Good day, Jeevan John Varghese. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Please start by introducing your professional journey in academia.

Thank you for this opportunity. So my name is Doctor Jeevan John Burgess, and I'm currently serving as an assistant professor in the School of Business at SI University, Barandal. So prior to that, I did my PhD from the Indian Institute of Technology, Kharagpur, where I rendered my service as a teaching assistant and as a PhD student.

Professor Varghese, let us begin by ensuring a comprehensive assessment of your competencies. First, I’d like to understand your expertise in HR Analytics and the application of AI in Human Resource Management. Could you provide a specific example from your research or experience where you applied analytics or AI effectively within a Human Resources context?

So within the human resources context, the specific application in one of the research that I had applied was the proficiency of.

English as a language and the ability of AI in improvising that how the IT basically shows that in economically English where in countries where English is spoken as the second language, countries which have adopted the use of AI have better writing quality. The convergence has happened with the countries which are native speakers in English. So this work has been published in a nature portfolio.

Internal So it is a comprehensive evidence to the fact that with the help of AI and AI enabled tools, the improvement in English, which is one of the parameter that I had chosen for my study, has developed over the years.

Yes.

Yes, yes.

Can you elaborate on how these findings could influence HR practices, such as recruitment or employee development, in such regions?

Although my study was not essentially based on the the ability of English on recruitment and other HR practices, but the broader implication that we could, that I could understand as a team was that as Internet penetration had increased, the advances in AI had increased. So AI basically helped as a bridging stone between countries which spoke English as native language and English.

In a foreign language. So AI is essentially a very powerful tool which can.

Reduce the disparities in economies and in countries.

I see, Professor. While your focus was broader, it's insightful to recognize AI's potential in reducing linguistic and economic disparities. Let’s move to a related expertise: How do you approach teaching entrepreneurship within a human resource or organizational context? Specifically, how do you ensure students grasp both theoretical and practical dimensions?

Should always go hand in hand. So for that, my teaching philosophy which I fundamentally use, which is principally based on 1st the conceptual clarity that is attained by the student, followed by the logical order in which the pedagogy is formed, followed by the practical application. So generally when we teach entrepreneurship in when I teach entrepreneurship in my class, I start with an anecdote.

Now that's an interesting question. Now theoretical and practical dimensions.

Followed by the basic understanding of the concept.

Followed by.

Situation where the student has to understand that if this concept has to be applied in a world, in a real world scenario, how it can be used. Then followed by instances where in the past in real instances where the concept has been actually applied. So this is a broad scheme of events which I potentially do while I teach my class entrepreneurship.

The basic understanding that Hawaii it is derived, how it is derived and what are its basic implications? Then followed by the case study which I give where I give a.

Yes.

How do you evaluate whether students are effectively internalizing and applying entrepreneurial concepts, particularly in the context of group projects or individual assignments?

So.

I have been fundamentally trained to use the Blooms Taxonomy to evaluate and understand the student. So just as it goes, first the basic understanding with the help of definitions of key concepts is understood, then distinguishing each concept from one another, differentiate, understand, followed by evaluating whether the student is critically able to evaluate and understand the concept. Then it is followed by analyzing, then conceptualizing, then the real.

World application in terms of cases and in scenario based or other based questions.

Thank you, Professor Varghese. Let’s now explore your teaching experience in managing family businesses. How do you approach teaching this topic to highlight the unique challenges and dynamics of family-owned enterprises?

Now that's an interesting topic. So family owned enterprises are much common in India, especially with respect to the Hindu undivided family, the HUF structure that we have in India, so.

The key essential elements that we one should look for while teaching family businesses is the internal conflicts that could potentially happen, the harmony within members which should be there while identifying, organizing and calibrating each business operations that is required to distinguish between family and business. Although business is an impersonal entity all right, but it is essentially done by people who are from the same bloodline, so.

The fine line of difference between personal and professional space has to be demarcated very clearly. So family run businesses in India, it has been often observed that it is the third generation of family run businesses which often do the make or break because the first generation is the are The Pioneers followed by the 2nd generation who are learning from The Pioneers. So in most of the Indian business in in the Indian context, family businesses the critical generation.

Makes or breaks the business is the third generation. So that is my understanding of family businesses in India. So essentially, while teaching family businesses, one should focus on internal conflicts, the fine line of difference between personal and professional spaces, business as an impersonal entity and the generational structure of family businesses. That is, one family business could have people from multiple generation doing work at the same time.

So the disparities, the mental disparities that could potentially exist between each of the generation, how to fine tune it? What are the potential interpersonal skills and communication skills that are required to solve these conflicts? All these are the important issues which one should which I should potentially teach, whether I teach an issue on family visions?

A very nuanced response, Professor Varghese. It’s clear that you understand the intricate dynamics at play in family businesses. Staying on this topic, how do you incorporate real-world examples or case studies into your teaching to illustrate these generational and interpersonal challenges effectively?

Now the Indian business scenario has a wide array of successful and quote UN quote unsuccessful family businesses, so.

Masking the name or redacting the name, How those family businesses had started, how they went and prospered and in some cases where did they go wrong? Real life scenario with real empirical data can be used to create cases. Now based on these cases, we can see that how potential flaws can be seen in the foresight, how they can be solved without actually breaking or hampering the existing corporate structure.

Now adapting the Indian ethos with the Modern Family, modern corporate dynamics, how both these can be aligned. So these are some of the potential topics where cases can be developed with respect to family, family businesses in India, especially in India.

Understood, Professor. Using real-life empirical cases provides both depth and context to the subject. Let’s now discuss your strategic management expertise. How do you balance teaching theoretical models with equipping students for decision-making in dynamic, real-world scenarios?

Yes. So essentially we live in a BUCA world that is volatile, uncertain, complex and ambiguous. So anything can happen at any moment. So when we teach any theory or any concept, the contingent factors that are essentially there, these are some of the factors which we should always tell our students while we teach them so.

Fundamentally, like for example, the role of AI in shaping the practices in HRM or any other emerging issue that is there so contingent topics, the student should first be aware of the contingencies that are existing and.

Of all, what are the things that could potentially be the factor which can potentially influence. So the business is a function of person and environment. So portal could be used in this function as a person or as an environment should be mapped properly. So that is what I would like to answer in this question.

The and the.

Thank you, Professor Varghese. Addressing the dynamic "VUCA" world while integrating theory and real-world contingencies is indeed critical. To follow up—when teaching strategic management, which specific frameworks or models do you emphasize most strongly, and why?

So by teaching strategic management, one of the most important model that I always emphasize upon is the resource based view given by Eric Burn. So resource based view, especially in the context of HRM now via resource based view is an important concept because it fundamentally says that people are assets and they are sources of sustainable competitive advantage. All right, so.

The resource based view is essentially based on the VRIO framework, that is the assets that you have in your firm made with people or machine or any other thing. It should have these VRI O qualities that is they should be valuable, they should be rare in imitatable and they should be organized. So if our assets have the VRIO qualities then we get sustainable.

Different advantage in that regard. So therefore this is one of the most promising theory that I feel while it is sustained A strategic HRM or strategic management.

The resource-based view, particularly with its VRIO framework, is indeed a foundational and impactful model for strategic management. How do you ensure students not only understand its theoretical aspects but also know how to apply the framework in evaluating real-world business scenarios?

Yes. So essentially when we are talking about resource based view and we are IPO framework. Now if we have people who are valuable to the larger businesses, OK, they're rare. That is headhunters are always looking for them. They can be poached, they cannot be simply imitated by machines or by automation. And we keep these things in an organized and structured manner. So these people.

The sources of sustainable competitive advantage, they can't be taken by people easily, but they have to be retained, nurtured and protected by the parent firm where they are working so such that they're not posed or head haunted. So these are some of the views that I would share for this answer.

That’s a well-considered approach, Professor Varghese. Let us now explore your expertise in organizational behavior and soft skills training. How would you structure a workshop aimed at improving career management and interpersonal effectiveness for graduate students?

Now a typical workshop that I would potentially do would be for.

8 hours the timing such that the learning curve of the student does not go away. 8 hours, that is not 8 hours at a single stretch with multiple breaks such that there is no cognitive overload for the student. Now, these compartmentalized portions of the workshop should address one particular topic, starting from carrying yourself your attire, followed by the way you conduct and you behave with others. The skills that are required for interpersonal communication.

So these are the broad themes that I would touch upon. Now these would be dealt by either by a professional expert or a person who has key expertise in these domains. Now, this should have hands-on training such that the student is able to actually equip himself or herself for real-world challenges. Followed by a final evaluation of the workshop where the student where the where the proper assessment of the student.

Needs to be conducted such that the outcome of the training is clearly visible.

In incorrect relevant metrics.

Understood, Professor. By combining structure, expert involvement, hands-on training, and outcome-based assessment, your workshop design is quite holistic. Moving forward, let me assess your ability to teach both theory and lab courses. Considering the dynamic nature of organizational behavior or HR management, how do you bridge the gap between theoretical foundations and their laboratory or experiential aspects?

Now, potentially the way I which I the the particular way by which I do this is I teach the concept first. I assess the clarity of the student that the student has correct understanding of the concept. Now, especially for HRM, the for lab, the.

Now in the lab activities, generally they are given case studies or they do role play of a situation. For example, a student is getting hired. So how would the potential HR interaction with the HR manager could happen Or for example, a person is acting as an HR or personnel and the person has to fire a person. So what is the way, what is the conduct through which the person has to deliver this message? Who is a fellow colleague? OK, now in other instances. A role play.

Curriculum is designed in such a way that the fundamental understanding is followed by the theoretical application of the concept, first in the form of a case study or in the form of a role play.

Based examination of an instance of sexual harassment has happened in one of the one of the firm members. So what are the legal actions that can be initiated? So what are what is the procedure? What is the order in which those things have to be conducted? So it should be a fine fine blend of the theoretical understanding such as a hot stuff pot. Then the practical implication that is the procedure, practices and principles that have to be followed is taught in the lab.

Thank you for sharing that, Professor Varghese. Your method of integrating theoretical clarity with thoughtfully curated experiential lab exercises is indeed comprehensive. Let us now move to your experience with student evaluation and examination duties: How do you design assessments that evaluate both critical thinking and practical application in your courses?

Now as per the current norms and the institutional criterias, the there is a defined syllabus and each and each subject has a defined course outcomes. So by designing the evaluation pattern for in the form of a case or quiz or assignment, the course objective and the program objective should be matched in each of the questions. So it follows the Bloom taxonomy first.

Assess simpler concepts such as whether the person, whether the child is able to understand the key concept with the help of words such as define, understand, evaluate, then followed by analyzing, critically evaluating, then followed by the application such as case studies, and so on and so forth. So clear progress and structures are made with transparent evaluation patterns.

I see, Professor Varghese. It’s evident that your framework aligns both evaluation and curriculum objectives methodically. Transitioning to student mentorship, how do you guide student projects and research, particularly when they face obstacles in their methodology or data analysis?

Now, when guiding students in this regard.

Direct contact with the student is required. That is, it takes a lot of time and efforts to really understand the problem of the student. If the student is facing certain problem with data analysis, then the objective way to understand is whether the student is able to assess and solve the problem by himself or herself. If the problem If the student is not able to do that, then I potentially guide the student in such a way that with the help of my.

And mentoring the student is able to do such a project in by himself or herself. So the primary objective with which I always teach my students is to be self learners, that is they.

Given a basic level of hand holding, the student is able to solve the problem by himself or by herself. Then I always encourage students to use the AI enabled tools ethically such that the student is able to use the modern advances in technology for data analysis and understanding.

Thank you, Professor Varghese. Assisting students with a balance of mentoring and fostering independence reflects a strong educational philosophy. Let us focus now on your communication and teaching approach. How do you ensure clarity and engagement when explaining complex concepts to students, especially at the graduate level?

Now whenever I do that, I make sure that I choose the principle of dialectics, OK. That is, it should not be a one way communication, it should be a bilateral communication. Whenever I teach something, I want the student to respond to actively engage in the class such that the recall, understand and critically think by themselves at what they are studying. Now this is just like the thesis antithesis and the synthesis, the Hegelian dialect.

Things which is given, so it is always a dialogue, not a monologue.

The core idea is taught that the students are asked to give their opinions to did they understand or what could potentially be the problem in this regard? Then they give their inputs and based on that I encourage discussions and debates in the class.

So essentially in this regard first.

An approach rooted in dialectics is both intellectually stimulating and transformative, encouraging active learning and critical thinking. Let us now discuss your research. Could you highlight a significant contribution from your research publications and its impact in the field?

Yes, the my PhD thesis or my work was essentially based on the impact of resident leadership and effective trust, knowledge sharing and creative performance as the outcome of the study. So the study was fundamentally aligned with the idea that.

Leaders who are empathetic, emotionally intelligent, they create an environment which fosters the reciprocity.

Because of the reciprocity, people tend to share the knowledge. Here I have classified my knowledge into regard, that is tacit knowledge, which is the implicit knowledge and the explicit knowledge which potentially leads to creativity and performance among speak amongst IT sector employees in India. So I did a modest attempt to do an empirical evaluation of this.

This method of this particular research model in my PhD work.

Thank you, Professor Varghese. It's commendable that your research connected empathetic leadership with knowledge sharing and creative performance, particularly within the IT sector. Could you expound on how your findings might influence leadership practices or HR policies in organizations?

Yes. So the fundamental implications of my study was that.

Reciprocity, that is mutual trust and engagement in dialogue should be there and it should be guided by a holistic and a conducive environment where free flow of knowledge should happen such that creativity is fostered. So creating a conducive environment where safe social structures are there, which is done by creating.

Uh, empathetic leadership, a shared vision among leaders. So these are some of the implications from my study.

Understood, Professor Varghese. Your insights on fostering reciprocity and empathetic leadership are certainly impactful for shaping effective organizational cultures. Lastly, your academic background strongly supports this role. Could you elaborate on how your training at IIT Kharagpur and your UGC Junior Research Fellowship have prepared you for this position?

Now with all modesty, I would like to state that I secured an All India rank five in the exam where 7912 candidates had appeared. So I got a percentile of 99.93 percentile that was placed on that point in that exam which opened my gate for the prestigious Indian Institute of Technology, Khadakwa. Now the the rigorous coursework followed by fundamental training in research and development.

And data analysis has helped me to create as handholded need to become an independent researcher with.

Able, skilled and technology and technology driven research where I can.

Collecting literature, do the analysis and.

Become competent with the key understanding of the developing domains in HR and OB.

Thank you, Professor Varghese. Your exceptional academic achievements and training clearly position you well as a scholar and educator. With this, I’ve addressed all necessary topics. Would you like to discuss or add anything further before we conclude?

Thank you for the feedback and the critical points that you have pointed out. I am much obliged. Thank you.

Professor Varghese, I see two of your research publications here: [1](https://doi.org/10.1057/s41599-025-05484-6) and [2](https://doi.org/10.1007/s11192-024-05084-2). Could you briefly summarize the key research idea from either of these works? Then, explain how you would incorporate its findings to enhance your teaching methodology.

Sorry I didn't follow the question. Can you please repeat?

Of course, Professor Varghese. I reviewed two of your research publications: [1](https://doi.org/10.1057/s41599-025-05484-6) and [2](https://doi.org/10.1007/s11192-024-05084-2). Could you start by summarizing the key idea or findings from one of these works? Then explain how you would use those findings to enrich your classroom teaching.

So the research idea would potentially be about the impact of leadership and its outcome on creative performance, one through the effective trust pathway and the other through the knowledge sharing pathway.

Now the key implications are are well grounded because in both the cases creating a conducive environment for trust and knowledge sharing is essential for to develop creative performance because safe social structures guard free flow of knowledge and without free flow of knowledge and reciprocity the fostering creativity cannot happen. So that is the key understanding that is derived from the research and this is.

Much essential in the theoretical aspect, also in teaching, because essentially when we talk about.

And developing creativity which potentially leads to performance. The the existence of conducive environment where this can happen is often overlooked. So my research findings are a modest item to answer this question.

So case studies and role plays is something that I would always look forward with and here I would like to develop the understanding of the student based on real life empirical data where the student can actually work with hands on data and understand these cases.

Thank you, Professor. That provides a solid theoretical grounding. How do you plan to practically illustrate or engage students with these findings in the classroom? For example, would you consider case studies, role-plays, or experiential activities?

Understood, Professor. Incorporating real-life empirical data is an excellent approach. Could you specify an example or type of dataset or scenario you envision using, perhaps one aligned with fostering trust or knowledge sharing in organizations?

Sorry.

So fostering trust and knowledge sharing, we could potentially use a data from a small sample, say a sample of 40 or 50 people with responses in liquid scale. Now based on the data, we can run partially square structural equation models and we can empirically validate our results.

No problem, Professor. Could you give an example of a dataset or scenario you might use in class to practically demonstrate fostering trust or knowledge sharing in organizations?

Thank you, Professor. Using such empirical validation through partial least squares structural equation modeling seems both rigorous and practical. How would you ensure that students, particularly those new to these methods, grasp the conceptual and analytical aspects of this exercise effectively?

No. This can be essentially done with the help of certain hand holding and this can potentially be done if we have the correct leading material such that such as hair italics work which who is the pioneer of the PLSM method so.

First of all, the reading should be done by the student followed by hand holding by me such that they can independently grasp and understand the concepts.