Simulation Games Enhance Learning Outcomes

The biggest challenge of our education system is to leverage the learning of concepts and theories with the use of modern technology to create engaging, relevant, and personalized learning experiences for all students that represent the reality of their future.

Most B-schools and universities follow a teaching style that is a blend of theory and practical. The traditional methods of teaching within the four walls of the classroom that include lectures and textbooks do set the basic foundation for a student. However, to attain the skills, which will be required at the workplace, these concepts have to be applied. The application of the learning will ensure that the student has been able to improve their critical thinking skills. The two years of PGDM should comprise of this blend of theory and practice giving the student a comprehensive curriculum.

Subjects like Entrepreneurship give the students ample opportunities to collaborate and work with peers. For subjects like this, the implementation of simulation is the best solution as it deals with the real-life application of the knowledge gained in the classroom.

What are the benefits of Simulation?

Simulations are games that follow a system or a phenomenon. The players are expected to achieve certain pre-specified goals and the environment of the simulation is pre-defined through algorithms and programming. The biggest benefit of simulations is that students get involved in playing the simulation and they consider it as a game or a competition in the real sense. In the process of playing the simulation, the students start applying the concepts that they have learnt in the classes. This provides them with an opportunity to find out how the concept actually works.

It is also the best way to implement Action Learning, i.e., learning by doing. These days, simulations are available online so they can be accessed from anywhere. Students can form teams and access the simulation from any part of the world. It also encourages more interactions among the students that set the platform for learning from each other. They can also afford to do mistakes and learn from it as the stakes are low and they have nothing to lose in terms of money or any other resource.

How to include Simulation in learning pedagogy?

Since simulations are beneficial for management students, it is imperative that it is included in the learning pedagogy. IILM has been implementing simulations in its UG as well as PG courses. Some of the key aspects that need to be considered for including Simulation in the learning pedagogy are:

  • Decide the learning objectives of the subject and check the relation between the concepts taught and the simulation game. There should be a perfect match between the learning objectives of the course and the skills that the simulation tests in the student.
  • The simulation game should be in a sequence. The sequence should move in terms of complexity. For example, a simulation may be played over 4 quarters and the decisions that the players have to take in the initial quarters should be simpler than the ones that they have to take in the later stages.
  • The class has to be guided by a coach who will channel the thoughts and ideas of the students. There has to be a little bit of hand holding in the initial stages of the simulation so that the students understand the process.
  • The coach can first give a brief synopsis of the situation in which this simulation is being conducted. If required, the initial stages can be demonstrated by the coach so that the students can follow his or her footsteps.
  • As the students play the simulation, the coach should encourage the students to think about their decisions and predict the consequences of their decisions. The coach will then have to connect this analysis with the learning objectives of the course.
  • The teams should be able to present their decisions and if required prepare a brief report of the simulation. The coach can then give their feedback so that the concepts become clear to the students.

In the present dynamic environment, the main focus of higher educational institutions is to enable student-centred teaching. This will be possible only when learning happens in an active and collaborative environment. The inclusion of Simulations in the teaching and learning of management concepts will not only make the students better learners but will also prepare them to face the challenges of the corporate world.

To know about other Management teaching best practices like case based learning, mentoring have a look at the following:

Business Case Studies – An Effective Teaching Tool

The Many Avatars of a Teacher – A Facilitator in Learning

What is the Mantra for right mentoring?





How Leadership Works: And What Motivates People to Follow.

This is one question that every leader thinks, that is how to persuade others to do what you want them to do in the most effective manner. To come to the definite answer to this question, there is a need to start reflecting on what motivates you  to follow or listen to someone. The moment you start reflecting on this basic question, you will immediately start pondering upon what makes you passionate about things in life for which you are ready to expand your comfort zone.  In majority of the cases, it’s all about making an impact  in the lives of others with your work.

Purposive Leadership

The purpose in leadership is all about who you are and what makes you distinct, it’s all about your own unique brand. It is not so much about what you do or your educational qualifications but how you do your job.

It is your ability to articulate purpose behind your work that makes you distinct.  Your ability to help your team members connect with the larger purpose behind your work i.e. making a difference in the lives of others, helps you to connect with your team and motivates them to go to any level to make a remarkable contribution at work.

David Ulrich , Professor of Business Studies at The University of Michigan, who is an expert in the field of human resource and leadership and has authored more than 30 books, shared that leaders in the organisation who enable their employees to find meaning and purpose from their work  create a work culture in which employees are more enthusiastic and generate more value for their customers and investors.

Suresh Narayanan, MD of Nestle India, is one such leader who inculcates a sense of strong purpose amongst his team members and successfully brought the company out from the Maggie crisis and is now steering Nestle successfully during the Covid-19 crises with no retrenchment amongst his existing work force. He shared that it is important to have clarity of one’s purpose in life and it is not about becoming a corporate CEO or an entrepreneur or making a million dollars, but it is all about understanding what you want to be known for, and this makes the whole difference.

How to Lead With Purpose

The first step is to identify your purpose, which needs to be real and authentic. The second important step is to articulate that purpose amongst all your stake holders clearly and persistently. The third important step is to realise that when we use our strengths at work, then we reach in the state of flow, where we become so engrossed at work that time just flows by – and the same is true for our team members. So, help your team members identify their strengths and use it at work. Lastly, create a positive work environment by encouraging a positive work relationship and by giving positive feedback to your team members. Remember, you can help your team members grow by focusing on their strengths. It is only an uplifting and supportive work environment that can help your team members connect to the deeper meaning of their work.

This is what Yuon Chouinard, CEO of Patagonia, an American outdoor clothing company, has done. He clearly aligned his purpose i.e. “cause no unnecessary harm and use business to inspire and implement solutions to environmental crisis” in all his processes, be it product-lines, supply-chain or the pricing of its products. This motivated the company to switch to organic cotton in their clothing lines. The result is that today Patagonia is thriving due to its  focus on overall purpose behind their business and not just the profits.

Purpose Assures Safety in The Times of Crisis.

Leaders who lead with purpose can easily bring their organisations out from crisis. American energy company, DTE Energy, could overcome the 2008 financial crisis by inculcating training programmes for employees that spoke about purpose behind their work. They conducted town hall meetings and conducted culture-binding activities that increased employee engagement to a new level. DTE won a Gallop Great Work Place Reward five years in a row, their financial performance skyrocketed, with the company’s stock price tripling from year end 2008 to year end 2017. Hence, the most important factor that makes an organisation grow amid challenges and crisis is its leadership, with strong purpose which is beyond one’s immediate interests.


Finally, it is important for a leader to help his team members not only to envision the outcome of their daily routines, but also to find meaning in those tasks. So, for me, I not only give lectures but as I teach, I also contribute in preparing Next Generation Business Leaders.

Purposeful leadership is all about creating value and leading a contributive life. It is about being genuine and helping others to develop and display their highest potential. Finally, leaders must create their own brand and think what they want it to be remembered as.


Podcast Series of IILM University

Welcome to the PODCAST series of IILM University. A platform to know, to discuss, to understand, and reinvent ourselves. IILM University’s Liberal Education gives students the flexibility, knowledge and wisdom to pursue their passion across the 5 schools – Business Management | Design | Humanities and Social Sciences | Law | Technology.

IILM University Itunes
IILM University Spotify podcast
IILM university Google Podcast
IILM University Podcast



Campus Venture – a win win situation.

Bill Gates dropped out of Harvard to start Microsoft, just 2 years into his college education. This business that made him a millionaire by the age of 26 years. Mark Zuckerberg launched Facebook in his second year at Harvard. Steve Jobs conceptualized Apple Computers after dropping out of college ….. Back home Ritesh Agarwal, founder of Oyo Rooms  –started his first venture Oravel Stays Pvt. Ltd in college. A number of the leading entrepreneurs launched their start-ups in college days, and many of these had to drop out of their education to achieve what they planned.  They had the entrepreneurial spirit, the innovative idea, but not a supportive ecosystem. They had to choose – to complete their education or work towards their dream

However today the times have changed. Now a budding entrepreneur doesn’t need to choose one over the other. Now is a great time to be a student who wants to start her own business while studying. Some interesting reasons why a student should start her own venture while she is still studying in a university.

Collaborative Environment – A successful start-ups are often backed by founders working together from diverse background to create radical innovations. A university offers an unmatched platform for students to interact, ideate and collaborate with students across different streams,   which often results in the development of innovative business ideas /solutions.

Campus Resources – Universities are creating an extremely supportive ecosystem to encourage students who want to start their venture. In the current scenario, they are willing to help students with free infrastructure, in terms of space to operate from, wi-fi, electricity cost, etc. which dramatically reduces the fixed cost of running the start-up. More often than not, the universities are also connected to their alumni and venture capital funds, who are willing to give a window of opportunity to the budding entrepreneurs to showcase their business ideas and generate funds

Additionally, in Indian, if an Atal Incubation Center (AIC) or Atal Innovation Community Center (AICC) has been created in the said educational institutions, the students also get innumerable other advantages including

Ø  access to sectoral experts for mentoring

Ø  support in business planning and development,

Ø  seed funding from the University’s AIC or AICC on a case-to-case basis

Ø  access to an ecosystem that increases the success rate of the start-up

Ø  access to financial and tax consultants for regulatory compliances, IPR attorneys and such professionals

Captive Customer Base– Universities have a young, large population and offer a captive audience for any budding entrepreneurship to test market an innovative product or service. Herein the start-up doesn’t need to spend money to reach customers to validate their minimum viable product or service. Trials are fast, feedbacks are honest and the customers are forgiving. In addition to the above, the university campus offers a more accepting micro-market, wherein a start-up gets another chance.

Faculty Guidance – It is only a campus venture (a start-up incubated in the university) that has the advantage of getting guidance from professionals across multiple –functions. It is one place where faculty members with multiple skillsets are always available to guide the students across functions, whether it is creating a business plan or a low –cost marketing plan to launch the product. Niche industry experiences, multi-domain knowledge of faculty members is easily accessible to the students, putting them on a steep learning curve and guiding them till they are ready to move out on their own.

Young, energetic, enthusiastic interns – Start-ups need all hands on board, and yet they have limited paying power. At their university, student entrepreneurs get the chance to invite their peers to work as interns with them. This allows the peers to get valuable experience of working in a start-up, while the campus venture get interns for helping them.

A Win-Win Situation– University students normally have limited responsibilities during education, in terms of the need for a stable monthly income to support a family. Hence their risk is limited. If the start-up launched by them becomes successful, it gives them unmatched financial rewards and recognition. However, even in the failure of their start-up, they win. Launching their start-up gives them an unmatched advantage offering them valuable, holistic learnings and experience of managing a business. The practical experience gives them an edge during the campus placement process, wherein they are the preferred choice by most recruiters.

Entrepreneurship – Job and Wealth Creation

Entrepreneurship – Job and Wealth Creation

(Entrepreneurism must be practiced to be learned)

Entrepreneurial success does not take place in a vacuum. Entrepreneurs exist in the context of their particular geography – be that their local, national, or even supranational economy and society. This mix of attitudes, resources, and infrastructure is known as the entrepreneurship ‘ecosystem’.

Having an entrepreneurial mind-set is critical to being successful as an entrepreneur. An entrepreneurial mind-set stands alone in terms of its importance. No other attribute, personality, inherent entrepreneurial proclivities, training, or demographic profile is common to all successful entrepreneurs whether Warren Buffet, Steve Jobs, or the neighbourhood florist or grocer.

Family controlled businesses, both private and publicly-traded, are characterized by unique challenges that threaten their continuity and distinct core competencies.

The challenges are primarily the result of issues presented by the changing ecosystem, government laws, and interaction of family, management and ownership -particularly where the family wishes to perpetuate its influence and/or control from generation to generation.

A large majority of successful companies started as entrepreneurship and few survive into the second generation. Family Business Management has to undergo changes in order to thrive in India.

The leadership issues, adoption of technology, modern HR practices and corporate governance will help companies to become more competitive and relevant.

It is imperative that students learn entrepreneurship as a course to delve deep and understand “What is entrepreneurship” and what it take to have an “Entrepreneurial mindset”.

IILM University focuses on providing such an education to students through an entrepreneurial ecosystem. This course aims to give basic fundamentals to students towards understanding the ecosystem for entrepreneurship and startups and a direction towards developing a mindset for pursuing this as a desired program in as a specialization and an area to work on for wealth creation. The students are also given an exposure into understanding the fundamentals involved in ideation, researching the idea, knowledge about finances in the entrepreneurial space.

While understanding the entrepreneurial journey it would be of fundamental importance to understand the entrepreneurial and startup system in India which is aggressively promoted by GOI. The Startup India initiative launched in January 2016 by Prime Minister Narendra Modi offered incentives to such ventures to encourage entrepreneurship and innovation

Students will explore some of the myths and key facts about entrepreneurship, and find out what it takes to be an entrepreneur, so that they can conduct their own self-assessment and identify priorities for their own growth as an entrepreneur.

Students will learn how to unlock creativity and innovation to help generate more and better entrepreneurial ideas. This course provides learners with insights to re-frame their thinking in order to maximize their chances for success.

The course provides learners with an understanding of the attributes and perspectives of an entrepreneurial mindset, and the process to acquire one. The course introduces concepts that enable a person to start a trans-formative process in the way they think generally, and in the way they think about business specifically. This new way of thinking has the potential to positively impact not only them, but their family, and community.

So what can a learner expect to gain from this course? At the end of this course a learner:

  • Will be able to argue effectively against all of the reasons for not starting their business (or reaching some goal);
  • Will be able to operate effectively within the new framework or model for starting a business (or any new endeavor), thus increasing their chances for success; and
  • Will be able to make the initial business startup decisions of what type of business to start, and what type of business owner to be.

Entrepreneurism must be practiced to be learned

  • Maybe a student knows and wants to be an entrepreneur, but you’re not sure where to start? This course is for anyone aspiring to be an entrepreneur – regardless of the industry or type of venture you might have in mind.

The course will enable a student to think and maybe start with a project and develop insights to pursue detailed learning towards job and wealth creation.



Ideation , Innovation & Creativity in Business

If you want to study business, launch your own startup or manage your family business, IILM is the place for you !

Requirements in the job market are dynamic and change constantly.  At IILM we have introduced an exceptional programme to incorporate the trend of startups and entrepreneurship. We have collaborated with the SBS Swiss Business School to bring to our students the change to earn a BBA in Entrepreneurship. The degree is awarded by the Swiss Business School and teaches modules that are aimed to equip students with the skills need to start their own ventures ,take on the responsibilities of entrepreneurship or manage their family business..

The programme spans over 3 years or 6 semesters and covers a variety of topics starting from the basics and moving up in difficulty. The initial semesters have introductory modules that introduce students to concepts of Accounting, Marketing, Management, Information Systems, Economics, Finance, Statistics and Law. These basics are aimed at bringing all students on the same platform as we have students from varied backgrounds applying to this course. Similarly, Foreign Language is also offered to students over the 3 years in order to diversify their knowledge base and give them an edge in the job market.

After the basics students study modules like Small Business Field Studies, Venture Capital and Private Equity, Entrepreneurship Case Studies and Mergers and Acquisitions – topics related to managing real world situations. These modules as well as the others offered are not only case study based but also incorporate learning through simulations in order to effectively instill the theories involved.Case studies used are from the Harvard Business School so that our students have access to the very best resources.

Experiential learning is also encouraged through Company Visits as a module students visit various companies belonging to various industries and interact with staff and department representatives to gain understanding of the working of the companies and respective departments. In tandem with the aim of experiential learning is the module of Internships. Students are attached to a company for a month long internship during their breaks and learn what it is like to be on the job in real life from experts.

Mentoring is a unique aspect of student life at IILM. Faculty and industry mentors are assigned to the students to guide them through the course of the programme. They advise the students so that effective decisions are taken with regards to modules, internships and careers. Students gain a lot from their expertise and experience.

Our programme is exceptional because of the unique mix of theory and practical application. We have understood the need for dynamism in curriculum and have molded our modules based on the requirements of the time. Our students study with the best resources, the best faculty and the best industry mentors, making them a cut above the rest when it comes to taking on the roles of an entrepreneur or top management of their family business.

Learn more about our exceptional programme at

Ms. Lekha Mukherjee

Inter School English Debate – organized by Banyan Tree School

As part of the ‘Gender Sensitivity’ Week at Banyan Tree School, Lodhi Road, New Delhi an Inter-School English Debate (IX-XII) for schools in Delhi and NCR was organized on Saturday, the 19th of December, 2015 from 9:00 a.m. onward. A total of eight schools participated in the competition.  Each team consisted of two participants. The first speaker spoke for the motion. The second speaker spoke against the motion. Each team was accompanied by 4 students to cheer him/her and one teacher. The team from Tagore International School, East of Kailash bagged the first position. The team from the Pinnacle School, Panchsheel Enclave was declared the first runner-up. The Best Speaker-for the motion was also from The Pinnacle School. The Best Speaker-against the motion was from Gurukul The School, Ghaziabad. The event was sponsored by IILM, Lodhi Road, New Delhi.

The jury comprised of eminent academicians like Dr.Ajanta Dutt, Ms. Nandini Guha, Dr.Mridula Anand Tandon and Mr.Rahul Mishra. Dr Ajanta Dutt received her doctorate from Rutgers, the state university of New Jersey, USA where she studied the novels of 20th Century Indian English writers. She taught for a while in Rutgers and wrote a book called Landscapes and Languages for the writing programme of the university. After her return to India, she wrote a book on Tagore’s novel, ‘Home and the World’ and an annotated textbook on the poems of Pablo Neruda, Derek Walcott and Margaret Atwood which are taught in the English honours programme of Delhi University. Dr. Dutt teaches English at Deshbandhu College, Delhi University. She is also on the editorial board of a bilingual magazine, Hindol which is published every quarter from Delhi.  Ms. Nandini Guha is an Associate Professor of English at Delhi University, with over 25 years of teaching experience. She is an Alumnus of Lady Shri Ram College, Delhi and Carmel Convent School. She is also an award winning translator from Bangla to English. Her translations have been published by Katha  ,Zubaan,Harvard University Press, Social Science Press etc. Dr. Mridula Anand Tandon  received her MBBS degree from the University of Pune. She has worked for Poverty Alleviation through Girl Child Upliftment and Women’s Empowerment for over twenty years. She has initiated numerous other programmes for the cause of women. Dr. Tandon is also a long-time worker in gender-based social issues,helping organizations prevent sexual harassment and most recently, addressing women’s safety in communities through the “Avaaz Uthao” project with the Government of Delhi. She also personally sponsors the education of girl children from low-income families. Saakshi an NGO, is ably helmed by Dr.Tandon. Mr. Rahul K. Mishra has 18 years of work experience in teaching ,training ,academic and corporate administration. He did his Masters in International Business from the University of Delhi. He teaches courses on International Business  Strategy and Entrepreneurship. He is currently the Director, Executive Education at IILM Institute and has conducted training with Bharat Heavy Electricals Limited, Engineers India Limited, National Building Construction Corporation and Concentrix Corporation for senior and top management.

The Judges at the rebuttal  round

The Judges at the rebuttal round

The topics for contention were:

  • Worshipping the ‘Devi’ (female deity) and killing the baby
  • Gender equality must become a way of life
  • Equity vs. Equality, a gender discourse
  • Women are the real architects of the society

Each participant was given 3 minutes to speak. There were a total of 16 participants. Each team consisted of two participants. The first speaker spoke for the motion. The second speaker spoke against the motion. Before beginning to speak, each speaker from each team picked a chit to select a judge for the rebuttal round. The duration of the rebuttal round per participant was 3 minutes. During the rebuttal, the judge whose name was written on the chit picked by the speaker asked only one question. Banyan Tree School participated in the event but did not compete.

The judges expressed their views about the competition for over 15 minutes thereafter they were felicitated by Mr.Sanjay Srivastava, Dean, IILM.  This was followed by the prize distribution ceremony. The team from Tagore International School, East of Kailash bagged the first position. The speakers were Siaa Girotra and Rohini Sharma. They got Rs.7000 each, plaques and certificates. The team from the Pinnacle School, Panchsheel Enclave was declared the first runner-up. The speakers were Yashika Choudhary and Cheena Taneja. They got Rs.5000 each, plaques and certificates. The Best Speaker-for the motion, was Yashika Choudhary from The Pinnacle School. The Best Speaker-against the motion was Navya Dhir from Gurukul School, Ghaziabad. They both got Rs.5000 each, plaques and certificates. Banyan Tree School was represented by Anugrah Singh and Bhumitra Sharma. They got the highest points but being the host school, they didn’t compete. The debate concluded with a ‘Vote of Thanks’ by Ms.Chetna Saini, followed by the school song and National Anthem.

_MG_1165The Winning team – Tagore International School, East of Kailash  _MG_1168

After this, the Volunteer Felicitation ceremony took place. Over 33 volunteers from classes IX, X and XI and 8 members of the choir were felicitated. These devoted students had been working tirelessly for weeks, preparing for this debate. They executed the duties assigned to them, diligently.  Their sincere efforts were applauded by all.

-Written by Ms. Supriya Prathapan , TGT English , Banyan Tree School