesson-to-world/story-M3q6vFu8tEPj8eSNsAJo5M.html).
[4]	Dutta, Soumitra and Escalona Reynoso, Rafael. SC Johnson College of Business, Cornell University et al. (2020). Retrieved 12 July 21 from Chapter 1, Page 19 of www.globalinnovationindex.org.
[5]	Tharoor, S. Press Trust of India. Updated 25 October 2018.
[6]	Kets de Vries, M. Conversations on Leadership: Wisdom from Global Management Gurus. Liu, Lan. Jossey-Bass. 2010.
[7]	Drucker, Peter F. Management: Tasks, Responsibilities, Practices. Harper Collins. 1993.
[8]	Garg, Pulin. Cultural Identities: Their Implications for Patterns of Leadership in Indian Organisations. https://sumedhas.org.in/index.php/paper-publications/papers-publications. 1987.
[9]	Mitchell, Stephen and Black, Margaret. Freud and Beyond. Basic Books, Perseus Books Group, NY, USA. 1995.
[10]	Brown, Brene. Secrets for Healing Yourself and Making an Impact in the World. Lewishowes.com/podcast
[11]	Capelli, P et al. Leadership Lessons from India. HBR, March 2010.
[12]	Retrieved 10 June 21 from https://globeproject.com/results/countries/IND#country.
[13]	Kakar, S. The Indians: Portrait of a People. Penguin India. 2009.
[14]	Chattopadhyay, GP. Managing Oneself in Role in the Indian Context. Journal of Indian Anthropological Society. October 2004.
[15]	Bion, WR. Elements of Psychoanalysis. Heinemann, London. 1963.
[16]	What is a Group Relations Conference? Announcement of Leicester Conference 2021 in www.tavinstitute.org.
[17]	Neuroplastcity. Nervous System Physiology. NCLEX-RN. (2014) Khan Academy.
[18]	Kolb, David A. Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ, Prentice-Hall. 1984.
[19]	Kets de Vries, M. HBR. April 2014.

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Manab Bose. (2021). Reflexivity in Leadership Coaching at a B-school in India. Education Journal, 10(4), 147-153. https://doi.org/10.11648/j.edu.20211004.15

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Manab Bose. Reflexivity in Leadership Coaching at a B-school in India. Educ. J. 2021, 10(4), 147-153. doi: 10.11648/j.edu.20211004.15

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Manab Bose. Reflexivity in Leadership Coaching at a B-school in India. Educ J. 2021;10(4):147-153. doi: 10.11648/j.edu.20211004.15

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@article{10.11648/j.edu.20211004.15,
  author = {Manab Bose},
  title = {Reflexivity in Leadership Coaching at a B-school in India},
  journal = {Education Journal},
  volume = {10},
  number = {4},
  pages = {147-153},
  doi = {10.11648/j.edu.20211004.15},
  url = {https://doi.org/10.11648/j.edu.20211004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211004.15},
  abstract = {The paper argues that India is no more just a jugaroo nation because of its growth trajectory among the lower middle-income economies. Innovation in India has begun to track above the average of the upper middle-income nations in all innovation indicators. India’s demographic profile of a young population needs to take advantage of this growth by using all the opportunities that the 21st. century has to offer. One such innovation in education is what the paper demonstrates as a doable model of leadership coaching. The author takes into account the significance of conventional leadership coaching and blends it with contemporary psychodynamic theory and organization-development practice. If one purpose of leader coaching is to build personalities beyond normal limitations, then education and training will have to provide non-threatening methods by which embedded dynamics in the inner theater of human personality can be explored. The case-study provides evidence of this education and exploration, drawing on Kolb’s experiential learning model, and offers an advanced leadership training course which unfolds over four modules, in an eight-year experience at a premier b-school in India. Young women and men in the final year of the MBA course become mindful and sensitive of their own influences and assumptions, and develop the ability to connect the internal psychodynamic world with societal and global processes that influence transferences and counter-transferences for effective decision-making as they get ready to take up leadership positions in various organizations. Business-case reviews about the decline and demise of enterprise bring home the dysfunctionalities of toxicity in individuals which, remaining unresolved, spreads to groups and organizations. Film-based discussions on neuro-psychology and neuro-elasticity demonstrate how the human brain messages changed responses to situations of toxicity-induced threats by releasing new and proactive leadership behaviors. Even if 10% of a Class carry forward the learning from this innovative paradigm of leadership coaching into day-to-day decision making, the original idea of young men and women who are aware of their own influences and assumptions in leadership positions will begin to snowball.},
 year = {2021}
}

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TY  - JOUR
T1  - Reflexivity in Leadership Coaching at a B-school in India
AU  - Manab Bose
Y1  - 2021/07/29
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211004.15
DO  - 10.11648/j.edu.20211004.15
T2  - Education Journal
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JO  - Education Journal
SP  - 147
EP  - 153
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211004.15
AB  - The paper argues that India is no more just a jugaroo nation because of its growth trajectory among the lower middle-income economies. Innovation in India has begun to track above the average of the upper middle-income nations in all innovation indicators. India’s demographic profile of a young population needs to take advantage of this growth by using all the opportunities that the 21st. century has to offer. One such innovation in education is what the paper demonstrates as a doable model of leadership coaching. The author takes into account the significance of conventional leadership coaching and blends it with contemporary psychodynamic theory and organization-development practice. If one purpose of leader coaching is to build personalities beyond normal limitations, then education and training will have to provide non-threatening methods by which embedded dynamics in the inner theater of human personality can be explored. The case-study provides evidence of this education and exploration, drawing on Kolb’s experiential learning model, and offers an advanced leadership training course which unfolds over four modules, in an eight-year experience at a premier b-school in India. Young women and men in the final year of the MBA course become mindful and sensitive of their own influences and assumptions, and develop the ability to connect the internal psychodynamic world with societal and global processes that influence transferences and counter-transferences for effective decision-making as they get ready to take up leadership positions in various organizations. Business-case reviews about the decline and demise of enterprise bring home the dysfunctionalities of toxicity in individuals which, remaining unresolved, spreads to groups and organizations. Film-based discussions on neuro-psychology and neuro-elasticity demonstrate how the human brain messages changed responses to situations of toxicity-induced threats by releasing new and proactive leadership behaviors. Even if 10% of a Class carry forward the learning from this innovative paradigm of leadership coaching into day-to-day decision making, the original idea of young men and women who are aware of their own influences and assumptions in leadership positions will begin to snowball.
VL  - 10
IS  - 4
ER  -

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Author Information

Manab Bose

HR & OB Area, Indian Institute of Management Udaipur, Udaipur, India

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Manab Bose. (2021). Reflexivity in Leadership Coaching at a B-school in India. Education Journal, 10(4), 147-153. https://doi.org/10.11648/j.edu.20211004.15

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ACS Style

Manab Bose. Reflexivity in Leadership Coaching at a B-school in India. Educ. J. 2021, 10(4), 147-153. doi: 10.11648/j.edu.20211004.15

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AMA Style

Manab Bose. Reflexivity in Leadership Coaching at a B-school in India. Educ J. 2021;10(4):147-153. doi: 10.11648/j.edu.20211004.15

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@article{10.11648/j.edu.20211004.15,
  author = {Manab Bose},
  title = {Reflexivity in Leadership Coaching at a B-school in India},
  journal = {Education Journal},
  volume = {10},
  number = {4},
  pages = {147-153},
  doi = {10.11648/j.edu.20211004.15},
  url = {https://doi.org/10.11648/j.edu.20211004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211004.15},
  abstract = {The paper argues that India is no more just a jugaroo nation because of its growth trajectory among the lower middle-income economies. Innovation in India has begun to track above the average of the upper middle-income nations in all innovation indicators. India’s demographic profile of a young population needs to take advantage of this growth by using all the opportunities that the 21st. century has to offer. One such innovation in education is what the paper demonstrates as a doable model of leadership coaching. The author takes into account the significance of conventional leadership coaching and blends it with contemporary psychodynamic theory and organization-development practice. If one purpose of leader coaching is to build personalities beyond normal limitations, then education and training will have to provide non-threatening methods by which embedded dynamics in the inner theater of human personality can be explored. The case-study provides evidence of this education and exploration, drawing on Kolb’s experiential learning model, and offers an advanced leadership training course which unfolds over four modules, in an eight-year experience at a premier b-school in India. Young women and men in the final year of the MBA course become mindful and sensitive of their own influences and assumptions, and develop the ability to connect the internal psychodynamic world with societal and global processes that influence transferences and counter-transferences for effective decision-making as they get ready to take up leadership positions in various organizations. Business-case reviews about the decline and demise of enterprise bring home the dysfunctionalities of toxicity in individuals which, remaining unresolved, spreads to groups and organizations. Film-based discussions on neuro-psychology and neuro-elasticity demonstrate how the human brain messages changed responses to situations of toxicity-induced threats by releasing new and proactive leadership behaviors. Even if 10% of a Class carry forward the learning from this innovative paradigm of leadership coaching into day-to-day decision making, the original idea of young men and women who are aware of their own influences and assumptions in leadership positions will begin to snowball.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Reflexivity in Leadership Coaching at a B-school in India
AU  - Manab Bose
Y1  - 2021/07/29
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211004.15
DO  - 10.11648/j.edu.20211004.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 147
EP  - 153
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211004.15
AB  - The paper argues that India is no more just a jugaroo nation because of its growth trajectory among the lower middle-income economies. Innovation in India has begun to track above the average of the upper middle-income nations in all innovation indicators. India’s demographic profile of a young population needs to take advantage of this growth by using all the opportunities that the 21st. century has to offer. One such innovation in education is what the paper demonstrates as a doable model of leadership coaching. The author takes into account the significance of conventional leadership coaching and blends it with contemporary psychodynamic theory and organization-development practice. If one purpose of leader coaching is to build personalities beyond normal limitations, then education and training will have to provide non-threatening methods by which embedded dynamics in the inner theater of human personality can be explored. The case-study provides evidence of this education and exploration, drawing on Kolb’s experiential learning model, and offers an advanced leadership training course which unfolds over four modules, in an eight-year experience at a premier b-school in India. Young women and men in the final year of the MBA course become mindful and sensitive of their own influences and assumptions, and develop the ability to connect the internal psychodynamic world with societal and global processes that influence transferences and counter-transferences for effective decision-making as they get ready to take up leadership positions in various organizations. Business-case reviews about the decline and demise of enterprise bring home the dysfunctionalities of toxicity in individuals which, remaining unresolved, spreads to groups and organizations. Film-based discussions on neuro-psychology and neuro-elasticity demonstrate how the human brain messages changed responses to situations of toxicity-induced threats by releasing new and proactive leadership behaviors. Even if 10% of a Class carry forward the learning from this innovative paradigm of leadership coaching into day-to-day decision making, the original idea of young men and women who are aware of their own influences and assumptions in leadership positions will begin to snowball.
VL  - 10
IS  - 4
ER  -

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