COURSE INFORMATION

Subject name: Organizational Behavior

Code: MGT-306
Coordinating Faculty: Faculty of Economics
Credits: 4
Pre-requisites: Human Resource Management
Instructor: Shams Ul Hayat

1. COURSE DESCRIPTION
This course provides a comprehensive analysis of individual and group behavior in organizations. Its purpose is to
provide an understanding of how organizations can be managed more effectively and at the same time, enhance
the quality of employees work life. Topics include motivation, rewarding behavior, individual and group
behavior, decisionmaking, and organizational structure.

2. COURSE OBJECTIVES
This course aims to improve students understanding of human behavior in an organization and the ability to lead
people to achieve more effectively toward increased organizational performance. After completing this course,
students should be able to:

 Understand individual behavior in organizations, including diversity, attitudes, job satisfaction, personality,
perception, decision making, and motivational theories.
 Understand group behavior in organizations, including group structure, group decision making, and types of
teams.
 Understand the organizational system, including organizational structures and kinds of structure.

3. LEARNING OUTCOMES
Upon the completion of the course, students will be able to:

 Analyze individual and group behavior and understand the implications of organizational behavior on the
process of management.
 Identify personal dimensıons of personality, job satisfaction, motivation, and learning.
 May analyze the group formation and management process.
 Discuss group and group dynamics.
 Examine group types and team working techniques.
 Identify different motivational theories and evaluate the motivational strategies used in a variety of
organizational settings.
 Describe and assess the basic design elements of organizational structure and evaluate their impact on
employees.
4. LEARNING REFERENCES
 Organizational Behavior: By Stephen P Robbins and Timothy A Judge, 15th Edition

 Organizational Behavior An Evidence-Based Approach: By Fred Luthans, 12 th Edition

5. CLASS EVALUATION TECHNIQUES

5.1 One-minute paper:
This is a useful technique because it is anonymous and encourages the quieter students to ask questions. What was
the most meaningful topic to you?

5.2 Listing:
Use this technique when you want to assess retention. List short phrases to ask them what that mean to you.

5.3 One-sentence summaries:

One-sentence summaries can determine if your students understand the full meaning of a topic. By answering the
seven questions, they can write one sentence which sums up the topic. These summary sentences will help you
assess their understanding and will also help the students organize their thoughts. This method is used to
determine and assess if the learning outcome is achieved.

5.4 Summarizing:
The summarizing technique shows what your students learned from a lecture or reading assignment. It also helps
to develop their communication skills.

5.5 Pre and Post Tests:

Test the students before start and end of class/ semester know the level of improvement in them. Pre and post
testing is an assessment model designed to examine the change in overall critical thinking skills or
dispositions in a group of test takers.

6. TEACHING METHODS
6.1 Lecture:
Oral presentation by lecturers focuses on explaining topics, ideas, and theories.

6.2 Conferences/ Discussion:

Two-way communication with and among the groups of students.

6.3 Audio Visual:

Static books or dynamic media (videos and expert clips).

6.4 Experiential Techniques:

Case studiess and Role plays.

6.5 Simulations:
When students use a model of behavior to gain a better understanding of that behavior, they are doing a
simulation. For example: When students are assigned roles as buyers and sellers of some good and asked to strike
deals to exchange the good, they are learning about market behavior by simulating a market. When students take
on the roles of party delegates to a political convention and run the model convention, they are learning about the
election process by simulating a political convention. When students create an electric circuit with an online
program, they are learning about physics theory by simulating an actual physical set-up.

6.6 Presentation:
Students are given topics and opportunities for revision and preparation and present the given topic in front of the
class. The purpose is to develop student self-efficacy and verbal speaking skills.

7. CLASS ROOM ETIQUETTE

Classroom courtesy is expected of all students all the time. Following is a general guideline for the classroom
conduct:

1. Refrain from chatting with fellow students.

2.    Arrive on time. If you come late, please be courteous to other students
3.    Do not get up and walk out halfway through class. 
4.    Do not cut the instructor off at the end of class. 
5.    All cell phones and pagers must be turned off during class and examination. 
6.    Eating is not permitted. 
7.   Above all, please be cognizant of the learning process and purpose of you being in the classroom and
extend the same respect to other students.
 General Guidelines for instructorsin managing class activities
Activity 1: Ice-Breaker/Inclusion Activity (Introduction)
Introduction of the instructor: Name, Present Job, Educational Background, Work Experience, Future
Goals, Professional Societies Involvement, etc. (only for new students). Participants stand and
introduce themselves.
Pre-class test for evaluation and assessment of students.
Activity 2: Lesson Objectives
Instructor presents the session learning objectives, and the process of session activities.
Activity 3: Group Work
Form five groups (5 people each) according to group distribution list and provide each group with the
title of session description. They need to develop their information based on the title they received.
Elicit answers and ask other studens to present their opinion on the answers given by other
participants. Facilitator corrects and summaries the views of participants.
Activity 4: Class Discussion
Ask one group to exchange their descriptions with another group. Each group should write their
feedback regarding the description on flip chart paper. All the groups return to the plenary. Each
group presents the feedback it has given to the plenary.
Activity 5:Class Contribution
Participants are asked to come to plenary. The facilitator summarizes the session.
Activity 6: Presentation
Facilitator distributes the soft or hard handouts get additional information on the objective of
session. Asking them to prepare and present the contents.
Activity 7: Questioning
The participants ask questions and the instructor answers the questions as well help studens to
practice all lecture on their note book or computer.
Activity 8: Simulation
When students use a model of behaviour to gain a better understanding of that behaviour, they are
doing a simulation For instance: When students are assigned roles as buyers and sellers of some good
and asked to strike deals to exchange the good, they are learning about market behaviour by
simulating a market. 
Activity 9: Conclusion
Lecturers conclude and evaluate the session by asking studens the questions.
Post -class test for evaluation and assessment of students.
Students answer the [Link] corrects their answers and summarizes the view of
participants.
8. POLICIES & GUIDELINES
Guidelines for Format of Assignments: (General Recommendations)
The following guidelines will help your work become more professional. These skills are expected in the work
environment for reports, projects, etc. The unprofessional appearance of work will be graded accordingly:

1. All students are required to submit their assignments online through the student portal.
2. Assignments should always have title pages, date, course name, and Professor’s name.
3. All pages should be numbered correctly.
4. Spell words correctly (use spell check, proofread papers).
5. Assignments should be submitted on time.
6. As necessary include the table of contents.
8. As necessary, label different sections of the paper.
9. All assignments and any course work submitted will be subject to plagiarism verification by
software.

9. COURSE SCHEDULE / CONTENTS

Week Topics for Discussion Suggested Topic Outcomes
Book Chapter#
No. Activity
Module 1: What Is Organizational Chapter 01 of Review of a
Behavior? Stephen P lecture at
 Replacing Intuition with Robbins’ Book home.
Systematic Study
1  Contributing Disciplines to the Students will be
OB Field able to
 Challenges and Opportunities for demonstrate the
OB application of the
OB model
 Basic OB Model Research
 The Dependent Variables Article review
2  The Independent Variables at Home

Module 02: Foundations of Chapter 02

of Case Study
Individual Behavior Stephen P Discussion Students will be
 Biographical Characteristics Robbins’ Book able to analyze
 Ability, Intellect, and the impact of
3 Intelligence Dimensions of biographical
Intellectual Ability Physical characteristics on
Abilities performance,
 [Link] Ability-Job Fit turnover, and
absenteeism
4  Learning Review of
 Theories of Learning Lecture at
 Types of Reinforcement Home
  Schedules of Reinforcement
 Behavior Modification

Module 3: Attitudes and Job Chapter 03 of Job Satisfaction

Satisfaction Stephen P Discussion
 Attitudes Robbins’ Book
 The Theory of Cognitive
Dissonance
5
 Measuring the A-B Relationship
 Major Job Attitudes
 How Attitudes Are Measured:
Attitude Surveys
Students will be
 Attitudes and Workforce Class Activity able to apply the
Diversity on Job ABC model of
 The Impact of Dissatisfaction on Satisfaction attitude
the Workforce Questionnaire
 Responses to Job Dissatisfaction
6  The Effect of Job Satisfaction on
Employee Performance
 Job Satisfaction and OCB
 Job Satisfaction and Customer
Satisfaction

Module 4: Personality and Values Chapter 05 of Big Five

 What is Personality? Stephen P Personality
 Personality Determinants Robbins’ Book Test of students
 The Myers-Briggs Type in the class
7
Indicator Students will be
 The Big Five Model able to describe
different
personality
 Other Personality Traits
theories and their
 Locus of Control
application in
 Self-Esteem and Self-Monitoring
business
8  Risk-Taking
 Personality Types
 Values

Midterm Examination

9 Module 5: Perception and Chapter 06 of Case Study

Individual Decision Making Stephen P Discussion Students will be
 What Is Perception, and Why Is Robbins’ Book able to overcome
It Important? the perceptual
 Factors That Influence mistakes made in
 Perception
 Person Perception: Making
Judgments About Others
 Attribution Theory organizations
 Errors and Biases in Attributions
 Frequently Used Shortcuts in
Judging Others

 Specific Applications of Case Study

Shortcuts in Organizations Discussion Students will be
 The Three-Component Model of able to distinguish
Creativity the various
 How Are Decisions Made in motivational
Organizations theories.
 Common Biases and Errors
 Intuition
10  Individual Differences in
Decision Making
 Organizational Constraints on
Decision Makers
 Ways to Improve Decision
Making
 Toward Reducing Bias and
Errors

Module 6: Basic Motivation Chapter 07 of Case Study

Concepts Stephen P Discussion
 Defining Motivation Robbins’ Book
 Maslow’s Hierarchy of Needs
 Theory X and Theory Y
(Douglas McGregor)
 Two-Factor Theory (Frederick
Herzberg)
11  Comparison of Satisfiers and
Dissatisfiers
 Contrasting Views of
Satisfaction and Dissatisfaction
 ERG Theory (Clayton Alderfer)
 David McClelland’s Theory of
Needs
 Matching High Achievers and
Jobs

12  Goal-Setting Theory (Edwin Case Study

Locke) Discussion
  Reinforcement Theory
 Equity Theory
 Expectancy Theory
 Performance Dimensions

Module 7: Motivation: From Chapter 08 of Review of

Concept to Applications Stephen P Lecture at
 Job Design Theory Robbins’ Book Home
 The Job Characteristics Model
(Job Design Theory)
 Job Design and Scheduling
 Guidelines for Enriching a Job Students will be
 Work Schedule Options able to apply the
 Telecommuting various
13  Employee Recognition Programs motivational
 What is Employee Involvement? theories to
 Examples of Employee increase the
Involvement Programs motivation of
 Linking EI Programs and employees.
Motivation Theories
 Variable Pay Programs
 Flexible Benefits
 Implications for Managers

14 Module 8: Foundations of Group Chapter 09 of Case Study

Behavior Stephen P Discussion Students will be
 Defining and Classifying Groups Robbins’ Book able to describe
 Why People Join Groups the properties of
 The Five-Stage Model of Group groups and solve
Development group
 Stages of Group Development development
 Group Structure – Roles stage problems
 Group Structure – Norms
 Typology of Deviant Workplace
Behavior
 Group Structure – Status
 Group Structure – Size
 Group Structure – Composition
 Group Structure – Cohesiveness
 Relationship Between Group
Cohesiveness, Performance
Norms, and Productivity
 Group Tasks
 Group Decision Making
 Symptoms Of The Groupthink
 Phenomenon
 Group Decision-Making
Techniques
 Evaluating Group Effectiveness

Module 9: Understanding of Work Chapter 10 of Review of a

Teams Stephen P lecture at
 Why Have Teams Become So Robbins’ Book home.
Students will be
Popular
able to
 Differences Between Groups &
differentiate
15 Teams
teams and groups
 Types Of Teams and will be able to
 Creating Effective Teams set up different
 Turning Individuals Into Team types of teams
Players – Shaping Team Players

Module 10: Foundations of Chapter 15 of Discussion on

Organization Structure Stephen P Types of Students will be
 What Is Organizational Structure Robbins’ Book Organizational able to
 Common Organizational Design Structure differentiate the
16  New Design Options different
 Why Do Structure Differ organizational
 Organizational Designs and designs and
Employee Behavior application

Terminal Examination

10. C OURSE ASSESSMENT

SUMMARY
TYPE PERCENTAGE RATIONALE
Internal Assessment 25 % Equal weightage is assignments and quizzes and at the
- Assignments: 5% same time emphasizing on the importance of class
- Quizzes: 10% participation.
- Attendance: 5%
- Presentation: 5%
Program Assessment 75% Students develop an examination sense through
- Midterm: 25% midterm examination; hence 25% weightage is
- Terminal: 50% appropriate. Midterm duly followed by terminal
examination providing 50% weightage, which is an
opportunity to improve scores appropriately.

11. GRADING
MARK RANGE GRADE POINT GRADE EXPECTED RESULT
90 and above 4.0 A At least 25% expected to secure A
grade
80 – 89 3.0 B At least 35% expected to secure B
 grade
70 – 79 2.0 C At least 30% expected to secure C
grade
60 – 69 1.0 D At least 7% expected to secure D
grade
59 and below 0.0 F At least 3% expected to secure F
grade

12. KARDAN UNIVERSITY POLICY ON PLAGIARISM

1. Plagiarism is strictly prohibited in Kardan University in coordination with national and international law.
2. All assignments and thesis submitted by students will be checked with Turnitin plagiarism application
for any kind of plagiarism.
3. Any act of plagiarism will affect students marks or may lead to cancellation of such material.
4. Using materials submitted by other students may lead to in-class plagiarism, which will affect student
marks.
5. Students have to use citation to use materials printed by other authors.
6. Students should proceed with their assignments with relevant reference.

13. CONDUCT AND IMPORTANT POLICIES

Any student found guilty of a breach of ethics will result in the matter being referred for further action in
accordance with the disciplinary regulations of the University.

a) Breach of ethics includes, but is not limited to plagiarism (the copying of other’s ideas and passing them off as
one’s own); copying or other forms of cheating on examinations, papers, and reports; the sale, purchase, or
distribution of term papers. All such acts are considered a breach of ethics and will be directed to the UFM
committee.

b) Course registration is charged by the management. Please approach the management for any queries about
course enrolment, class quota, etc. In no circumstances should you approach the lecturers who have no control
over this?

c) Make-up exam for midterm and terminal exam is available only for those individuals, who are not able to
attend their exams for valid reasons. Usually, make-up exam starts a week after the regular exam finishes.

d) There is no make-up session for oral presentations and quizzes. If you are absent from the oral presentation/
quiz without eligible reasons/documents, you will not earn any marks.

e) All examinations and quizzes will be “closed book” unless otherwise instructed. At the time of examination, all
students are requested to clear their desks and are not allowed exchanging any notes or electronic (text) messages
to other students. All cellular phones should be in silent mod, and the student will not be allowed to use them
during the examination. All students are expected to adhere to these policies and procedures.

f) There is no supplementary exam for any failed course. Individual who fail the course must retake the module.

14. ATTENDANCE
Your regular and punctual attendance at lectures and seminars is expected in this course. University regulations
indicate that if students attend less than 65% of scheduled classes, they may be refused final assessment.

Proposed by:
Fawad Asim
Academic Administrator

Signature:……………………………………….