Organizational Behaviour

Course Manual

Human Behaviour in Organizations

PGP 2013-2015

DYNAMICS OF HUMAN BEHAVIOURS IN ORGANISATION

Facilitator: E-mail ID Meeting Time

Dr Lalita Singh [e-mail]
Dr Vigya Garg [e-mail]
Dr Tripti Pande Desai [e-mail] Tuesdays and wednesdays

Course Objective:

The objective of this course is to provide a conceptual framework of OB while giving major emphasis on understanding of Individual behaviour in organisations.

Outline Syllabus

Unit – I ▪ Introduction to Organizational Behaviour

Unit –II ▪ Foundations of Individual Behaviour ▪ Learning

Unit – III • Perception and attribution

Unit-IV ▪ Personality: Understanding Self & Others ▪ Moods and Emotions

Unit V ▪ Values and Attitudes

. Unit – VI ▪ Motivation ▪ Recapitulation of the course

Learning Outcomes:

1. Proper understanding of the conceptual framework and fundamentals of organizational behavior so as to sustain high performance and effectiveness;
2. Attaining higher ability to analyze and apply critical thinking and learning skills related to "real life" problems and situations concerning human behavoiur;
3. Mastering the skills to identify and apply behavioural processes and methods that improve individual and group performance for business effectiveness;
4. Enhanced ability to apply the knowledge and skills to assess, analyse, diagnose, and successfully implement in rapidly changing environment to create a linkage between job behaviour and performance;
5. Overall development of personal skills to be an effective leader and manager

Books and References:

Main text:

Organizational Behaviour- Stephen P. Robbins & , Pearson Education Limited(SPR)

Supplementary text

Management of Organizational Behavoiur-Hersey, Paul and Blanchard, Kenneth H, PH(HPB) Organizational Behaviour - Fred Luthans, McGraw Hill International Edition(FL) Organizational Behaviour- Mirza S Saiyadain ,Tata McGraw Hill,(MSS)
Organization Behavior: Managing People & Organisations, Moorhead & Griffin, Biztantra (M&G)
Human Behaviour at Work- Davis, K, McGraw Hill (DK)

Session plan
|Session | |Topics & Issues |Exercise / Cases |
|1-4 | |Unit-1 | |
| |To identify the contributions|Introduction to Organizational Behaviour |Opening Case: |
| |made by major behavioural |Overview, Definition |Salona Khilona |
| |science disciplines to OB |Historical Roots of Organisational | |
| |Know about the challenges and|Behaviour | |
| |opportunities for the budding|Contributing Disciplines to the OB Field | |
| |managers |Challenges and Opportunities for OB | |
| | |Developing an OB Model | |
|5-8 | |UNIT 2 | |
| | | |Learning style inventory |
| |To define the key |Foundations of Individual Behaviour |Exercise: |
| |biographical characteristics |Foundation of Individual Behavior | |
| | |Models of individual behavior. | |
| |To know about the schedules |Biographical characteristics | |
| |of reinforcement for better |Ability | |
| |outcome |Learning | |
| | |Definition | |
| | |learning cycle | |
| | |Theories of Learning | |
| | |Styles of Learning | |
| | |behavior Modification, reinforcement | |
|9-13 | |UNIT 3 | |
| |To know the perceptual | |Case :Bob Knowlton |
| |process which affects the |Perception & Attribution | |
| |decision making process |Definition, | |
| | |Factors influencing perception | |
| |How shortcuts can assist in |complete process of perception | |
| |or distort our judgement of |perceptual errors | |
| |others |rectifying perceptual errors | |
| | |Attribution theory | |
| | |Specific Applications in organizations | |
| | | | |
|14-17 | | | |
| | |UNIT 4 | |
| | | |SWOT analysis |
| |Identify the key traits in |Personality | |
| |the individual personality | |Locus of Control Inventory |
| | |Definition and concept of personality | |
| |To know about the factors |Determinants, traits & major personality | |
| |that determine an individual |attributes influencing OB | |
| |personality |theories of personality | |
| | |Johari Window | |
| |To find out the relationship | emotions and moods |EI scale |
| |management at work place |concept of moods and emotions and their | |
| |How emotion affects behaviour|types, emotional intelligence, emotional | |
| |of employee in a working |labour, ob application of | |
| |condition | | |
| | |Emotional Intelligence | |
| | |The role of Emotion | |
| | |The Role of intelligence | |
| | |The Meaning of Emotional intelligence | |
| | |Emotional Intelligence in the Workplace | |
|18-22 | |UNIT 5-Attitudes Values and Beliefs | |
| | |Concept and components of attitudes |Value preference scale |
| |To know about the |types, formation and function of attitude | |
| |relationship between |ways of changing the attitudes | |
| |attitudes and behaviour |major job attitudes | |
| | |commitment and Job satisfaction | |
| |Identify the role consistency|Definition and types of Values | |
| |plays in attitude |Importance of values | |
| | |merging personal and organisational values.| |
| |List the dominant values in | | |
| |today’s workforce | | |
| | |UNIT 6-Motivation | |
|23-27 | |Motivation | Case |
| |To know about the |Defining Motivation |Exercise: Intrinsic and extrinsic |
| |contemporary theories of |Theories of motivation |motivation: what do you look for in a job?|
| |motivation which compliment |Motivation: From Concepts to Applications | |
| |each others | | |
| | | | |
| |Find out the impact of under | | |
| |rewarding employees on | | |
| |performance | | |
|28-29 |To understand and apply the |Communication |Class exercise |
| |concepts of communication in | | |
| |organizational behaviour | | |
|30 | |Recapitulation of the course | |

Assessment (Total 100 Marks)

|Evaluation components |Weight (%) |
|Individual Paper or |10% |
|Class participation and attendance |10% |
|Group Assignment(s) |10% |
|Mid-term examination |20% |
|End term examination |50% |

Attendance, class participation and mentor meetings will amount to 10%
Evaluation Parameters

A. Individual Assignment 10%

Analytical Paper 1000 words

Guidelines: • Analyse your personality in the light of various exercises done in the class and map your self-profile with the help of features concerning your social roles, physical characteristics, intellectual qualities, social style, and specific skills; • Assess yourself considering your background, and other variables in behavioural sciences covered in the class. Indicate as to how have these have contributed in shaping your perceptions, values and beliefs;

• Identifying your skill set thus assessing the job where you would fit-in the best.

Approach:

The objective of the assignment is to help you explore and apply the concepts discussed in the class on your self. One of the most important academic skills is to be able to analyze the concepts and relate to self by recognizing the relationships between variables. The paper should reflect on your life experiences and specific instances, which helped you understand and evaluate self.

Evaluation Criteria:

The paper will be evaluated on the basis of the requirements below. For each of the requirements, you will get a mark from 0-100%.

• Self-analysis drawing the results from various tests on personality; • Ability to relate and draw inferences from various life experiences and incidences; • Concept clarity; • Clear sketch of the approach the paper will take, and consistent application of the approach throughout; • Relevance of the content (no superfluous or irrelevant information); • Reasons, arguments and analysis given to draw the personality map, relate it with organizations, jobs etc; • Information source, suitable referencing and bibliography; • Clarity of thoughts; • Format and language: clear division into sections, page numbering, layout, and language; • Student’s contribution and creativity.

0R

B. Group Assignment (Live Project) 10%

Each group need to carry out the preliminary research (theoretical framework and proposal before the start of the project) and the actual research, on any one topic which is discussed in class. Groups are free to choose their own topic after discussion with the faculty to avoid duplication. Students would be expected to collect primary information for meeting the objectives of the project. More importance will be given to the practical value of the project.

C. Mid-term examination 20%

Mid-term examination will be held in above-mentioned sessions, testing student’s analytical skills and ability to relate theory with practical life.

D. End-term Examination 50%

This would be a two-hour - examination. The questions would be a mix of conceptual and practical issues.

Attendance and class participation and mentoring meetings:10%