MBA 1

First Year

Organization Behavior

(Course Code)

Fall Semester-2019

Dr. Asim Talukdar

Contact Details: atalukdar@jgu.edu.in

INTRODUCTION TO THE COURSE

The course Organizational Behavior is oriented towards developing a better understanding of

human behavior at individual and collective level including various organizational factors and
management practices that affect such behavior. It further entails using that knowledge to help
people be more productive and satisfied in organizational settings that enhances organizational
effectiveness and profitability. The topics includes various aspects of human behavior and
attitude, team dynamics, motivation, leadership perspectives in eliciting desired behavior of
people at individual as well as at collective level, organizational culture, and managing conflicts
and change

Organisational human capital resource in terms of its people at individual as well as collective
level is the most critical resource that has potential to be a source of sustained competition.
People as a distinctive organizational resource are unique in way from other resources, under the
possession of an organization, that it has discretionary behavior unlike other resources and most,
importantly, this resource leverage the potentials of other resources to achieve its strategic
objective. Appropriate managerial behaviors & actions to elicit the most desired discretionary
behaviors of people is an essential imperative for an organization to achieve its strategic goals.
Therefore, understanding of people and the factors that influences their behavior at individual as
well as at collective level is a critical requirement for organization effectiveness. This course on
Organizational Behavior (OB) provides the basic understanding of individuals, teams, and
organizational process that impacts the behaviors within the organization and applying such
knowledge for organizational effectiveness

COURSE OBJECTIVES

 To make Students to acquire knowledge and learn the affective and behavioral
perspectives at individual, team, organization level that affect the business performance
both positively & negatively and acquire the practical skills to guide him/herself and
others to direct the behavior at these three level for creating organizational competitive
advantage.
 To make Students to acquire knowledge and learn what are factors that influences
behaviour at individual, team, organizational level and underlying mechanism of
individual differences
 To make Students to acquire knowledge and learn the process that goes in developing
people’s discretionary behavior and the ways employee engagement enhances
 To make Students to acquire knowledge and learn the group dynamics that transforms
individual behavior to collective behavior and how managerial actions can influence such
transformation process to identify collective goal and achieve the same through collective
efforts
 To make Students to acquire knowledge and learn the process of how the power and
politics grows in organization and what kind of organizational intervention are helpful in
avoiding grown of power and politics
 To make to learn some critical organizational behavioral aspects and its management in
the area of power and politics, conflict, Organisational culture, Leadership, and change
managemrent
 Help the students appreciate and have deep understanding of the implications on
behavioral dimensions at individual, team, organization level in context of unstoppable
force globalization that to help them develop their global mindset

LEARNING GOALS
In addition to the specific course related objectives, this course is designed to achieve the
following learning goals

1. Critical and Integrative thinking: Each student will be able to identify key issues in
management settings, develop a perspective that is supported with relevant information
and integrative thinking, to draw and assess conclusions. This learning goal will be
measured through assignments and submissions
2. Awareness of Global Issues affecting strategic Decisions: Each student will be able to
identify key relevant global issues and be able to analyze he impact of the global
environment on strategic management, as compared with domestic market related
management issues.
3. Interpersonal Awareness and Working in Teams: Each student shall demonstrate an
ability to work effectively in a team, exhibiting behavior that reflects an understanding of
the importance of individual roles and tasks and the ability to manage conflict and
compromise so that team goals are achieved. (e.g. The team based case presentation in
the class will be a major component for measurement of this learning goal).
4. Effective Presentation Skill: Each student shall be able to communicate verbally in an
organized, clear, persuasive manner and be a responsive listener. (e.g. Class participation
will be used to assess effective oral communication).

TEACHING METHOD

The pedagogy of the course would primarily focus of on experiential learning. The course will
have a judicious mix of lectures, cases, storytelling, and individual and team in-class and out-
class exercise. It would include students to learn from industry practitioners.

However, the onus of learning will be with the student and the instructor will be a facilitator.
Instead of learning ‘what to do’, the cases and stories will also be used as examples of real world
phenomenon where a particular issue or set of issues arises and good and bad practices are seen.
The key to learning this way is to see many examples and many situations and learning
inductively from the different experiences of student managers.

TEAMS AND TEAM WORK

The students will be informed about the studentsr team members and the students should prepare
cases for class discussion. The students will have four (max 5) members in the studentsr team.
At the end of the term, each member

ATTENDANCE POLICY

Attendance to all the sessions is as per the university rules (minimum 75% excluding all leaves).
The following instances will also be treated as absence unless prior permission is taken

 Attending only part of the session, either entering or leaving during the break
 Arriving in class after the session is scheduled to begin
 Failing to display the name card

GRADING

The course grade will be determined on the basis of

Description Weightage Schedule

Internal Assessment 30% Detailed Below

Mid-term Exam 20% Academic Calendar

End term Exam 50% Academic Calendar

Internal Assessment: Marks 30 (shall be done based on the following):

First Component 20% weightage Class participation and Individual Assignment

(Write-up -PPT)
Second 20% weightage Group Project* on specific topic (Synopsis,
Component project report) one week before final semester
Exam
Third Component 20% weightage Case Analysis and Group Presentation spread over
the semester
Forth Component 40% weightage Two Quizzes** , First one/two weeks before Mid-
term and second a week before End-term Exam

DELIVERABLES
Each team will turn in a maximum ten-page report (1.5 spaced, 12-point font, Ariel Narrow;
exhibits extra) and submit over email to (atalukdar@jgu.edu.in) on or before the mutually
decided date. This project reports submission are only in MSWORD format. Students are not
permitted to copy from websites and they will be penalized if found copying/lifting from the
website (There will be a plagiarism check). However, they can quote the source and accession at
the end of the text. Maximum permissible words will be 50 words in a sentence on continuous
basis.

All word documents should be in standard report formats with required headings to make for
easy reading. They should be as per the above guidelines and on a A4 paper with 1-inch default
margin. In general appendices and tables do not count towards the page limit. Please use the
tables and appendices in the report; otherwise the reader would get the impression that there just
there to add ‘weight’ to the report.

TEAMWORK /PROJECT EVALUTION

Team works

TEXT BOOK, COURSE PACKAGE AND OTHER READINGS

Text Book

 Mcshane, S., Von Glinow, M., & Sharma, R. M. (2010). Organizational Behavior. 5th
Edition, New Delhi: Mc Graw Hill Cases and any other reading material assigned for
reading will be provided to the students in a course pack and will be uploaded in the e-
learning platform.

Reference Books

 Robbins, Stephen P., Judge, Timothy A. & Sanghi, Seema. (2009), Organizational
Behavior. New Delhi: Dorling Kindersley
 Greenberg, Jerald & Baron, Robert A. (2010). Behavior in Organizations. New Delhi:
Pearson Prentice Hall.
  Pareek, Udai (2011). Understanding Organizational Behavior. New Delhi: Oxford
University Press
 Organization Theory and Design- Richard L. Daft, Cengage Publication (Latest Edition)
 Moorhead, Gregory & Griffin Ricky W. (2009). Organizational Behavior. Delhi:
Biztantra

CLASS SCHEDULE (Each session is of 90 minutes’ duration)

Session No-1 &2 Orienting students to the field of OB and Historic Perspective,
Challenges and Opportunities in OB
Objective of the  Help students to get an overview of OB and its practical implications
session in real life. Students to reflect on own behavior of students
 Understand the evolution OB to current state
Readings Chapter 1 of the text book

Case Title Mumbai’s model of service excellence (HBR Case)

Pedagogy Participative discussion. Case discussion, individual exercise, Video
clipping

Session No-3, 4 & 5Individual Behavior and Processes: Johari Window; Transactional
Analysis; Ethical Values and Behavior
Objective of the At the end of this session the students should be able to
session  Know how to create self-awareness and scope of strengthening
duad relationship
 Conceptualize EGO state of transactions
 Learn how to develop and ensure ethical behavior
Readings Chapter 2 and 11 of the text book
Readings Article: The Enterprise of the Future: Implications for the Workforce.
(2008). IBM ent
Case Title/ Number Force Automotive: Breach of Code of Conduct
Pedagogy Class discussion, Individual & Team exercises, Role Play, Case
analysis and Team oresentatioin

Session 6 Perception and Learning in Organizations: Meaning and

Determinants of, and Selective Perspectives on Personality
Objective of the At the end of this session the students should be able to learn and
session reflect
1) MBTI
2) Big 5 Personality traits
Readings Chapter – of the text book
Readings Article & Online tool: Using the Job Design Optimization Tool to
Build Effective Organization Boyatzis, R.E. & Oosten, E.V. (2002),
Developing Emotionally Intelligent Organizations, International
Executive Development Programme, Kogan Page
Pedagogy Class discussion, Activity: Perception; Movie; Eyes of the beholder

Session No-7 &8 Perception and Learning in Organizations: Perception- Concepts,

perspectives, influencing factors; Perceptional errors and Impression
Management
Objective of the At the end of this session the students should be able to learn
session  The process and factors behind perception building
 Perceptional and its implication in real life `
 Underlying factors and forces of impression building
Readings Chapter -- of the text book
Readings Livingston, J.S. (2002). Pygmalion in Management. Harvard
Business Review (EP)
Pedagogy (choose Class discussion and Movie; Eyes of the beholder; Article presentation
one of the following) by students

Session No-9 Perception and Learning in Organizations: Attribution Theory

Objective of the At the end of this session the students should be able to learn and
session reflect
1) How and why people justify successful or unsuccessful outcome of
him/her
2) What makes people to worrisome, anxious, and stressful
Readings Chapter -- of the text book
Pedagogy Class discussion; Experiential Exercise

Session No-10 &11 Perception and Learning in Organizations: Learning Concepts,

Principles and Theories
Objective of the At the end of this session the students should be able to learn and
session reflect
1) How do people learn: the learning models
2) The interrelatedness of learning and behavior
Readings Chapter ---- of the text book
Readings Article: Argyris, C. (1991). Teaching smart people to learn, HBR (EP)
Readings Article: Anxiety of learning: An interview with Edger Schein, HBR.
 (O)
Case Title/ Number Eyes of Jenus: Evaluating Learning and Development in Tata Motors
(HBR)
Pedagogy Class discussion; student’s article presentation, case analysis and team
presentation

Session No-12 &13 Work Place attitude: Managing Attitudes in the Workplace
Objective of the At the end of this session the students should be able to understand,
session learn and reflect
1. Underlying factors and forces in attitude formation
2. Attitudinal perspective of job satisfaction and psychological
contracts
Readings 1. Chapter - of the text book
Case CEO Succession at Cisco Moonshots for management, Harvard
Business Review. (O)
Pedagogy Case discussion, Class exercise, video clippings

Session 14 & 15 Work Place attitude: Organizational Commitment and Organizational

Citizenship Behavior (OCB)
Objective of the At the end of this session the students should be able to learn and
session reflect
1) The drivers of creating commitment
2) Role social exchange theory in commitment building
3) What is OCB? and what makes people adopt OCB
Readings Chapter == of the text
Readings Article: Human Due Diligence (EP)
Case To be decided
Pedagogy Class participation, Case analysis & Team presentation

Session No-16 Mid-Term Examination

Session No-17 & 18 Motivating Employees at Workplace

Objective of the At the end of this session the students will learn
session a)      Concepts and theories of employee motivation
b)      Contemporary thinking of motivation and challenges of
motivation employees
c)      Internalize the concept and ideas of justice perceptions
Readings Chapter 5 of the text book
Readings a) Nohria, N., Groysberg, B., & Linda-Eling, L. (2008). Employee
Motivation- A powerful new model. Harvard Business Review. (EP)
b) Susan Fowler (2014), What Maslow’s Hierarchy Won’t Tell The
 students About Motivation, Harvard Business Review. (EP)

Case Title / Shivani Careers Pvt. Ltd: Managing Motivation at the Bottom of the
Number Pyramid (IIMA case)
Pedagogy Class discussion, Article presentation by students, Case analysis and
presentation by students
   
Session No-19 & 20 Decision Making

Objective of the At the end of this session the students will learn
session a)      The rational choice of decision making and its shortcomings
b)      Emotional influence in selection of alternatives in decision
making and role of intuition in decision making
 
Readings Chapter 8 of the text book (EP)
Readings Ralph, K., Howard, R., & Hammond, J. S. (2006). Hidden Traps in
Decision Making, Harvard Business Review. (EP)
Pedagogy Discussions Decision Making Exercise, Article presentation by
students
  
Session No-21 & 22 Team Dynamics
Objective of the At the end of this session the students will learn
session a)      The development process effective team
b)      Identifying organizational and environmental elements that effect
team effectiveness
c)      Factors that affect team cohesiveness
Readings Chapter 9 of the text book (EP)
Readings Hackman, J. & Coutu, D. (2009). Why teams don’t work? Harvard
Business Review. (EP)
Case Title/ Number Case Study: The team that was not (HBR)

Pedagogy Class participation, Article presentation by students, Case analysis and

presentation
   
Session No-23 &24 Managerial Leadership
Objective of the At the end of this session the students will learn
session a)      Competencies of effective Leadership
b)      Different styles of leadership
 c)      Elements of Transformational Leadership and Differences
between Transformational and Transactional Leadership
d)      Influence of culture on perceptions of effective leaders
Readings Chapter 14 of the text book
Readings Goleman, D. (2000). Leadership that gets results. Harvard Business
Review (EP)
Case Title/ Number GE Two Decades of Transformation: Jack Welch’s Leadership
Pedagogy Video, PPT/Class participation, Students’ article presentation, Case
analysis and presentation by team, Case discussion
   
Session No- 25 & 26 Organizational Structure
Objective of the At the end of this session the students will learn
session a)      Different types of co-ordinations in organizational structure
b)     Concepts and practical implications of span of control,
centralization/decentralization, organic and mechanistic organization
c)      Essential elements of organizational alignment and effectiveness
d)      External environmental effects on organizational structure
Readings Chapter 15 of the text book
Readings Organizational Alignment: The 7 S Model (HBS Notes) (EP)
Case Title/ Number Procter & Gamble Organization (A)
Pedagogy PPT/Class participation, Article Presentation by students Case analysis
and Presentation
  
Session No- 27 & 28 Organizational Culture.
Objective of the At the end of this session the students will learn
session a)      Elements of organizational culture and importance of
organizational culture and sub-culture
b)      Categories of artifacts through which corporate culture is
deciphered
c)      Strategies to strengthen organizational culture
d)      Conditions under which culture strength improves corporate
performance
Readings Chapter 16 of the text book
Readings a)      Christenses C M (2006), What is an Organization’s Culture?,
Harvard Business Review, August (EP)
b)      Deshpande, R. & Raina, A. (2011). The Ordinary Heroes of the
Taj. Harvard Business Review (O)
 Case Title/ Number Zensar: The future of vision communities A

Pedagogy PPT/Class participation, Exercise, Case analysis & Presentation by

Team
  
Session No- 29 & 30 Organizational Change
Objective of the At the end of this session the students will learn
session a)      Why to change?
b)      Concepts and Models of Change
c)      Why people resist change
d)      The essential and critical steps and leadership initiatives for
driving organizational change
Readings Chapter 17 of the text book
Readings a)      Kotter, J.P & Schlesinger, L.A. (2008). Choosing Strategies for
Change- Key Ideas. Harvard Business Review. (EP)
b)      Strebel, P. (1996). Why Do Employees Resist Change? HBR.
(EP)
Case Title/ Number DBS Bank: Championing Change (SMU case)

Pedagogy Class participation, Exercise, Case analysis & Presentation by Team

DELIVERY DEADLINES FOR PROJECTS/ASSIGNMENTS

This will be communicated in the class.