Value Proposition

The primary objective of our programmes is to help organisations in preparing and developing identified employees with potential for higher positions in future. This will ensure availability of required number of executives / managers who can take over from current incumbents as and when contingencies arise in future.

Our programmes will help organisations enhance the performance of their executives and managers at all levels.

According to David Kolb, effective learning is seen when a person progresses through a cycle of four stages: (1) having a concrete experience (2) observation of and reflection on that experience (3) the formation of abstract concepts (analysis) and generalizations (conclusions) (4) test hypothesis in future situations, resulting in new experiences. Experiential Learning is an integral core of all the programmes conducted by GRGCAS. Participants learn by doing, by active experimentation, and sharing real-life experiences.

The programmes conducted by GRGCAS will be in multiple formats - short term, medium term, long term; weekend, weekday; evening only and through the day; full time and part-time

This concept provides flexibility in learning for the learner.The idea behind the flexibility of formats is that the learner should learn at his/her own pace, time, place, and convenience.

It also helps organisations to plan nominations of their executives such that there is least disturbance at work

All the programmes offered by GRGCAS are anchored by facilitators who are qualified, experienced and competent in their area of expertise. We draw exceptionally experienced resources from Coimbatore, Chennai, Bengaluru and other centres to ensure learning of best practices and most updated knowledge.

The facilitators bring to the table vast years of industry and academic experience. They add value by relating the conceptual framework to practical application. They supplement what is in the book with what is in practice.

Peer learning refers to students learning with and from each other without any implied authority to any individual, based on the tenet that “students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers”. In peer learning, students will construct their own meaning and understanding of what they need to learn. Students will be involved in searching for, collecting, analysing, evaluating, integrating and applying information to complete an assignment or solve a problem. Thus, students will engage themselves intellectually, emotionally and socially in “constructive conversation” and learn by talking and questioning each other’s views and reaching consensus or dissent (Boud, 2001).