COURSEPACK

FRAMEWOR
K

The Course Pack is a comprehensive and complete pedagogical guideline document that describes
the components of instruction delivery by a faculty member. It consists of the scheme of the course,
Course Overview, Course Objectives, Prerequisite course, Program-specific Outcomes (PSOs), Course
outcomes (COs), Bloom’s taxonomy (Knowledge Levels), Types of Courses, Course articulation
matrix, Course assessment patterns, Course content, Lesson Plan, Bibliography, Problem-based
learning/case-studies/clinical, and Student-Centred learning (self-learning towards life-long-learning).
It not only provides a uniform design of Course delivery across the University but also ensures
freedom and flexibility to introduce innovations in learning and teaching and create vivid kinds of
assessment tools (alternate assessment tools) by a faculty member.
The course pack is developed by the faculty member teaching a course. If more
than one faculty teaches the same course, all the faculty members teaching the
course shall be formed as a cluster, and a senior faculty member (Course-lead) lead
the Course delivery design in a team effort. The Course Pack provides ample scope
and opportunity to bring innovations in teaching pedagogies in a
school/department.
Hence, the Course pack is a comprehensive learning-teaching strategy framework
to be followed by all the faculty members in schools/departments in the university.
It is not only a tool for measuring the learning of a class but also analyses the
achievement levels (learning outcomes of the course) of all the students in a class
in a continuous manner.
 1. THE SCHEME
The scheme is an overview of work-integrated learning opportunities and gets
students out into the real world. This will give what a course entails.
Course Title Organizational Behaviour Course Type Theory

Course Code D1UA328T Class BBA LLB 3rd Semester

Activity Credits Credit Activity
Hours Lecture
Lecture 3 45
Instruction delivery
Instructio 0 0 Tutorial 0 0
Tutorial
n
0 0 Theory Practic 0 0 SEE
delivery Practical al 0 0
0 0 Self-
Self-study study
Total 3 45 45 Total 3 3 50%
Course Lead Dr. K. H. Pavitra Course Ms Aarushi Singh
Coordinator
Names Theory Practical
Course
Instructors

2. COURSE OVERVIEW
Organizational behaviour, or “people skills,” is the field of study that investigates the impact that
individuals, groups, and structure have on behaviour within organizations. Human behavior in the
organizational and work context is a complex phenomenon. Individual behavior at work is a result of
interaction between various individual, group and organizational level factors. Understanding how
individuals and groups behave at workplace will not only help improve their effectiveness but also nurture
the quality of work life of the individuals. The knowledge gained in this course will be applicable by
students in business organizations that they would work for, in the future. This course will help students to
be cognizant of these work place dynamics so that they make conscious decisions in their future career.

3. COURSE OBJECTIVE
(Provides insight into why students learn what they learn before beginning a course.)

 To acquaint students with the basic concepts in organizational behavior such as perception,
personality, learning, attitude, emotions, and stress, and their application in organizations.

 To acquaint students with basic concepts in organizational behavior such as groups, teams,
motivational theories, leadership styles, change, and conflict-management, and their application in
organizations.

4.PREREQUISITE COURSE
COURSEPACK
FRAMEWOR
K

5. PROGRAM OUTCOMES (POs):

In general, the Program Outcomes are defined by the respective apex body or council. In the event
the POs are not prescribed by a Council, then the concerned school offering the program to design
and develop the POs based on the PEOs. This has to be approved by the concerned BOS and
submitted to the Academic Council for approval.
After the completion of the course, the student will be able to:

PO No. Description of the Program Outcome

PO1 Apply knowledge of management theories and practices to solve business problems.
PO2 Foster analytical and critical thinking abilities for data-based decision making.
PO3 Ability to develop Value based Leadership.
PO4 Ability to understand, analyze and communicate global, economic, legal, and ethical aspects of
business.
PO5 Ability to lead themselves and others in the achievement of organizational goals, contributing
effectively to a team environment.
PO6 Ability to conduct investigation of complex problems using modern tools and techniques.

PO7 Apply the various forms of business communication, supported by effective use of appropriate
technology, logical reasoning, articulation of ideas.
PO8 Apply innovative ideas and knowledge of business project management principles as an
entrepreneur/team member/ team leader to develop and manage projects in multidisciplinary
environments.

6. PROGRAM SPECIFIC OUTCOMES (PSOs):

Program Specific Outcomes (PSO) are statements that describe what the graduates of a discipline-
specific program should be able to do. Two to Three PSOs per program should be designed.
7. COURSE CONTENT (THEORY)

Course Content
Unit I: Introduction 3 lecture hours

Concept and meaning of Organization behaviour

Contributing disciplines to the field of OB
Need to understand Human Behavior
Challenges and Opportunities for OB

Unit 2: Individual Behaviour 12 lecture hours

Attitudes- Meaning, Main Components, Organization related Attitude,

Job Satisfaction
Personality – Meaning, Trait theories- Myers-briggs type indicator, The Big five Personality Model,
Other personality traits.
Perception – Factors, person perception, Common shortcuts in judging others, Process and Errors.
Link between Perception and Decision Making
Motivation—Meaning, Theories of Motivation (Early and contemporary) Motivation by job design,
financial and non-financial motivation

Unit 3: Interpersonal Behaviour 2 lecture hours

Johari Window
Transactional Analysis – ego states, Types of Transactions, life Positions

Unit 4: Dynamics of Groups behaviour and team development 8 lecture hours

Concept and types of Groups, Formal and Informal Groups,

Stages of Group Development
Theories of Group Formation,
Group Think and group Shift,
Group Decision Making.
Concept of Team Vs. Group,
Types of teams,
Building and Managing effective teams

Unit 5: Leadership 6 lecture hours

What is leadership? Leadership vs. Managers, trait approach to leadership, what characteristics do great
leaders possess, behavioural and contingency perspective of leadership, Path-goal theory, Hersey &
Blanchard Situational leadership Theory, Change-Oriented Leadership -
Inspirational Approaches to Leadership, Charismatic, Transformation and Transactional, Modern
Perspective on Leadership, Meaning and Sources of conflict; Types of Conflict, Process of Conflict and
Conflict Management; Strategies for Resolving Conflict

Unit 6: Power and Politics 5 lecture hours

COURSEPACK
FRAMEWOR
K
Meaning and bases of power,
Power Tactics, Sexual harassment,
Political Behaviour, Causes and consequences of political behaviour

Unit 7: Organizational Culture and Conflict Management 4 lecture hours

Concept and functions of organizational culture,
Socialization, Creating and Sustaining culture
Conflict – Conflict process,
Sources, Resolution of conflict
Negotiation

Text Book

Robbins P. Stephen, Judge A. Timothy and Vohra, Niharika (2017). Organizational Behaviour, 17th
edition, Pearson Education.

Reference Books

1. Luthans, F. (2015). Organizational Behaviour, 13th edition, Tata McGraw Hill, India.
2. Pareek, U. (2011), Understanding organizational behaviour, 3rd edition, Oxford University Press
3. Nelson L. Debra, Quick, J. C. and Khandelwal, P. 7th edition, (2013). Organizational Behaviour -.
Cengage Learning.
4. Steven McShane; Mary Von Glinow (2015). Organizational Behaviour, 6th Edition, Tata Mc
Graw Hill, India.
8. COURSE OUTCOMES (COs)
After the completion of the course, the student will be able to:

CO Description of the Course

No. Outcome
103.1 Identify the various personality traits and attributes, and explain how they impact individual
behavior in an organizational context and use the same to solve the simple organizational
issues.
103.2 Apply concepts related to individual perception and learning in an organizational context to
identify solutions to organizational issues.
103.3 Make use of the knowledge of attitude, emotions, emotional intelligence, and stress to
analyze and generate solutions to organizational issues.
103.4 Assess groups and team-dynamics for effective organizational performance and apply
motivational theories to analyze situations, determine options and appraise strategies for high
employee performance.
103.5 Design styles of leadership appropriate to different contexts, and formulate suitable conflict
resolution strategies, for effective organizational performance.

9. TAXONOMY LEVEL OF THE COURSE OUTCOMES

Bloom’s taxonomy is a set of hierarchical models used for the classification of educational learning
objectives into levels of complexity and specificity. The learning domains are cognitive, affective,
and psychomotor.
Mapping of COs with Bloom’s Level

Remembe Understan Apply Analyse Evaluate Create

CO
r d KL 3 KL 4 KL 5 KL 6
No.
KL1 KL 2
103.1 √

103.2 √

103.3 √

103.4 √

103.5 √

10. COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and Program
Outcomes and their expected strength of mapping in three levels (low, medium and high).
COURSEPACK
FRAMEWOR
K

11. TYPICAL EXAMPLE OF COURSES, CREDIT HOURS AND

TEACHING HOURS
Credits Hours Hours of 15
engagement/ weeks/
Week semest
Type of Remarks
er
Course
T T P Sel T T T S
Pr To
h u r f- o h u el Total
ac tal
e t a stu t e t f- no. of
tic
o o c dy a o o st classes
al
r r ti l r r u
y i c y i d
a a a y
l l l
Theory Course 3 0 0 0 3 3 0 0 0 3 45 45 classes for
theory
Seminar/Project/
0 0 0 0 1 0 0 0 0 0 0 -
Internship
Course
*1 credit = 3 self-learning hours (Not to mention in the lesson plan)

LESSON PLAN
Active
S.N Competen
Topic Learning References in APA format Skills
o. cies
Method

Group
Foundations Robbins P. Stephen, Judge A.
discussion:
and Timothy and Vohra, Niharika
Students
Importance of (2022). Organizational Behaviour, Understandi
discuss about Effective
1 Organization 18th edition, Pearson Education, ng of OB
the importance Luthans, F. (2012). Organizational employee
Behaviour, evolution
of Behaviour, 12th edition, Tata
Predecessors
organizational McGraw Hill, India.
of OB.
behaviour

Think-pair-
share: Pairs of
Future students discuss
Perspectives amongst each Robbins P. Stephen, Judge A.
Communicat
of OB; other and speak Timothy and Vohra, Niharika Effective
2 (2022). Organizational Behaviour,
ion, team-
Emerging up with their employee
18th edition, Pearson Education work
Challenges in thoughts about
OB the emerging
challenges in
OB
Personality: Think-pair- Robbins P. Stephen, Judge A. Communicat Effective
3 Definition and share: Pairs of Timothy and Vohra, Niharika ion, team- employee,
Nature; students discuss (2022). Organizational Behaviour, work leader
 amongst each
other
Determinants
personality
of Personality
traits of popular 18th edition, Pearson Education
– Nature vs.
people and
Nurture
speak up about
the traits
Case-study Effective
analysis - Robbins P. Stephen, Judge A. employee,
Students Timothy and Vohra, Niharika leader
(2022). Organizational Behaviour,
Big Five analyze a case, Analytical
4 18th edition, Pearson Education,
Model discuss in Luthans, F. (2012). Organizational Thinking
groups and Behaviour, 12th edition, Tata
present answers McGraw Hill, India.
to a case
Group Effective
discussion: employee,
Students are leader
Core self- required to Robbins P. Stephen, Judge A.
evaluations discuss the Timothy and Vohra, Niharika Discussion
5 (2022). Organizational Behaviour,
and attributes different skills
of Personality personality 18th edition, Pearson Education
attributes along
with their
features.
Role-play:
Students are
Self-Esteem, required to
Robbins P. Stephen, Judge A.
Self- perform a role- Effective
Timothy and Vohra, Niharika Application
6 Monitoring, play (2022). Organizational Behaviour,
employee,
skills
Locus of highlighting 18th edition, Pearson Education leader
Control these different
personality
traits.
Role-play:
Students are
required to
Robbins P. Stephen, Judge A.
perform a role- Effective
Type A and Timothy and Vohra, Niharika Analytical
7 play (2022). Organizational Behaviour,
employee,
Type B skills
highlighting 18th edition, Pearson Education leader
these different
personality
traits.
8 Machiavellian Role-play: Robbins P. Stephen, Judge A. Critical Effective
ism, Students are Timothy and Vohra, Niharika thinking employee,
Narcissistic required to (2022). Organizational Behaviour, leader
perform a role- 18th edition, Pearson Education
play
highlighting
these different
personality
COURSEPACK
FRAMEWOR
K traits.
Quiz: Students
Concept of are required to
Robbins P. Stephen, Judge A. Effective
Perception; answer a small Understandi
Timothy and Vohra, Niharika team-
9 Factors quiz to (2022). Organizational Behaviour,
ng of
member,
influencing highlight 18th edition, Pearson Education concepts
leader
Perceptions differences in
perception
Individual
presentation:
Students are
required to give Robbins P. Stephen, Judge A. Effective
Understandi
Perceptual a presentation Timothy and Vohra, Niharika team-
10 (2022). Organizational Behaviour,
ng of
process on the member,
18th edition, Pearson Education concepts
perceputal leader
process, along
with an
example.
Case-study
Perceptual analysis - Robbins P. Stephen, Judge A.
Process; Students Timothy and Vohra, Niharika Effective
(2022). Organizational Behaviour,
Categories of analyze a case, Analytical team-
11 18th edition, Pearson Education,
biases in discuss in Luthans, F. (2012). Organizational thinking member,
social groups and Behaviour, 12th edition, Tata leader
perception present answers McGraw Hill, India.
to a case
Workshop:
Hands-on
Attribution activity where
Robbins P. Stephen, Judge A. Effective
theory- students create
Timothy and Vohra, Niharika Critical team-
12 distinctiveness examples for (2022). Organizational Behaviour, thinking member,
, consistency internal 18th edition, Pearson Education leader
& consensus attribution and
external
attribution
Think-Pair-
Share: Students
think about
instances of
learning in their Robbins P. Stephen, Judge A.
Learning –
company/univer Timothy and Vohra, Niharika Analytical Effective
13 Nature & (2022). Organizational Behaviour,
sity, how this Thinking leader
Process; 18th edition, Pearson Education
learning led to
change in
behaviour and
present their
answers
Role-play: Robbins P. Stephen, Judge A.
Classical
Students are Timothy and Vohra, Niharika Analytical Effective
14 Conditioning (2022). Organizational Behaviour,
required to Thinking leader
Theory, 18th edition, Pearson Education,
perform a role-
 play as an
application of Luthans, F. (2012). Organizational
classical Behaviour, 12th edition, Tata
conditioning McGraw Hill, India.
theory.
Individual
presentation:
Students are Robbins P. Stephen, Judge A.
required to give Timothy and Vohra, Niharika
Reinforcemen
a presentation (2022). Organizational Behaviour,
t or Operant Analytical Effective
15 on the 18th edition, Pearson Education,
Conditioning Luthans, F. (2012). Organizational Thinking leader
applications of
Theory Behaviour, 12th edition, Tata
operant
conditioning McGraw Hill, India.
theory in a
company
Group
discussion:
Robbins P. Stephen, Judge A.
Social Students are
Timothy and Vohra, Niharika Assessment Effective
16 learning required to (2022). Organizational Behaviour, skills leader
theory compare the 18th edition, Pearson Education
three leanring
theories.
Group
application of
presentation:
learning Robbins P. Stephen, Judge A.
Students are
principles in Timothy and Vohra, Niharika
divided into
organizational (2022). Organizational Behaviour,
pairs and they Application Effective
17 context for 18th edition, Pearson Education,
will present the Luthans, F. (2012). Organizational skills leader
shaping
application of Behaviour, 12th edition, Tata
behaviour and
learning McGraw Hill, India.
individual
principles in
motivation
organizations.
Think-Pair-
Share: Students Robbins P. Stephen, Judge A.
Attitudes – think about the Timothy and Vohra, Niharika
what are they? components of (2022). Organizational Behaviour, Effective
Analytical
18 Formation of attitude, discuss 18th edition, Pearson Education, employee,
Luthans, F. (2012). Organizational Skills
attitude - ABC with a partner, leader
model and share an Behaviour, 12th edition, Tata
example with McGraw Hill, India.
the class.
Group
Major work- Luthans, F. (2012). Organizational
discussion:
related Behaviour, 12th edition, Tata
Students think
attitudes like McGraw Hill, India, Robbins P. Effective
about different Analytical
19 organizational Stephen, Judge A. Timothy and employee,
attitudes and Vohra, Niharika (2022). Thinking
commitment, leader
how they affect Organizational Behaviour, 18th
job
employee edition, Pearson Education
satisfaction
performance.
20 job Workshop: Luthans, F. (2012). Organizational Practical Effective
COURSEPACK
FRAMEWOR
K Hands-on
activity where
involvement
students give Behaviour, 12th edition, Tata
and
examples of McGraw Hill, India, Robbins P.
organizational
organizational Stephen, Judge A. Timothy and employee,
citizenship Vohra, Niharika (2022).
Skills
citizenship leader
behavior and Organizational Behaviour, 18th
behaviour in
work edition, Pearson Education
their
behaviors
company/institu
tion.
Consequences
Role-play:
of job
Students to
dissatisfaction
perform a role- Robbins P. Stephen, Judge A.
through Exit- Effective
play illustrating Timothy and Vohra, Niharika Analytical
21 Voice- (2022). Organizational Behaviour,
employee,
the different skills
Loyalty- 18th edition, Pearson Education leader
consequences
Neglect
of job
(EVLN)
dissatisfaction
Model
Group
discussion:
Students to
Types of
discuss and Robbins P. Stephen, Judge A.
organizational Effective
differentiate Timothy and Vohra, Niharika Analytical
22 commitment, (2022). Organizational Behaviour,
employee,
between skills
Types of 18th edition, Pearson Education leader
different types
Emotions
of
organizational
commitment
Role of
emotions and Quiz: Students
Effective
Mood, to answer a quiz Robbins P. Stephen, Judge A.
employee,
Emotional to test their Timothy and Vohra, Niharika
23 (2022). Organizational Behaviour,
EI skills team-
Intelligence understanding
18th edition, Pearson Education member
and managing of emotional
leader
emotions in intelligence.
organization,
Think-Pair-
Share: Students
think about the
Emotional Effective
instances of Robbins P. Stephen, Judge A.
labor and its employee,
emotional labor, Timothy and Vohra, Niharika conceptual
24 relevance for (2022). Organizational Behaviour,
team-
discuss with a knowledge
certain 18th edition, Pearson Education member
partner, and
professions, leader
share an
example with
the class.
what is Case-study Luthans, F. (2012). Organizational
Behaviour, 12th edition, Tata Effective
Stress? Types analysis - Stress
25 McGraw Hill, India, Robbins P. leader,
of stress, Students Stephen, Judge A. Timothy and management
employee
causes of analyze a case, Vohra, Niharika (2022).
 discuss in
stress,
groups and Organizational Behaviour, 18th
managing and edition, Pearson Education
present answers
coping stress
to a case
Role-play-
Groups - Students to
Robbins P. Stephen, Judge A.
Meaning and perform a role- Effective
Timothy and Vohra, Niharika Group
26 types; Stages play to enact (2022). Organizational Behaviour,
leader,
management
of Group the various 18th edition, Pearson Education employee
Formation stages of group
formation
Think-Pair-
Share: Students
Structural
think about
dynamics of Robbins P. Stephen, Judge A.
structural Effective
work groups – Timothy and Vohra, Niharika Group
27 dynamics, (2022). Organizational Behaviour,
leader,
roles, status, management
discuss with a 18th edition, Pearson Education employee
norms and
partner, and
cohesiveness
share with the
class.
Structural Quiz - Students
Robbins P. Stephen, Judge A.
dynamics of to answer a quiz Effective
Timothy and Vohra, Niharika Group
28 work groups – on norms to test (2022). Organizational Behaviour,
leader,
management
norms and their 18th edition, Pearson Education employee
cohesiveness understanding
Robbins P. Stephen, Judge A.
Workshop:
Timothy and Vohra, Niharika
Students to (2022). Organizational Behaviour,
create a Johari 18th edition, Pearson Education,
window for a Nair, S. K., & Naik, N. S. (2010).
Interpersonal
character/emplo The Johari Window Profile of
relationships Effective
yee of their Executives of a Public Sector
and team Self- team-
29 choice along Undertaking. Management and
success - Labour Studies, 35(2), 137-148. awareness member
with an
JOHARI https://doi.org/10.1177/0258042X10 and leader
explanation of
Window 03500201, Acton, C. (2021). Don't
the context of
that be afraid to stand up for what's right.
Harvard Business Review,
character/emplo
https://hbr.org/2021/09/dont-be-
yee. afraid-to-stand-up-for-whats-right
Individual Luthans, F. (2012). Organizational
presentation: Behaviour, 12th edition, Tata
Motivation Students to McGraw Hill, India, Robbins P. How to
Effective
30 and work present their Stephen, Judge A. Timothy and motivate
Vohra, Niharika (2022). leader
behaviour experiences/vie employees
ws on Organizational Behaviour, 18th
motivation. edition, Pearson Education

Theories of Group Luthans, F. (2012). Organizational

Behaviour, 12th edition, Tata
motivation - Discussion: How to
McGraw Hill, India, Robbins P. Effective
31 Maslow’s Students Stephen, Judge A. Timothy and
motivate
leader
Need discuss the Vohra, Niharika (2022). employees
Hierarchy different levels Organizational Behaviour, 18th
COURSEPACK
FRAMEWOR
K of Maslow's
theory edition, Pearson Education
hierarchy
Case Study
Analysis: Luthans, F. (2012). Organizational
Students to Behaviour, 12th edition, Tata
Herzberg’s McGraw Hill, India, Robbins P. How to
discuss the Effective
32 Two Factor Stephen, Judge A. Timothy and motivate
application of Vohra, Niharika (2022). leader
Theory employees
Herzberg's two- Organizational Behaviour, 18th
factor theory in edition, Pearson Education
organizations.
Think-Pair-
Share: Students
think about an Luthans, F. (2012). Organizational
example of Behaviour, 12th edition, Tata
Vroom’s McGraw Hill, India, Robbins P. How to
Vroom's Effective
33 expectancy Stephen, Judge A. Timothy and motivate
expectancy Vohra, Niharika (2022). leader
theory employees
theory, discuss Organizational Behaviour, 18th
with a partner, edition, Pearson Education
and share with
the class.
Group Luthans, F. (2012). Organizational
discussion: Behaviour, 12th edition, Tata
Students McGraw Hill, India, Robbins P. How to
Effective
34 Equity theory discuss the Stephen, Judge A. Timothy and motivate
Vohra, Niharika (2022). leader
applications of employees
equity theory in Organizational Behaviour, 18th
companies. edition, Pearson Education
Case-study
analysis - Luthans, F. (2012). Organizational
Implications Behaviour, 12th edition, Tata
Students
of various McGraw Hill, India, Robbins P. How to
analyze a case, Effective
35 motivation Stephen, Judge A. Timothy and motivate
discuss in Vohra, Niharika (2022). leader
theories at the employees
groups and Organizational Behaviour, 18th
workplace.
present answers edition, Pearson Education
to a case
Debate:
students are Robbins P. Stephen, Judge A.
What is divided into Timothy and Vohra, Niharika Difference
(2022). Organizational Behaviour,
leadership? two groups and between Effective
36 18th edition, Pearson Education,
Leadership vs. they discuss the Luthans, F. (2012). Organizational leaders and leader
Managers importance of Behaviour, 12th edition, Tata managers
leaders vs. McGraw Hill, India.
managers.
Think-Pair-
trait approach Robbins P. Stephen, Judge A.
Share: Students
to leadership, Timothy and Vohra, Niharika
think about an Understandi
what (2022). Organizational Behaviour,
example of trait ng Effective
37 characteristics 18th edition, Pearson Education,
theory, discuss Luthans, F. (2012). Organizational leadership leader
do great
with a partner, Behaviour, 12th edition, Tata theories
leaders
and share with McGraw Hill, India.
possess,
the class.
 Quiz: Students Robbins P. Stephen, Judge A.
answer a quiz to Timothy and Vohra, Niharika Understandi
Behavioural test their (2022). Organizational Behaviour,
ng Effective
38 perspective of understanding 18th edition, Pearson Education,
Luthans, F. (2012). Organizational leadership leader
leadership of these
Behaviour, 12th edition, Tata theories
perspectives of
leadership. McGraw Hill, India.
Think-Pair-
Share: Students
think about an Robbins P. Stephen, Judge A.
example of Timothy and Vohra, Niharika Understandi
Contingency (2022). Organizational Behaviour,
contingency ng Effective
39 perspective of 18th edition, Pearson Education,
perspective, Pareek, U. (2011), Understanding leadership leader
leadership
discuss with a organizational behaviour, 3rd theories
partner, and edition, Oxford University Press
share with the
class.
Group
Path-goal
discussion:
theory,
Students Understandi
Hershey & Pareek, U. (2011), Understanding
discuss how the ng Effective
39 Blanchard organizational behaviour, 3rd
readiness of edition, Oxford University Press leadership leader
Situational
followers theories
leadership
determines
Theory
leadership style
Individual
presentation: Robbins P. Stephen, Judge A.
Change-
Students Timothy and Vohra, Niharika
Oriented Understandi
present (2022). Organizational Behaviour,
Leadership - ng Effective
40 different 18th edition, Pearson Education,
Inspirational Luthans, F. (2012). Organizational leadership leader
instances of
Approaches to Behaviour, 12th edition, Tata theories
change-oriented
Leadership McGraw Hill, India.
leadership in
organizations
Case-study
analysis - Robbins P. Stephen, Judge A.
Charismatic, Students Timothy and Vohra, Niharika Understandi
(2022). Organizational Behaviour,
Transformatio analyze a case, ng Effective
41 18th edition, Pearson Education,
n and discuss in Luthans, F. (2012). Organizational leadership leader
Transactional groups and Behaviour, 12th edition, Tata theories
present answers McGraw Hill, India.
to a case
Group Robbins P. Stephen, Judge A.
Modern
Discussion: Timothy and Vohra, Niharika
Perspective on Effective
Students (2022). Organizational Behaviour,
Leadership, Understandi leader,
42 discuss the 18th edition, Pearson Education,
Meaning and Luthans, F. (2012). Organizational ng conflict team-
different
Sources of Behaviour, 12th edition, Tata member
sources of
conflict McGraw Hill, India.
conflict
Types of Quiz: Students Robbins P. Stephen, Judge A. Understandi Effective
43
Conflict, answer a quiz to Timothy and Vohra, Niharika ng conflict leader,
 COURSEPACK
FRAMEWOR
K test their
understanding (2022). Organizational Behaviour, team-
of the types of 18th edition, Pearson Education member
conflict.
Role Play:
Students
perform a role-
Process of Robbins P. Stephen, Judge A. Effective
play scenarios
Conflict and Timothy and Vohra, Niharika Understandi leader,
44 to show (2022). Organizational Behaviour,
Conflict ng conflict team-
different 18th edition, Pearson Education
Management; member
conflict-
handling
intentions
Group
Discussion:
Students Robbins P. Stephen, Judge A. Effective
Strategies for
discuss the Timothy and Vohra, Niharika Understandi leader,
45 Resolving (2022). Organizational Behaviour,
different ng conflict team-
Conflict 18th edition, Pearson Education
strategies for member
resolving
conflict

12. BIBLIOGRAPHY
Text Books

Robbins P. Stephen, Judge A. Timothy and Vohra, Niharika (2017). Organizational Behaviour, 17th
edition, Pearson Education.

Reference Books

1. Pareek, U. (2011), Understanding organizational behaviour, 3rd edition, Oxford University Press
2. Luthans, F. (2015). Organizational Behaviour, 13th edition, Tata McGraw Hill, India.
3. Nelson L. Debra, Quick, J. C. and Khandelwal, P. 7th edition, (2013). Organizational Behaviour -.
Cengage Learning.
4. Steven McShane; Mary Von Glinow (2015). Organizational Behaviour, 6th Edition, Tata Mc Graw
Hill, India.

⚫ Journals / Magazines/Govt. Reports/Gazette/Industry Trends

Journals:

 Journal of Organizational Behaviour, Wiley

 Annual Review of Organizational Psychology and Organizational Behaviour, Annual
Reviews
 Journal of applied psychology, American Psychological Association
 Organizational behavior and human decision process, Elsevier
 Magazines:
 Harvard Business Review (HBR): Features articles on leadership, organizational behavior, and
talent management.
 People Matters: An HR and talent management magazine that provides insights into people and
work.

Industry Trends Sources:

 Gallup Reports
 Society for human resource management (SHRM)

Webliography (Two electronic documents or websites that relate to the Course)

⚫ SWAYAM / NPTEL / MOOCs Certification:

⚫ Organizational behavior (https://onlinecourses.swayam2.ac.in/cec20_mg03/preview)

⚫ Organizational behavior (https://nptel.ac.in/courses/110105033)
⚫ https://economictimes.indiatimes.com/definition/organizational-behavior
⚫ https://oxfordre.com/psychology/display/10.1093/acrefore/9780190236557.001.0001/acrefore-
9780190236557-e-23;jsessionid=E79B9AF1CF6C858060CDD025B1F6DED6
⚫ https://www.businessworld.in/category/Organizational-Behavior-106/
⚫ https://www.coursera.org/articles/organizational-behavior

13. COURSE ASSESSMENT

Assessment forms an integral part of curriculum design. A learning-teaching system can only be
effective if the student’s learning is measured at various stages which means while the student
processes learning (Assessment for Learning) a given content and after completely learning a
defined content (Assessment of Learning). Assessment for learning is referred to as formative
assessment, that is, an assessment designed to inform instruction.

The ability to use and apply the knowledge in different ways may not be the focus of the
assessment. With regard to designing assessments, the faculty members must be willing to put in
the time required to create a valid, reliable assessment, that ideally would allow students to
demonstrate their understanding of the information while remaining. The following are the five main
areas that assessment reporting should cover.
1. Learning Outcomes: At the completion of a program, students are expected to know their
knowledge, skills, and attitude. Depending on whether it is a UG or PG program, the level of
sophistication may be different. There should be no strict rule on the number of outcomes to be
achieved, but the list should be reasonable, and well-organized.
2. Assessable Outcomes: After a given learning activity, the statements should specify what
students can do to demonstrate. Criteria for demonstration are usually addressed in rubrics and
there should be specific examples of work that doesn’t meet expectations, meets expectations,
and exceeds expectations. One of the main challenges is faculty communication whether all
faculty agreed on explicit criteria for assessing each outcome. This can be a difficult
accomplishment when multiple sections of a course are taught or different faculty members.
Hence there is a need for common understanding among the faculty on what is assessed and
how it is assessed.
3. Assessment Alignment: This design of an assessment is sometimes in the form of a curriculum
map, which can be created in something as easy as an Excel spreadsheet. Courses should be
examined to see which program outcomes they support, and if the outcome is assessed within
the course. After completion, program outcomes should be mapped to multiple courses within
 COURSEPACK
FRAMEWOR
K
the program.
4. Assessment Planning: Faculty members need to have a specific plan in place for assessing
each outcome. Outcomes don’t need to be assessed every year, but faculty should plan to review
the assessment data over a reasonable period of time and develop a course of action if the
outcome is not being met.
5. Student Experience: Students in a program should be fully aware of the expectations of the
program. The program outcomes are aligned on the syllabus so that students are aware of what
course outcomes they are required to meet, and how the program outcomes are supported.
Assessment documents should clearly communicate what is being done with the data results and
how it is contributing to the improvement of the program and curriculum.
Designing quality assessment tools or tasks involves multiple considerations if it is to be fit
for purpose. The set of assessments in a course should be planned to provide students with the
opportunity to learn as they engage with formative tasks as well as the opportunity to
demonstrate their learning through summative tasks. Encouraging the student through the use
of realistic, authentic experiences is an exciting challenge for the course faculty team, who are
responsible for the review and quality enhancements to assessment practices.

14. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

a) Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that
can be used by Course Faculty to improve their teaching and by students to improve their learning.
More specifically, formative assessments help students identify their strengths and weaknesses and
target areas that need work, and faculty members recognize where students are struggling and
address problems immediately. Examples of formative assessments include Mid Term Exam (MTE) as
well as asking students to:
1. Draw a concept map in class to represent their understanding of a topic
2. Submit one or two sentences identifying the main point of a lecture
3. Turn in a research proposal for early feedback

b) Summative assessment
The goal of summative assessment is to evaluate student learning at the end of a Course by
comparing it against some standard or benchmark. Examples of summative assessments include:
4. a final project
5. a paper
6. Semester-End Examination (For courses running in Semester mode)
7. End-Term Examination (For courses running in Annual Mode)
Information from summative assessments can be used formatively when students or
faculty use it to guide their efforts and activities in subsequent courses.
c)Weightage
The formative and summative assessments are given 50-50 weightage to ensure proper learning
levels among the students.

14.1 Assessment Pattern for Theory Course:

Type of CIE Total Marks Final Marks

Course CIE*0.5+SEE*0.5
IA1 MTE IA2 CIE SEE
(T)
THEORY 30 30 40 10 100 10
0 0

#
Typical Rubric for the Internal Assessments: NA
Type of Assessment Tools QUIZ AAT$/MOOC
Certifications
Internal Assessments
$
AAT is Literature survey, Seminar, Assignment, Term Paper, Slip Test (or) MOOC Certificate relevant to the
course

14.2Assessment Pattern for Integrated (Blended) Course: NA

Type of CIE Total Marks Final Marks

Course CIE*0.5+SEE*0.5
LAB Work@ + MTE LAB CIE SEE
(B) Record EXAM*
INTEGRATED 25 50 25 100 100 10
0
@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one
internal and one external)

14.3Assessment Pattern for Comprehensive Course: NA

CIE Total Marks
Type of Final Marks
Course LAB @
Course- CIE*0.5+SEE*0.5
MTE CIE SEE
(C) (Work+ based
Record) Project^
COMPREHENSIVE 25 50 25 10 100 10
0 0
@
Lab Work-15 marks + Lab Record-10 marks

^Typical Rubric for the Course-based project

Technical
Type of Assessment Preliminary Project TRL- Viva-
Seminar
Tools Plan 1 voce
Course-based Project 20 10 5 5
Work
COURSEPACK
FRAMEWOR
K
PPP (Preliminary Project Plan): The preliminary project plan (PPP) provides an initial, overview of the
project and all of its known parameters. It outlines the project’s objectives, relevance to the program, merit,
and conformity to current industry/ government policy, proposed methodology, and expected outcomes. It
should also include any known constraints related to the time frame (Gantt Chart), budget, etc.
TRL (Technology Readiness Level)-1: Basic Research: Initial scientific research has been
conducted. Principles are qualitatively postulated and observed. Focus is on new discovery rather than
applications.
14.4 Assessment Pattern for Two Credit MOOC Courses (Online/Self-Paced
Learning): NA

Type of CIE Total Marks Final

Course
IA1 IA2 CIE* SEE Marks
(M) CIE+SEE
2 CREDIT MOOC 25 25 50 50 100
COURSES
*
from MOOC portal

14.5Assessment Pattern for Lab Course: NA

CIE Total
Type of Marks Final Marks
Course CIE+SEE
LAB Work@
(L) + Record
LAB TEST CIE SEE LAB
EXAM*

LABORATORY 25 25 50 50 10
0
@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one
internal and one external)

14.6 Assessment Pattern for Seminar/Minor Project/Internship Course: NA

Type of CIE Total Marks Final Marks

Course
IA1 @
IA2 @
CIE SE CIE+SEE
(V) E
SEMINAR/PROJECT/INTERNSHIP 25 25 50 50 10
0
@
Rubric to be specified by the concerned Faculty

14.7Assessment Pattern for Final Year Student Capstone Project:

CIE Total Marks
Result Analysis

Final Marks
CIE+SEE
Identification

Applicability
Experiment

Methodolo
Literature

Type of
Findings
Conclusio
Problem

Review/

Course
CIE SEE
(R) %
n/
al/

gy

CAPSTONE PROJECT 10 10 10 10 10 50 50 10
0

%Typical Rubric for SEE

Formulati
on of TRL (Technology Readiness Level) Presentation Viva Voce
Problem
Stateme
COURSEPACK
FRAMEWOR
K
nt
20 (TRL-1 to TRL-
10 4) 10 10
0 marks 5 marks 10 marks 15 marks 20 marks
for for for TRL-2 for TRL-3 for TRL-4
no TRL TRL-1
 TRL 1 Initial scientific research has been conducted. Principles are qualitatively
Basic Research postulated and
observed. Focus is on new discovery rather than applications.
Initial practical applications are identified. Potential of material or process
TRL 2 Applied
to solve a problem, satisfy a need, or find application is confirmed.
Research
TRL 3 Critical
Applied research advances and early stage development begins. Studies
Function or Proof
of Concept and laboratory
Established measurements validate analytical predictions of separate elements of the
technology.
TRL 4 Lab Testing/
Validation of Alpha Design, development and lab testing of components/processes. Results
Prototype provide evidence
Component/ that performance targets may be attainable based on projected or modelled
Process systems.
Note: Council Driven Programs can follow their own assessment pattern.

15. PASSING STANDARDS

High standards are maintained in all aspects of the examination. The relative grading method is
followed. The minimum standard of passing in respect of CIE and SEE for each course as shown in
the table shall be effective from the academic session 2022-23 onwards.
Note: The programs running with the approval of respective councils shall follow the passing
standards as defined
by the respective councils.
Passing Criteria for Different Course Types Effective from AY 2022-23 Onwards

S.No Course Type Passing

. Criterion
1. Theory Course (T) A student shall secure a minimum of 30% of the maximum
marks in the semester-end examination (SEE/ETE) and 40% of
aggregate marks in the course including Continuous internal
examination (CIE) and SEE/ETE marks. i.e., the minimum
Passing Grade is “P”.
2. Integrated course (B) A student shall secure a minimum of 30% of the maximum
marks in the semester-end examination (SEE/ETE), 30% of the
maximum marks in the LAB EXAM, and 40% of aggregate
marks in the course Continuous internal examination (CIE) and
SEE/ETE marks i.e., minimum Passing Grade in a course is “P”.

3. Comprehensive A student shall secure a minimum of 30% of the maximum

Course (C) marks in the semester-end examination (SEE/ETE) and 40% of
aggregate marks in the course Continuous internal
examination (CIE) and SEE/ETE marks i.e., minimum Passing
Grade in a course is “P”.
4. Lab Course (L) A student shall secure a minimum of 30% of the maximum
marks in the SEE LAB EXAM and 40% of aggregate marks in
the course Continuous internal examination (CIE) and SEE/ETE
marks i.e., minimum Passing Grade in a course is “P”.

5. Seminar/Project/ A student shall secure a minimum of 40% of aggregate marks

Internship Course (R) in the Continuous internal examination (CIE) and SEE/ETE marks
i.e., minimum Passing Grade in a course is “P”.
COURSEPACK
FRAMEWOR
K
Note: Students unable to meet the overall passing criteria as mentioned in Sr. No-1,
2 & 3 shall be
eligible for the following options to clear the course:
 Appear in the Back Paper Examinations and have to meet the criteria to score 40% in marks
overall
 appear in summer examinations (internal +External) to meet the criteria as per Sr. No-1, 2 & 3.
16. PROBLEM-BASED LEARNING/CASE STUDIES/CLINICS
Exercises in Problem-based Learning (Assignments) (Min 54 Problems)

S.No. Problem KL

1. Domitius at Corfinium: A Failure of Emotional Intelligence KL5

https://doi.org/10.4135/9781529719857
2. Not Everyone’s Cup of Coffee: Does Starbucks Have a bias problem? KL5
https://doi.org/10.4135/9781071928776
3. Engaged Employees Make for Better Business KL4

https://doi.org/10.4135/9781529768459
4. Job Dissatisfaction and Employee Turnover: A Qualitative Case Study in Thailand KL6
https://doi.org/10.4135/9781526461889
5. “Horseplay” at the Textbook Processing Center KL5

https://doi.org/10.4135/9781526462008
6. Company C and the Satisfaction Survey: A Chinese Circuit manufacturing Company and KL5
Its Relationship With Employees
https://doi.org/10.4135/9781529604702
7. Organizational Culture and Leadership: Re-Aligning the Internal Culture of Nanosoft KL5
https://doi.org/10.4135/9781529617160
8. Process Theories of Motivation Inside Tour Operations Staff KL4
https://doi.org/10.1123/cssm.2018-0022
9. Netflix’s HR Policies KL4

https://doi.org/10.4135/9781506378862
10. The Layoff Decision at Swiggy KL4

https://doi.org/10.4135/9781529610956
11 Form dyads of individuals who know each other quite well. Apply the knowledge of the KL3
Big Five personality traits, and list your own and your partner’s types. Exchange your
perceptions and discuss on what basis you formed the impressions.
12 Read an interview of a successful professional or academic online and identify the traits KL3
of their personality that leads them to success.
13 Interview two people you know who learn very fast. Ask them what helps them to learn so KL3
quickly. Apply the theories of learning and/or motivation to ascertain their pace of
learning.
14 Interview two students and identify the factors that help in their learning and those that KL3
delay or retard their learning.
15 Interview one of your family members or friends and find out his or her dominant needs KL3
(motives). Are these reflected in his or her behaviour in the classroom or family? Explore
with your friend/family member what he or she looks for in a job. Apply the theories of
motivation to interpret their answers.
16 Interview two students to analyze why they study hard (what is their main motivation). KL4
Which theory is most relevant to explain their motives?
17 Read/Watch the interview of two successful executives in a business newspaper and KL5
evaluate what satisfies/thrills them in their jobs, and with what aspects they are
dissatisfied. Interpret their responses in light of Herzberg’s theory.
18 Observe five students in your class and analyze how personality influences behavior. KL4
Analyze the reasons behind the variations in their personality.
COURSEPACK
FRAMEWOR
19 In all K
of your acquaintances, identify any three individuals who have positive core-self KL3
evaluations. Is it important to have positive core-self evaluations?
20. Through a review of newspaper articles, identify individuals who are highly motivated in KL4
their profession. Analyze the causes of their motivation, and link it with Maslow’s theory
and Herzberg’s two-factor theory. Cite the newspaper references at the end of your
answer.
21. Observe any ten instances of interpersonal interaction around you, and identify any two KL3
biases of social perception? How do you think these biases can be eliminated?
22. Watch an interview, and read newspaper articles of Elon Musk. Interpret his/her style of KL5
leadership. Cite the newspaper references at the end of your answer. Assess how their
personality traits played a role in their success.
23. Watch an interview, and read newspaper articles of Satya Nadella. Interpret his style of KL5
leadership. Cite the newspaper references at the end of your answer.
24. Through an interview and newspaper articles of Indira Nooyi, interpret her personality KL5
traits. Did her personality traits have a role in her success? Cite the newspaper references
at the end of your answer.
25. Select any successful business leader or academic. Identify their personality traits, KL3
motivation and stress-management which led them to success. Cite the newspaper
references at the end of your answer.
26 Educator and dairy farmer: the psychological empowerment of entrepreneur V.G.
Jayakrishnan KL4
https://doi.org/10.1108/TCJ-09-2018-0105
27 Can a Person with Dwarfism Stand Tall and Lead? Exploring the Height of the Matter for
People with Disabilities KL5
https://doi.org/10.4135/9781529611571
28 Sam Couts and Sentinel Business Systems: Stress, Stressors, and Strains
KL6
https://doi.org/10.4135/9781529728538
29 Central Power Corporation: The Challenge of Building Motivation and Morale
KL6
https://doi.org/10.4135/9781526461896
30. Transformational Leadership—Steve Jobs
Kl5
https://doi.org/10.4135/9781473993419

17. STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-

LONG- LEARNING)
Self-Learning, self-doing, and application of the knowledge acquired through the course after
gaining adequate
knowledge
It’s a typical course-based project to be carried out by a whole class in groups of four students each;
they should exhibit higher level Knowledge Levels (Bloom’s Revised Taxonomy). To enhance their
skill set in the integrated course, the students are advised to execute course-based Design
projects.
The students, in a group not exceeding 4, are expected to conceive an idea based on the content
(objectives/ outcomes)
and apply the suitable knowledge to demonstrate their ability to learn.
A list of 30-40 project statements can be offered to the students to choose or develop their own
ideas (teamwork) to define a problem statement, design and develop a product/
process/service/application, and provide a suitable solution (design thinking). They may also upload
this Idea on the Yukti Portal (contact the University IIC Team) and also patent the same.
Typical Problem Statements for Course-based Projects (min. of 20)

S. Typical Project/Problem KL
No
.
1 Perform a study to understand the impact of the Big Five personality traits on employee KL5
performance in services industry.
2 Conduct a study to ascertain the impact of core self-evaluations, and narcissism on KL5
company's performance in an FMCG
3 Perform a study of the impact of employee job-satisfaction on organizational outcomes in KL5
the IT-BPM industry.
4 Conduct a study to understand the impact of quality of supervision on an employee's KL5
turnover intention in manufacturing sector.
5 Conduct a study to ascertain the impact of emotional labor on stress among employees in KL5
retail sector.
6 Conduct a study to understand the impact of emotional intelligence on organizational KL5
outcomes in the aviation sector.
7 Perform a study to ascertain the influence of leadership practices of a firm on employee KL5
satisfaction in telecom sector.
8 Conduct a study to ascertain the impact of organizational citizenship behaviour on job KL5
satisfaction in the restaurant industry in India.
9 Perform a study to understand the impact of transformational leadership on employee KL5
engagement in banking and financial services sector.
10 Conduct a study to understand the consequences of job dissatisfaction in companies in the KL5
healthcare industry.
11. Design a training program for management trainees (sales unit) at a reputed FMCG firm KL6
which is an application of at least two theories of learning.
12. As the CHRO of a multinational giant in IT-BPM, design a program to reduce the stress of KL6
your employees in the India office at Bangalore. Also elaborate on why you will use these
initiatives.