The principles of OB remain intact, their application evolves with time

Can you share your life journey from a mechanical engineer to a PGDM in finance to an organisational behaviour (OB) professor at XLRI?

There have been quite a few twists and turns, really. Mechanical engineering was more of a default choice during my time. If you were capable, you became a doctor or an engineer. If you were incapable of that, you did a BSc; if not, then a BCom; and if you were completely incapable of anything else, then you did an Arts degree. That was the environment back then. Because I used to get more marks in maths than anything else, I became an engineer. Midway through that, I realised that I was not cut out to be an engineer.

Right from my second year, I started preparing for management entrance exams to escape engineering. Though I got calls from all the IIMs in 1990-91, I couldn’t succeed in my first attempt and took up a job with JK Synthetics. Later, I joined XIM Bhubaneswar for my PGDM, but even then, I felt it wasn’t the right fit. I applied to NGOs from the XIMB campus and joined PRADAN (Professional Assistance for Development Action), where I worked on voluntary sector projects.

After working at PRADAN, I joined Vivekananda Kendra, Kanyakumari, as a missionary. There, I was involved in anthropological research at the Vivekananda Kendra Institute of Culture in the Northeast. My interactions with scholars and professors led me to realise that my true calling was in academics. Eventually, I pursued a PhD at IIM Calcutta on “Spirituality at Work,” a topic aligned with my experiences at Vivekananda Kendra. Since 2006, I’ve been teaching at XLRI.

From being a missionary to studying again and now becoming a professor at XLRI, how do you see the subject of organisational behaviour changing, especially with the advent of remote working, outsourcing, and other technological changes that were not as prevalent when you started your journey?

Organisational behaviour draws heavily from disciplines like psychology and sociology, so its core principles remain largely unchanged. What evolves is how these principles are applied in different contexts. For instance, managing face-to-face interactions with teams or subordinates may no longer be as prevalent in today’s increasingly virtual environments. This shift demands greater attention to elements that gain importance in non-face-to-face settings.

For example, when working on projects with non-co-located teams, communication needs to be more deliberate and explicit to ensure that intent and meaning are clear. While technological advances have significantly improved efficiency — like making transcription and professional formatting faster and easier — they have also reduced the human touch. The engagement and group dynamics experienced during face-to-face classes or meetings are hard to replicate in virtual settings.

This challenge extends to organisations, many of which are encouraging employees to return to offices, acknowledging that remote work can’t always match the synergy and effectiveness of in-person collaboration. Remote working can be effective when interdependence is low, such as with freelancers. However, in environments where interaction and teamwork are critical, traditional OB principles still apply but must be adapted to the new medium.

For instance, virtual reward and recognition ceremonies often lack the energy and emotional connection of their in-person counterparts. This highlights the importance of recalibrating traditional approaches to suit the realities of remote or hybrid work environments.

Working from home comes with unique challenges. For instance, during this interview, I had to signal someone to lower their voice — an issue unlikely in an office setting. During Covid, many executives noted how bosses would say, “You’re at home, how much work can there be?”, while in reality, work hours increased as boundaries between work and home blurred.

The constant presence of smartphones has further eroded this balance, leaving people perpetually connected and prone to burnout. Outsourcing, while a cost-saving strategy, raises questions about its impact on organisational culture.

Technological advancements like generative AI bring both benefits and risks. Over-reliance on tools like Grammarly may weaken language skills, just as smartphones have made people forget even basic information like phone numbers. Such concerns echo past debates about the impact of television and now AI.

The challenge lies in using technology wisely — enhancing efficiency without becoming overly dependent. In countries like India, where manpower is abundant, automation raises a critical question: how will the displaced workforce adapt? This concern resonates globally and underscores the potential for social unrest.

While technology transforms organisations, the core principles of organisational behaviour remain intact. It’s their application that must evolve to fit new realities.

In recent lectures, you’ve often referred to ancient religious texts. How relevant do you think they are in modern times, and how do you integrate them into your teaching pedagogy effectively?

It’s crucial to distinguish between religious texts and dharmic texts. Religion is primarily a belief system, while dharmic texts represent an experiential knowledge system rooted in evidence. These texts emphasise three forms of validation: pratyaksha (direct observation), anumana (inference), and shabda pramana (testimonies from texts, verified through personal experience). Unlike rigid adherence in religious systems, dharmic systems encourage exploration and experiential learning.

I often remind my students that we are heirs to a profound heritage of wisdom that remains relevant even today. Disregarding this knowledge is akin to ignoring gravity before it was formally discovered — it existed regardless of our awareness. Similarly, truths found in dharmic texts are timeless. The Sanatana philosophy, meaning “eternal,” teaches us to respect both the wisdom of the past and the innovations of the present. It’s about harmonising ancient insights with contemporary realities.

In my pedagogy, I encourage students to reflect on what might have been overlooked in modern education. For example, the widely recognised “Triple Bottom Line” approach — focusing on profits, people, and the planet — has its essence mirrored in ancient Indian principles of Dharma, which inherently balance individual, societal, and universal well-being.

To integrate this wisdom, I challenge students to explore traditional knowledge systems, assess their relevance, and apply them to modern contexts. A metaphor I often use is that of a tree: the deeper the roots, the wider its branches can spread. By reconnecting with our roots, we not only gain stability but also uncover greater purpose and meaning in life.

Networking is quite the buzzword in B-schools. Everyone says you need to network to get ahead. How can students establish effective networks?

Your network determines your net worth. A B-school offers the perfect opportunity to build that network. Think of every individual as a node, with interactions and relationships forming the network’s structure. Broadly, there are two types of networks:

• Advice networks: Professional connections that establish your reputation for competence.
• Friendship networks: Personal connections built on warmth and trust.

To build an effective network, students should focus on:

• Building a reputation for competence: Be sincere, proactive, and reliable in your work. People should trust you to deliver. Avoid being seen as someone who “freeloads” in group work.
• Demonstrating care and concern: Beyond competence, people need to like you. Relationships built on warmth are crucial. Genuine care is key — if you’re faking it, people will notice.
• Break barriers: Interact beyond your comfort zone — engage with peers from different regions, genders, and backgrounds..
• Participate in shared activities: Join committees, clubs, and group projects. Shared goals let others see you in action and build trust.

Finally, networking is not just about “what’s in it for me” but about paying it forward. Ask yourself: Are you the kind of friend others can rely on? Cultivate qualities like trust, honesty, and support that make you a dependable friend and colleague.

Finally, what advice would you give to MBA students to effectively use their two years in a B-school environment?

Make the most of these two years. Here’s how:

• Extract the most from academics: Pay attention in class. If you focus during lectures, you won’t struggle during exams. For most students, this is the last phase of formal education — don’t waste it.
• Build your network: Cultivate a strong reputation for competence and develop deep, meaningful friendships. These relationships will support you throughout your professional and personal life.
• Develop hobbies and interests: This is the last chance to explore activities you love before stepping into the grind of corporate life. Pursue hobbies that reduce stress —whether it’s sports, art, music, dance, or reading. These passions will stay with you for life.
• Strengthen your roots: Reflect on your traditions and invest in your inner stability. Cultivate a strong core that will help you face external challenges. I’ll illustrate this with two analogies: 
• The movie screen analogy: You only see the movie clearly when the screen is steady. Similarly, inner stability allows you to face external turbulence.
• The road analogy: When driving, the road’s steadiness allows the vehicle to move. If the road is unstable, the vehicle skids. Likewise, a steady core enables you to navigate life’s challenges.

These two years are long enough to fortify yourself for the future. Develop stability, purpose, and meaningful connections