GL BAJAJ INSTITUTE OF MANAGEMENT AND RESEARCH.

PGDM INSTITUTE
Plot No-2, Knowledge Park –III, Greater Noida

LECTURE PLAN AND SYLLABUS OUTLINE

Organization Behavior
(Code: PG01)
(No. of Credits: 03)

Prepared By:
Dr. VN Srivastava
Dr. Prachi Aggarwal
Dr. Arpana Kumari

PGDM (BATCH: 2022-24, TERM: I)

Prepared By:
Dr. V. N. Srivastava (Professor)
Dr. Prachi Agarwal (Associate Professor)

COURSE FACILITATOR:
Dr. VN Srivasatva: vn.srivastava@glbimr.org
Dr. Prachi Aggarwal, prachi.aggarwal@glbimr.org
Dr. Arpana Kumari: Arpana.kumari@glbimr.org

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Vision: To be an Institute of Global Repute for Imparting Knowledge, Skill Set, Confidence and Values for
being Self-reliant and Pleasantly Employable
Mission:
1. To create a sustainable learning ecosystem to build cognitive potential
2. To inculcate quality leadership, corporate understanding and global competence
3. To inculcate entrepreneurial skills & startup attributes for the spirit of self reliance

Program Education Objectives (PEOs):

PEO-1: Graduates will be able to contribute in nation building with advance practical knowledge in the
functional areas of business management while upholding ethical practices.
PEO-2: Graduates will be able to establish benchmarks with necessary tools and techniques to analyze,
design, develop, optimize and integrate systems for handling complex business problems and uncertainty.
PEO-3: Graduates will be able to demonstrate as an effective team player with the capability to lead and
appreciate team work towards organizational challenges and issues for synergistic growth of the multinational
organizations: Domestic and Global Organizations.
PEO-4: Graduates will be ignited with passion and curiosity for life-long learning and innovation so that
they can pursue higher studies, high level of personal and professional integrity leading to greater societal
impact.
PEO-5: Graduates will be competent to take-up entrepreneurial initiatives either for their own or within
other organizations where they are employed and develop innovative ideas and drive the business through
entrepreneurial skills.
Program Outcomes (POs)
PO-1. Apply knowledge of management theories and practices to solve business problems.
PO-2. Foster Analytical and critical thinking abilities for data based decision making.
PO-3. Develop value based leadership skills.
PO-4. Ability to understand, analyze and communicate global, economic, legal, and ethical aspects of the
business.
PO-5. Ability to lead themselves and others in the achievement of organizational goals, contributing effectively
to a team environment.
PO-6: Continuous lifelong learning and professional development to enrich business knowledge and
competencies.
PO-7: Apply appropriate Information and Communication Technology (ICT) and digital tools for business
decision making

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Dr. V. N. Srivastava
Professor (HR & OB)
GL Bajaj Institute of Management Research
Greater Noida
Dr. V.N.Srivastava, a Ph.D in Human Resource Management & Labor Studies from the School of
Management & Labour Studies, Tata Institute of Social Sciences (TISS), Mumbai, is currently Professor
(HR & OB), GL Bajaj Institute of Management & Research, Greater Noida. He is also Director, OD Skill
Development Academy Pvt. Ltd. and Global Human Resource & Organization Development Centre, a
GLBIMR Centre OF excellence. He has close to four decades of experience in the field of Human Resource
Management and Development in Government Departments of Forestry, Animal Husbandry, Agriculture,
Health, Public and Private sector enterprises and Management Institutions. He has been associated with a few
premiere institutions of the country, such as Management Development Institute, Gurgaon, Indian Institute of
Public Administration, New Delhi, All India Management Association, where he headed the academics wing of
Management Education Division, National Productivity Council, New Delhi, Indian Institute of Health
Management Research, Jaipur, IBS Gurgaon, IMT Ghaziabad, Centre for Organization Development,
Hyderabad, etc. His experiences in the last decade involved designing and organizing MDPs, customized
programs, consultancy assignments on Succession Planning, Training Needs Assessment, conducting Training of
Trainers programs for Capacity Building, implementing Competency Mapping in organizations, Forestry, etc.
Has developed the Competency Dictionary for Maharashtra Forest Department, for Good Governance. Has
organized programs and workshops on Competency Mapping. His current drive to meet the challenges associated
with Assessment Centers and take forward the initiative. Has carried out consulting assignments of some of the
international organizations, such as FAO of United Nations, World Bank, WHO for SEARO countries, SIFPSA
(State Innovations for Family Planning Services Agency), AusAID, etc. He has been directing one week
compulsory programs for IFS Officers from Centre for Organization Development, Hyderabad and Tata Institute
of Social Sciences, Mumbai from last 2-3 years on challenges of implementing competency mapping, creativity
and problem solving, biodiversity regulations, competency assessment profiling and development and use of
training instruments in HRD & OD. He has also developed Vision 2035 for Maharashtra Bamboo Development
Board, is currently also Project Director, Maharashtra Bamboo Vision 2035.

Dr. Prachi Agarwal

Associate Professor
G.L Bajaj Institute of Management & Research
Greater Noida
Prachi.aggarwal@glbimr.org
III Floor Cabins
Hand phone- 9990643077

Academic Qualification: PhD, M.B.A., BSc.

Experience: 8+ Years.

Dr. Prachi Agarwal, is Associate Professor in the area of Human Resource Management,
Organizational Behavior and Soft Skills. She has obtained her doctorate from Jamia Millia Islamia,
New Delhi. She is a recipient of UGC NET JRF Award and has to her credit three gold medals for
academic excellence. She has experience of almost a decade in teaching and research at Amity Business
School, Institute of Management Studies (IMS), Jamia Millia Islamia and Galgotias University. She is
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also Editorial Board Member of various Journals like International Journal of HR & Organizational
Management Insights & Transformations and International Journal on Customer Relations. She has
published a number of research papers in national/international peer – reviewed journals/ books/
conference proceedings. She has organized various conferences, panel discussions and MDPs. In
addition to academia, she has been an Official trainer for the Commonwealth Games, conducted skill
labs on team building, motivation, self awareness, and communication. She has proven success in
leveraging educational theories and methodologies to design, develop, and deliver successful training
programs and is adept at organizing and facilitating management and team building training programs
and activities.

Ms. Arpana Kumari

Assistant Professor- HR&OB
G L Bajaj Institute of Management & Research
Greater Noida
arpana.kumari@glbimr.org
Faculty Room no. 107

Ms. Arpana Kumari is a practice oriented faculty in Human Resource and Soft Skills Domain. She is UGC- NET
University (Management) qualified and pursuing Ph D on Knowledge Management from Uttarakhand
Techical. Along with these she was awarded with Gold Medal in Masters of Business Administration
degree (HRM). Her area of interest consist Knowledge Management, Organisational Behavior, Human
Resource Management, Learning and Development, Performance and Compensation Management and
Talent Acquisition and Retention. She is a professional having over 4 years of industry work experience in
HR domain with reputed firms. She has presented research Paper in the International conference like IIM
kashipur and IIM Sirmaur. She has published her research papers in national and international journals.
Further, she has always taken interest in conducting activities and events as she organized MDP on “HR
Analytics for organizational excellence” and delivered sessions on sensitive and crucial topic such as
“Sexual Harassment at workplace”. She has been constantly deliberating towards developing
communication skills of students by engaging them in English oriented activities for which she introduced
Grammar booster online Exercises.

1. INTRODUCTION ABOUT THE COURSE

1.1. About the Course:

This course integrates the study of management principles and practices with the study of human
behavior within organizations. The focus will be upon translation of management and organizational
behavior theory to practices that result in organizational effectiveness, efficiency, and human resource
development. The primary goal of this course is to prepare students for advanced leadership roles in
modern organization. This course will provide a good foundation for students intending to study in any
major, as the main objective of this course is to provide students with the essential content and
experiences they need to become a motivating student, successful manager and an effective employee
in any type of work they do in the future. By taking the course students will understand themselves and
other people at work and will be able to learn how to create effective work groups to be successful in
life.

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The course will examine the contemporary principles, techniques and research findings in management
and organizational behavior that are driving high performance and continuous improvement in business
today. To understand management and organizational behavior, concepts associated with continuous
improvement in individual and group processes will be discussed. Specific attention will be given to
Organizational Behaviors, Diversity in Organization, Attitudes and Job Satisfaction, Personality and
Values, Perceptions and Individual Decision Making & Motivation Concepts. The course will teach
students how to learn so that it helps them to become continuous learners, capable of responding to
demands for change and able to acquire new skills through their careers.

1.2. Concept Note:

Due to global competition, it is becoming necessary for the employees to become more flexible to cope
with rapid changes. It is becoming challenging for the managers to use Organizational Behaviour
concepts. Organizations are no longer constrained by national borders. This shows that the world has
become a global village. Organizational Behaviour (OB) is a study involving the impact of individuals,
group and structure or behaviour within the organization. This study is useful for the effective working
of an organization. It is a study of what people do within an organization and how their behaviour
affects the performance of an organization.
Organizational Behaviour introduces the students to a comprehensive set of concepts and theories, it
has to deal with a lot of commonly accepted ‘facts’ about human behaviour and organizations .
Organization Behaviour does offer challenges and opportunities for managers since it focuses on ways
and means to improve productivity, minimize absenteeism, increase employee job satisfaction, etc.
Organization Behaviour can offer managers guidance in creating an ethical work climate. This is
because organizational behaviour cam improve prediction of behaviour.

1.3. Why the course is important to be part of this program?

The course will deliberate upon contemporary principles, techniques and research findings in
management and organizational behavior that are driving high performance organizations. Specific
attention will be given to Organizational Behavior, Diversity in Organization, Attitude and Job
Satisfaction, Personality and Values, Perceptions and Individual Decision Making, and Motivation
Concepts. The course intends to develop students as continuous learners, capable of responding to
demands for change and able to acquire new skills through various experiences.

1.4 COURSE CONTENTS:

Unit I: Introduction to Organizational Behavior
Introduction to Organizational Behavior: Nature and Concept of OB; Models of Organizational
Behavior; Relationship with Other Disciplines, Contemporary challenges, Management: Steps of OB
Modification Process.

Unit II: Foundations of Individual Behavior

Individual behavior in the organization: MARS model of Individual Behavior, Types of Individual
Behavior.
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Personality: Personality development, Determinants of Personality, Five–Factor model of Personality,
The Myers Briggs Type Indicator: (MBTI), Theories of Personality: Freudian Theory (Psychoanalytic
Theory of personality).

Perception: Meaning, Perceptual Process, Attribution Theory and Attribution Errors.

Unit III: Individual Behavior: Values, Attitude, Emotions and Motivation

Values: Nature of Values, Types of Values: Terminal and Instrumental Values.

Attitude: Nature & Dimension of Attitudes, Types of Attitude, Cognitive Dissonance Theory.

Workplace Emotions: Emotions in workplace, Managing emotions in workplace, Emotional Wheel,

Emotional Intelligence

Nature of Motivation, Theories of Motivation: Early Theories: Hierarchy of needs, Two-Factor

Theory, McClelland‘s Theory of Needs, Contemporary Theories: Goal Setting Theories, Equity Theory,
Expectancy Theory

Unit IV: Groups and Team dynamics

Groups: Meaning and Definition; Characteristics of groups: Composition, size, status hierarchy, norms,
group cohesiveness, size, leadership; Stages of Group Formation: Tuckman’s Five Stage Model;

Teams: Meaning and Definition; Differences between Groups and Teams; Types of Teams – Problem-
Solving, Self-Managed, Virtual Teams and Cross-Functional Teams; Team-effectiveness Model.

Leadership: Meaning and Definition; Leadership styles, traits and skills of Effective Leaders; Theories
of Leadership: Trait Perspective; Behavioural Perspective; Contingency Perspective; Transformational
versus Transactional Perspective

Power: The concept of power, Classification of power, two faces of power, Sources of power,
Consequences of power.

Politics: Politics -Power in Action; Managing political behavior in organizations

Conflict Management: Concept, Functional versus dysfunctional conflict; Sources and forms of
conflict; Conflict Management Styles.

Unit V: Organizational Processes

Organizational Culture: Meaning and definition; OCTAPACE, Elements of Organizational Culture-
Edgar Shein Model.
Organizational change
Employee Wellbeing;
Work stress – coping strategies and management

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1.5 COURSE OBJECTIVES:

1.5 COURSE OBJECTIVES:

 To explain various theories of management, and the practice of management in contemporary
organizations from a conceptual, analytical, and pragmatic perspective.
 To help students analyze various topics pertaining to behavioral orientation to management in
organizations such as Learning, Motivation, personality, etc.
 To help student develop and demonstrate the skills for application of organizational behavior in
practical setting.
 To provide an understanding about interpersonal relationship, their existence in the organization
and familiarize students with the concepts of group and team dynamics.
 To enable the students in understanding the behavioral patterns of human beings at individual
and group levels while working as an employee in an organization
 To facilitate an understanding about how events within an organization structure, culture and
climate influence individual as well as organizational well-being.
 To develop the required skills in the student for creating and designing the practices in the
organizational setting.

1.6 COURSE OUTCOMES:

After completing this course students will be able to:

Course Bloom’s
Name Taxonomy
C0 1 Understand the fundamentals of organizational behavior and foundations Remember L1
of individual behavior. Understand L2
C0 2 Apply different dimensions and theories of attitude and motivation Apply L3
enabling goal directed behaviors
C0 3 Integrate the dynamics of groups, teams and leadership to leverage the Integrate L4
decision making skills.
C0 4 Assess the role and importance of power and politics in achieving the Assess L5
deliverables, as well as in conflict management and resolution
C0 5 Create an organizational structure with value based organization culture CreateL6
promoting organization sustainability.

1.7 PRE-REQUISITES FOR COURSE:

Basic understanding of organizational behavior(OB).
A clear interest in studying OB with a view to making suitable organization.

2. PEDAGOGY

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Pedagogy will involve an optimum combination of Class Lectures, Corporate
Case Studies on recent trends, Audio Visuals, Group Projects, Group Discussions and Presentations by
students on related topics. Learning in Action Sessions – Practical examples of OB practices from
corporate world.

3. SESSION DETAILS:

Course: Organizational Behaviour

Sess Topic for the discussion in the Pre Readings Pedagogy CO
ion class Level
Nu
mbe
r.
Unit I: Introduction to
Organizational Behavior

1 Lecture plan discussion of OB Lecture and CO-1

Introduction to Organizational Robbins StephenP., Discussion (L-1 &
Behavior: Nature and Concept of Timothy A. Judge (2018) L-2)
OB

Role Play: Introduction to OB 18th Edition.Pearson

Education, New Delhi.
2 Models of Organizational Robbins StephenP., Lecture and CO-1
Behavior; Timothy A. Judge (2018) Discussion (L-1 &
Relationship with Other Disciplines L-2)

18th Edition.Pearson
Education, New Delhi
3 Contemporary challenges and Robbins StephenP., Lecture and CO-1
opportunities for OB Timothy A. Judge (2018) Discussion (L-1 &
L-2)
HBR Case study 1
18th Edition.Pearson
Education, New Delhi
4 Revision for Weak Students / Tutorials
Unit II: Foundations of
Individual Behavior

5 Individual behavior in the Robbins StephenP., Lecture and CO-2 L-

organization: MARS model of Timothy A. Judge (2018) Discussion 1, L-2 &
Individual Behavior, Types of L3)
Individual Behavior.
18th Edition.Pearson
Education, New Delhi
6 Personality: Personality Robbins StephenP., Lecture and CO-2 L-
development, Determinants of Timothy A. Judge (2018) Discussion 1, L-2 &
8
 Personality L3)

18th Edition.Pearson
Education, New Delhi
7 The Myers Briggs Type Lecture and CO-2 L-
Indicator: (MBTI) Discussion 1, L-2 &
L3)
Personality test

8 Theories of Personality: Robbins StephenP., Lecture, CO-2 L-

Freudian Theory Timothy A. Judge (2018) Discussion 1, L-2 &
(Psychoanalytic Theory of and Testing L3)
personality).
18th Edition.Pearson
Education, New Delhi
9 Perception: Meaning, CO-2 L-
Perceptual Process, Attribution (https://www.peoplematter 1, L-2 &
Theory and Attribution Errors. s.in/article/employer- L3)
branding/a-4-step-guide-
EXERCISE: : Find how you are to-find-how-you-are-
perceived at work. perceived-at-work-
17268?utm_source=people
matters&utm_medium=int
erstitial&utm_campaign=l
earnings-of-the-day)

Case study 2 Differing Perceptions at

Clarkston Industries

10 Revision for Weak Students / Tutorials

Unit III: Individual Behavior: Lecture and
Values, Attitude and Motivation Discussion

11 Values: Nature of Values, Types Lecture and CO-3 L-

of Values: Terminal and Discussion 1, L-2,
Instrumental Values. L3, L4)

Assignment 1

12 Attitude: Nature & Dimension of Lecture and CO-3 L-

Attitudes, Types of Attitude, Discussion 1, L-2,
Cognitive Dissonance Theory. L3, L4)

Workplace emotions, Managing

emotions in workplace
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 Emotional intelligence

13 Nature of Motivation, Theories Lecture and CO-3 L-

of Motivation: Early Theories Discussion 1, L-2,
L3, L4)
14 Hierarchy of needs, Two-Factor Lecture and CO-3 L-
Theory, McClelland‘s Theory of Discussion 1, L-2,
Needs, L3, L4)
15 Contemporary Theories: Goal Lecture and CO-3 L-
Setting Theories, Equity Theory, Discussion 1, L-2,
Expectancy Theory L3, L4)

16 Revision for Weak Students / Tutorials

Unit IV: Groups and Team
dynamics

17 Groups: Meaning and Are five heads better than Lecture and CO-4 L-
Definition; Characteristics of one Discussion 1, L-2,
groups: Composition, size, L3, L4,
status hierarchy, norms, group L5)
cohesiveness, size, leadership;
Stages of Group Formation:
Tuckman’s Five Stage Model;
Videos: Geese video and Hare and
Tortoise video on team building,
Teamwork in Organizations.

Case Study–3
18 Teams: Meaning and Definition; Lecture and CO-4 L-
Differences between Groups and Discussion 1, L-2,
Teams; Types of Teams – L3, L4,
Problem-Solving, Self-Managed, L5)
Virtual Teams and Cross-
Functional Teams; Team-
effectiveness Model.

19 Leadership: Meaning and Leadership that gets Lecture and CO-4 L-

Definition; Leadership styles, results Discussion 1, L-2,
traits and skills of Effective L3, L4,
Leaders; Theories of L5)
Leadership: Trait Perspective;
Behavioural Perspective;
Contingency Perspective;
Transformational versus
Transactional Perspective
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 Videos: 1- Leadership lessons from
Lagaan and Chakde, 2- Video on
difference between managers and
leaders

Case study 4

20 Power: The concept of power, Lecture and CO-4 L-

Classification of power, two Discussion 1, L-2,
faces of power, Sources of L3, L4,
power, Consequences of power. L5)
Politics: Politics -Power in
Action; Managing political
behavior in organizations
Self Assessment Exercise : Are you
self empowered? (Source: Nelson,
Page 373)

21 Conflict Management: Concept, Lecture and CO-4 L-

Functional versus dysfunctional Discussion 1, L-2,
conflict; Sources and forms of L3, L4,
conflict; Conflict Management L5)
Styles.
Self Assessment Exercise : What
is your conflict – handling style?
(Source: Nelson, Page 444)

22 Revision for Weak Students / Tutorials

Unit V: Organizational Processes

23 Organizational Change, Lecture and CO-5 L-

Employee wellbeing, Stress and Discussion 1, L-2,
coping strategies L3, L4,
L5, L6)

24 Organizational Culture: Organizational culture of Lecture and CO-5 L-

Meaning and definition; Facebook Discussion 1, L-2,
OCTAPACE, Elements of L3, L4,
Organizational Culture-Edgar L5, L6)
Shein Model.

Case study 5

25 Revision for Weak Students / Tutorials

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3 BOOKS AND REFERENCES:
3.1Text Books:

 Robbins Stephen P., Timothy A. Judge & Neharika Vohra (2016), ―Organizational
Behavior‖, Pearson Education
 Singh Kavita (2015),‖Organizational Behavior: Text and Cases‖, Vikas Publishing

3.2 REFERENCES:
 JamesAFStoner,REdward Freeman, Daniel R Gilbert (2018),Management, Pearson
Education,
 Fred Luthans(2016) Organizational Behavior: An Evidence based Approach ,Tata
McGrawHill
 K. Aswathappa (2013), Organisational Behavior, Himalaya Publishing House
 Steven McShane& MaryVonGlinow (2018), Organizational Behavior ,McGraw Hill Richard
Daft (2012),‖New Era of Management‖,Cengage Learning

3.3 Journals:
Research in Organizational Behavior https://www.journals.elsevier.com/research-in-organizational-
behavior/open-access-articles
Journal of Organizational Behavior Management http://www.tandfonline.com/toc/worg20/20/3-
4?nav=tocList

3.4 Magazines:
People & Management
People Matters

4.0 ASSESSMENTS:
Course Assessment Components and Mapping with Course Outcome (COs)
Assessment CO 1 CO 2 CO 3 CO 4 CO 5 Total Marks
Group Discussion 5 5
Assignments 5 5 10
Presentation 5 5 10
Class Participation 5 5
Quiz 5 5 10
Mid Term Examination 5 5 5 5 20
End Term Examination 5 7 7 7 14 40
Grand Total 20 22 22 17 19 100

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4.1 Group Discussion ( 5 Marks): Topics for the Group Discussion

We propose following GD topics for students:

Group Discussion 1: Perspectives 2020: A digital learning experience for all
Group discussion 2: Employer- employee loyalty is an outdated concept
Group discussion 3: Work from home Vs Work from office
Group discussion 4: Do unethical decisions come from bad character?
Group discussion 5: Gig Economy: Statistics, Why is it growing, Pros & Cons, Impact of Covid 19
Group discussion 6: Should the manager try to change its team members’ personality?
Group discussion 7: Millennial are more narcissistic?
Group discussion 8: The Gendered Dimensions of Workplace Bullying
Group discussion 9: Employee motivation and money
Group discussion 10: Coronavirus and lockdown has exposed social inequality in modern India

Evaluation Rubrics of Group Discussion: The following Rubric will be used for evaluating Group Discussion:

Outstanding (2) Very Good Good (1) Average (0.5) Below Average (0)
(1.5)
Expression Command of Command of Command of Command of Command of
& spoken language spoken spoken language is spoken language is spoken language is
Command is excellent. The language is fairly good. The fair. The limited. The
of Language production of good. The production of production of production of
language is fluent production of language is mostly language is language is
and very clear. language is fluent. comprehensible hesitant and not
fluent. and fluent at times always
comprehensible
Innovative Continuously Applies Develops creative Attempts to Does not attempt to
Thinking applies creative creative ideas ideas, but does not develop creative develop creative
ideas to make a to make a real make a successful ideas. Does not ideas. Does not
real and useful and useful contribution to the make a successful make a successful
contribution to contribution to discussion. contribution to the contribution to the
the discussion. the discussion. discussion. discussion.
Logical Every major Every major Every major point Some points were All points were not
&Analytical point was well point was was supported with supported well, supported
Approach supported with adequately facts, statistics others were not
several relevant supported with and/or examples,
facts, statistics relevant facts, but the relevance of
and/or examples statistics and/or some was
examples questionable

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 Ability to All counter- Most counter- Most counter- Some counter Counter-arguments
Convince arguments were arguments were arguments were arguments were were not accurate
accurate, relevant accurate, accurate and weak and and/or relevant
and strong relevant, and relevant, but several irrelevant
strong were weak
Initiative Took initiatives Took initiative Took initiative Took initiative Took no initiative
Taken continuously many times occasionally during rarely during the during the
(Opening, during the during the the discussion. discussion. discussion.
Closing, discussion. discussion.
Discussion)
Total Marks:

4.2: ASSIGNMENTS (05 Marks)

Each student will have to submit a handwritten assignment.

Describe the Rokeach's Theory of Values- Instrumental values and Terminal values and its relevance in
any five modern business organizations cultures. (Create five tables (one for each organization) with
following headers to justify your answer and provide evidence where company’s values have derived
business success.

Outstanding (2) Very Good (1.5) Good (1) Average (0.5) Below Average
(0)
Content Content is Content is Content is accurate Content is Content is
accurate and all accurate but some but some required questionable. inaccurate.
required required information is Information is Information is
information is information is missing and/or not not presented in a not presented in a
presented in missing and/or not presented in a logical order, logical order
logical order. presented in a logical order, making it making it
logical order, but making it difficult difficult to difficult to
is still generally to follow. follow. follow.
easy to follow.
Clarity of Thought Ideas are fresh, Ideas are new, Develops a point Develops a point No viable point
and extensively and fairly of of of
developed; developed; view and view, view; little or no
insightfully insightfully demonstrates demonstrating evidence; weak
develops a develops a point competent critical some critical critical thinking,
point of of view and thinking; enough thinking; providing
view and demonstrates supporting detail may have inappropriate or
demonstrates critical to inconsistent or insufficient

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 outstanding thinking. accomplish the inadequate examples.
critical purpose of the examples cited in
thinking. assignment. the assignment
Language Free of Free of most Occasional Numerous Mechanical
mechanical mechanical errors mechanical errors; mechanical errors;
errors (grammar, competent use of errors; frequent and
(grammar, punctuation, language and weak or fundamental
punctuation, spelling); precise sometimes varies inappropriate errors in
spelling); & sentence structure; use of language word choice,
precise & purposeful, generally and simplistic
purposeful, demonstrating a appropriate sentence sentences;
demonstrating command of format structure; errors in format.
a language some weakness
command of and variety of in
language sentence format.
and variety of structures;
sentence appropriate
structures; format.
appropriate
format
Structure/Presentation Assignment is Assignment is Assignment is well Assignment lacks Assignment is
creative and well thought, thought out and creativity and hastily
neat. creative and neat. neat. Minimal neatness. Several constructed.
Assignment is Assignment is problems in problems in Contains
exceptionally properly organization and organization and numerous
organized and organized and structure. Sources structure. problems in
well structured. well structured. are Sources are organization and
Sources Sources credible, have poorly chosen, lacks structure.
are credible, are credible, minimal citation have Sources
correctly correctly errors, and support several citation are inappropriate
cited, and cited, and the content of errors, and only or missing, and,
effectively effectively the Assignment. minimally if
enhance the enhance the support the present, lack
content of content of content of the proper
the project. the project. Assignment. citations.

The following Rubric will be used for evaluating Assignment. (05)

Outstanding (2) Very Good (1.5) Good (1) Average (0.5) Below Average (0)
Content Content is Content is accurate Content is accurate Content is Content is
accurate and all but some required but some required questionable. inaccurate.
required information is information is Information is Information is not
information is missing and/or not missing and/or not not presented in presented in a
presented in presented in a presented in a logical a logical order, logical order
logical order. logical order, but is order, making it making it making it difficult
still generally easy difficult to follow. difficult to to follow.
to follow. follow.
Clarity of Ideas are fresh, Ideas are new, Develops a point of Develops a No viable point of

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Thought and extensively and fairly view and point of view; little or no
developed; developed; demonstrates view, evidence; weak
insightfully insightfully competent critical demonstrating critical thinking,
develops a point develops a point of thinking; enough some critical providing
of view and supporting detail to thinking; inappropriate or
view and demonstrates accomplish the may have insufficient
demonstrates critical purpose of the inconsistent or examples.
outstanding thinking. assignment. inadequate
critical thinking. examples cited
in the
assignment
Language Free of Free of most Occasional Numerous Mechanical errors;
mechanical errors mechanical errors mechanical errors; mechanical frequent and
(grammar, (grammar, competent use of errors; fundamental errors
punctuation, punctuation, language and weak or in
spelling); precise spelling); precise & sometimes varies inappropriate word choice,
& purposeful, sentence structure; use of language simplistic
purposeful, demonstrating a generally appropriate and sentences;
demonstrating a command of format sentence errors in format.
command of language structure;
language and variety of some weakness
and variety of sentence in
sentence structures; format.
structures; appropriate
appropriate format.
format
Structure/Pr Assignment is Assignment is well Assignment is well Assignment lac Assignment is
esentation creative and neat. thought, creative thought out and neat. ks hastily
Assignment is and neat. Minimal creativity and constructed.
exceptionally Assignment is problems in neatness. Contains numerous
organized and properly organized organization and Several problems in
well structured. and well structured. structure. Sources are problems in organization and
Sources Sources credible, have organization lacks structure.
are credible, are credible, minimal citation and structure. Sources
correctly correctly errors, and support Sources are are inappropriate or
cited, and cited, and the content of poorly chosen, missing, and, if
effectively effectively the Assignment. have present, lack proper
enhance the enhance the content several citation citations.
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 content of of errors, and only
the project. the project. minimally
support the
content of the
Assignment.
4.3 TEAM PRESENTATION ( 5 Marks):
This course provides for avenues for personal improvement through team presentation for course related topics.
Each team comprises of 6 students and will presents the chosen topic. The presentation will be of 12 minutes
duration followed by 3 minutes for query handling. Individual teams will submit the report for presentation 1
week in advance. We propose to conduct the team presentations with following titles:
1) OB considers three levels of analysis—the individual, the group, and the organization—which, combined, help us
understand behavior in organizations. Each level has different challenges. Explore the challenges that organizations
have faced during COVID 19 at each level of analysis. Enrich your presentation with examples, facts and figures from
newspaper articles, magazines, social media sites etc-

2) Critically examine any 5 employee behavioral trends that will reshape the work culture and working pattern.

3) The advertising world is inundated with different types of stereotypes, ranging from gender and race to socioeconomic
roles. “Stereotypes in advertising are a sensitive subject, and they can deliver positive or negative results for the
advertiser”. Critically analyze this statement with the help of various advertisements highlighting stereotypes.

4) Personality Job Fit – For a Successful Career

5) Critcially analyze and discuss the Personality traits of 10 successful people in the world of 21st Century

6) “Show me the money!” A large number of managers assume that money is the primary motivator for most employees.
However, the research with each new generation shows that while money is not always strongest motivator when a
person is on the job. Buy using the internet and your searching skills, find 10 creative non cash rewards and the
companies that are using as part of their rewards strategy. Also give your view points on the effectiveness of each
strategy. (You can use examples, cases, news articles etc to present your idea)

7) Changing Landscape of leadership (leadership for millennials, post pandemic leadership, role of EQ/IQ/AQ/SQ, etc)

8) Power and Politics: Role of Impression Management

9) Restructuring Organizations for strategic advantage (Examples of five companies)

10) Organizational Culture: A key ingredient for employer branding (Examples of five companies)

The following Rubric will be used for evaluating Team Presentations:

Outstanding (2) Very Good (1.5) Good (1) Average (0.5) Below Average (0)

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Content Content is Content is accurate Content is Content is Content is
accurate and all but some required accurate but some questionable. inaccurate.
required information is required Information is not Information is not
information is missing and/or not information is presented in a presented in a
presented in presented in a missing and/or logical order, logical order
logical order. logical order, but is not presented in a making it difficult making it difficult
still generally easy logical order, to follow. to follow.
to follow. making it difficult
to follow.
Clarity Ideas are fresh, Ideas are new, Develops a point Develops a point No viable point of
of and extensively and fairly of of view; little or no
Thought developed; developed; view and view, evidence; weak
insightfully insightfully demonstrates demonstrating critical thinking,
develops a point develops a point of competent critical some critical providing
of view and thinking; enough thinking; inappropriate or
view and demonstrates supporting detail may have insufficient
demonstrates critical to inconsistent or examples.
outstanding thinking. accomplish the inadequate
critical thinking. purpose of the examples cited in
assignment. the assignment
Languag Free of Free of most Occasional Numerous Mechanical errors;
e mechanical mechanical errors mechanical mechanical frequent and
errors (grammar, errors; errors; fundamental errors
(grammar, punctuation, competent use of weak or in
punctuation, spelling); precise & language and inappropriate word choice,
spelling); precise purposeful, sometimes varies use of language simplistic
& demonstrating a sentence and sentences;
purposeful, command of structure; sentence errors in format.
demonstrating a language generally structure;
command of and variety of appropriate some weakness in
language sentence format format.
and variety of structures;
sentence appropriate
structures; format.
appropriate
format

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 Structur Assignment is Assignment is well Assignment is Assignment lacks Assignment is
e/Presen creative and neat. thought, creative and well thought out creativity and hastily
tation Assignment is neat. Assignment is and neat. Minimal neatness. Several constructed.
exceptionally properly organized problems in problems in Contains
organized and and well structured. organization and organization and numerous
well structured. Sources structure. Sources structure. Sources problems in
Sources are credible, are are organization and
are credible, correctly credible, have poorly chosen, lacks structure.
correctly cited, and effectively minimal citation have Sources
cited, and enhance the content errors, and several citation are inappropriate
effectively of support errors, and only or missing, and, if
enhance the the project. the content of the minimally support present, lack
content of Assignment. the proper
the project. content of the citations.
Assignment.

4.4 CASE STUDIES (ANNEXURE-4)

1. HBR CASE : When your star player asks to go part time.

2. Differing Perceptions at Clarkston Industries
3. HBR Case: The team that wasn’t
4. Leadership and Emotional Intelligence
5. Reckitt Benckiser: Strategy, leadership and culture

4.5 Mid-term examination: It will be of 20 marks (ANNEXURE-2)

4.6 End-term examination (ANNEXURE-3) It will be of 40 marks.

Note: Both examinations will be a closed book examination. Students are allowed to use only pen, pencil, eraser,
sharpener, financial/scientific/normal calculators (non-progrmmable). No written materials, books, notes etc. are
allowed inside the examination hall.
5.0 COURSE CONDUCT POLICY
Academic Honesty
Academic Dishonesty is defined as an intentional act of deception in which a student seeks to claim credit for the
work or effort of another person or uses unauthorised materials or fabricated information in any academic work.

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Students assume full responsibility for the content and integrity of the academic work they submit. The guiding
principle of academic integrity is that a student’s submitted work, examinations, reports, and projects must be
that student’s own work for individual assignments, and the group’s own work for group assignments/ projects.
Students are guilty of academic dishonesty if they:
 Use or obtain unauthorised materials or assistance in any academic work; i.e. cheating.
 Falsify or invent any information regarded as cheating by the instructor; i.e. fabrication.
 Give unauthorised assistance to other students, i.e. assisting in dishonesty.
 Represent the work of others as their own; i.e. plagiarism.
 Modify, without instructor approval, an examination paper, record or report for the purpose of
obtaining additional credit; i.e. tampering.
The penalty for academic dishonesty is severe. Any student guilty of academic dishonesty may be subject to
receive a failing grade for the assignment, quiz, or class participation exercise as deemed appropriate by the
instructor. All cases regarding use of unfair means in the Mid Term and End Term examination shall be placed
before the Examination Committee for decision and recommending penalties, if any, subject to final decision
taken by the Director. All such cases will be routed through the Controller of Examinations to the Director’s
office (Refer Policies on “Use of Unfair means in Examination).

Students with Disability

GLBIMR is committed to promoting full participation for disabled students in all aspects of the academic and
social life of the Institute. We have initiated an ongoing process of reviewing and developing our policy and
practices for promoting full inclusion for students and staff with disabilities and we consult regularly with them
as part of this process. The main elements of our policy are listed below:
 Environment. We are committed to the systematic review and improvement of physical access across
all of our sites. Where physical or sensory barriers limit access to services, we will endeavour to provide the
service at a suitable alternative venue.
 Access to facilities and support. Students with disabilities will have access to the same range of support
services as are available to their non-disabled peers. All facilities and equipment will be made as accessible as
possible.
 Information for applicants, students and staff. All publicity, Program details, and general information
will be offered in accessible formats with sufficient time to allow for modification into alternative formats where
necessary, for familiarization by students or personal support workers, and early application for support.

6.0 COURSE OUTCOMES TO COURSE ASSESSMENT MAPPING MATRIX

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 Assessment/LO CO 1 CO 2 CO 3 CO 4 CO 5
Relevant Session Nos. 1-20 1-20 1-20 1-20 1-20
Group Discussion √ √
Assignments √ √
Presentation √ √ √
Quiz √ √
Class Partcipation √ √ √
Mid Term Examination √ √ √ √ √
End Term Examination √ √ √ √ √

7.0 PROGRAM OUTCOMES (PO) TO COURSE OUTCOMES (CO) MAPPING MATRIX

PO-1 PO-2 PO-3 PO-4 PO-5 PO-6 PO-7

COs /POs
CO-1 2 2 2 3 3 3 2
CO-2 2 3 3 3 3 3 3
CO-3 3 3 2 3 3 3 3
CO-4 2 3 2 2 3 2 3
CO-5 3 2 2 3 2 3 3
PROGRAM OUTCOMES 2.4 2.6 2.2 2.8 2.8 2.8 2.8
AVERAGE SCORE

8.0 FEEDBACK SYSTEM

Faculty to Student feedback- Process, duration, follow-up
Outstanding Very Good Good Average Below Average
Class Proactively and Proactively and Proactively Few Student never
Participation regularly regularly contributes to contributions to participates in
contributes to class contributes to class discussion; class class discussion;
discussion; initiates class discussion; and responds to discussions; rarely responds
discussion on issues initiates direct questions. seldom to direct question
related to the class discussion. volunteers.
topic.
Attendance Student has Maintains Student has Student has Student has poor

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 consistent nearby regular mostly consistent some absences attendance.
attendance in class. attendance in attendance in from class.
class. class.
Discipline Student always Student almost Student usually Student Student usually
follows school and always follows follows school sometimes displays
class rules and school and class and class rules displays disruptive
procedures and rules and and procedures disruptive behaviour during
always brings a procedures and and brings behaviour class and usually
positive attitude. always brings a mostly a positive during class has a negative
positive attitude. attitude. and sometimes attitude.
brings a
negative
attitude.
Punctuality Student was always Student was Student was Student was Student was
on/before the time almost always mostly on time rarely on time always late in
of the class. on time for the for the class. for the class. class. Never
class reached on time
for the class.
Assessment Student did Student did well Student did Student Student did
exceptionally well in all the fairly well in performed poorly in all the
in all the assessments till almost all the below average assessments till
assessments till date; on-time assessments till in all the date.
date; on-time submission. date; on-time assessments till
submission. submission. date.

Checked By Area Submitted to Program Reviewed by Member Approved by

Prepared By Chairperson Chairperson Secretary ,IQAC Director GLBIMR
Name: Name: Name: Dr. Anand Rai Name: Dr. Anand Rai Name: Dr. Sapna
Dr. Prachi Signature: Signature: Signature: Rakesh
Agarwal Signature:
Signature:

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