“Exploring Scientific and Behavioural Approaches in Management through Role-Play” was implemented in the course BUS 1C 02 – Management Theory and Corporate Social Responsibility. This initiative transforms abstract theoretical frameworks into lived managerial experiences through structured parallel role-play simulations.

Statement of Clear Goals

The initiative was designed to achieve the following academic objectives:

• To help students clearly distinguish between scientific management and behavioural (human relations) approaches.
• To enable students to apply contrasting management philosophies to the same organisational scenario.
• To demonstrate how underlying assumptions about work and people influence managerial decisions.
• To develop analytical comparison skills and practical understanding of leadership styles.

Need Identification

It was observed that while students could recall definitions of management theories, they often struggled to internalize how these theories influence real managerial behaviour and decision-making.

Key teaching–learning challenges identified were:

• Difficulty in visualizing how scientific and behavioural approaches produce different outcomes.
• Over-reliance on memorization rather than conceptual application.
• Limited engagement in abstract theoretical discussions.

Traditional lecture methods and PPT explanations, though informative, did not sufficiently convey the practical implications of managerial philosophies in conflict resolution, productivity, or employee motivation. An experiential intervention was therefore introduced.

Description of the Initiative

The activity was conducted for the MBA 2024–26 Batch through structured parallel role-plays.

Structure of the Activity

• The class was divided into multiple groups.
• Each pair of teams received the same organisational situation involving managerial conflict or productivity concerns.
• One team was instructed to address the situation strictly using a Scientific Management perspective (task focus, standardization, efficiency, time–motion principles).
• The parallel team addressed the same situation using a Behavioural/Human Relations perspective (motivation, communication, informal groups, employee well-being).

Students enacted managerial decisions, employee responses, and organisational dynamics based on the assigned philosophy.

Following the performances, faculty-led debriefing sessions analysed:

• Differences in assumptions about human behaviour.
• Variations in communication style and leadership tone.
• Impact on productivity, morale, and organisational climate.

Innovation Component

This initiative introduces several innovative pedagogical elements:

• Simultaneous contrast of two foundational management theories applied to the same scenario.
• Experiential enactment rather than passive case analysis.
• Immediate peer comparison of outcomes resulting from different managerial philosophies.
• Transition from teacher-centred explanation to student-centred, participative learning.

Unlike traditional sequential explanation of theories, this method allows students to observe how different philosophies directly shape managerial behaviour and organisational results.

Integration with Outcome-Based Education

The activity supports course outcomes related to:

• Application of management theories in practical contexts.
• Critical comparison and evaluation of theoretical approaches.
• Development of communication and leadership competencies.
• Ethical and socially responsible decision-making perspectives.

Significance of Results

Measurable Outcomes

• Improved performance in examination questions requiring comparison and critique of management approaches.
• Higher levels of student participation in subsequent experiential activities.
• Enhanced ability to apply theoretical frameworks to case-based scenarios.

Qualitative Impact

• Students reported deeper understanding of how managerial philosophies “feel” from an employee perspective.
• Greater appreciation for balancing task efficiency with concern for people.
• Strengthened public speaking and confidence during role-play enactments.
• Increased classroom energy, peer bonding, and collaborative learning.

Student Feedback Summary

Students rated the role-play activity as highly engaging and effective.

Key Appreciations:

• Opportunity to actively enact managerial and employee roles.
• Clear differentiation between scientific and behavioural approaches.
• Realistic feel of organisational challenges.

Areas for Further Improvement:

• Additional rehearsal time for deeper preparation.
• Inclusion of a third integrated role-play applying a balanced management approach after contrasting extremes.

Reflective Critique

Strengths:

• Clear demonstration of theoretical contrast through parallel application.
• High engagement and active participation.
• Rich debriefing discussions highlighting integrative management thinking.

Challenges:

• Time management within limited classroom hours.
• Initial tendency of some students to emphasize dramatization over theoretical accuracy.
• Need for careful assessment of individual contributions within group performances.

Conclusion

“Exploring Scientific and Behavioural Approaches in Management through Role-Play” exemplifies innovative management education by transforming classical theories into experiential learning encounters. By allowing students to enact and critically compare foundational management philosophies, the initiative strengthens conceptual clarity, analytical reasoning, and leadership insight. It reinforces the institution’s commitment to dynamic, participative, and application-oriented management education