SBM-NMIMS: COURSE TEACHING PLAN

Assurance of Learning (AOL) Specific

Course Code
Course Title
Dr. Veena Vohra : [email protected]
Dr. Geeta D’Souza : [email protected]
Course Prof. Bijayinee Patnaik : [email protected]
Instructor/s Dr. Amita Shivhare : [email protected]
Dr. Sateesh Shet : [email protected]

Credit Value 3
Programme FTMBA, Trimester 1, 2021-22
& Trimester
Pre-requisite
CLO 1: To analyse how personality, values, learning, attitudes, emotions and
motivations influence managerial behaviour in physical and virtual
working environments. (PLO2b)
Learning CLO 2: To analyse how managers make decisions and manage challenges to
Objectives decision making at the individual and collective level. (PLO2b)
CLO 3: To analyse and apply individual, group and interpersonal
frameworks in multiple business situations (physical and virtual).
(PLO4c)
After completion of the course, students will be able to:
 Demonstrate their understanding, analysis and application of concepts
related to individual behaviour, interpersonal relationships and team
Learning dynamics.
Outcomes  Use course concepts and frameworks to manage individual and group
behaviour and enhance decision-making in physical and virtual working
environments.
 Develop self-awareness and effective interpersonal skills.
The focus of this course is to improve students’ understanding, analysis and
management of human behaviour and decision-making in physical and
Course
virtual working environments. Students will learn frameworks and models
Description
which can be used to analyse behaviour in different business contexts and
also develop strategies for managing their own and others’ behaviours to
meet personal, work-team and organizational goals.

Specific Assessment % AOL Intended CLOs to be

Methods Weightage Instruments assessed
CLO 1 CLO 2 CLO 3
Class Participation 20 - - - -
Ideal Self
Individual 30 Rubric 30 - -
Evaluation
Pattern Assignment
Ideal Team Group
30 Rubric - - 30
Project
Decision Making
20 Rubric - 20 -
Group Assignment
*A table providing due dates of all projects is attached at the end of this
document.

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Note: All readings, videos, inventories and self-reflection activities mentioned in the
session plan below are asynchronous activities. Students must complete them before the
scheduled session and bring the output to class for discussion. Asynchronous work will
also include group discussions to prepare for case analysis and role plays. Every group
is expected to put in at least 2 hours of preparation before every class.

Class discussions, lectures, presentations and role-plays are synchronous activities and
will take place during class.

Sn. Topics Chapters/Articles/Case Pedagogy Details + Learning

s/Other Material and Outcomes
Activities
Organizational Video Discussion: Introduction and expectation-
Behaviour The 2 Most Important setting with emphasis on the
 What is Skills For the Rest Of importance of class participation
Organizational Your Life, Yuval and its associated benefits for
Behaviour? Noah Harari on students in terms of learning and
 The OB Impact Theory skill-building.
Model and its https://www.youtube.
relevance and com/watch?v=x6tML Video-based and case-based
challenges in the AjPVyo discussion on concepts of
1
VUCA world organizational behaviour and
 Virtual how they relate to the VUCA and
working trends Case Discussion: virtual business world.
SkyWalk’s Team
Dilemma LO: To identify and analyse
individual, group, and
Pre-Read: Chapter 1 organizational factors that
(pgs. 9-10, 28-36) influence behaviour in the
context of a VUCA and virtual
workplace.
Understanding Inventory Discussion on Students’ Big 5
Personality Discussion: Big five Inventory scores and case
 What is Personality Inventory discussion and role play to
personality? using web link - analyse personality and its impact
 The Big Five http://www.personal. on behaviour in the workplace.
Personality Model psu.edu/j5j/IPIP/ipipn
 How do the eo120.htm LO: To analyse how personality
2 Big Five Traits impacts workplace outcomes.
Predict Behaviour at Case Discussion and
Work? Role Play: The
 Implications Jenner Situation
for Managers
Pre-Read: Chapter 5
(pgs. 157-161, 163-
166)

Understanding Inventory Self-assessments on specific

Personality: Discussion: Locus of personality traits with discussion
3 Managing Personal Control and and feedback on their impact.
and Professional Machiavellianism
Situations LO: To analyse how personality
 Other Class Discussion: On and situations interact to impact
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Sn. Topics Chapters/Articles/Case Pedagogy Details + Learning
s/Other Material and Outcomes
Activities
Personality Traits Personality and outcomes, to address the
o Locus of Situation Interaction challenges of working with
Control individuals with driven or
o Machiavellianis Pre-Read: Chapter 5 difficult personalities and to
m (pgs. 166-168, 173- understand self-role congruence,
o Narcissism 174) how jobs and roles are in constant
 Personality flux in the VUCA world and how
and Managing students and future managers
Personal and should prepare for this.
Professional
Situations
 Self-role
Congruence
Job Attitudes Article Discussion: Article- and video-based
 Attitudes HBR (2011) - The discussion on
 The Ordinary Heroes of individual-organizational
Components of an the Taj By Rohit alignment and
Attitude Deshpande and factors that impact employee
 Cognitive Anjali Raina behaviours and attitudes.
Dissonance Activity-based discussion on the
 Job Attitudes: Video Discussion: impact of job dissatisfaction and
Job Satisfaction, Job The Ordinary Heroes how employees might respond to
Involvement, of the Taj Hotel: Rohit it.
4 Organizational Deshpande at
Commitment, LO: To explore factors that shape
TEDxNewEngland attitudes and behaviour at the
Perceived
https://www.youtube. workplace, even in crisis
Organizational
com/watch?v=vQGz1 situations and to examine the
Support, Employee
YRqBPw impact of job dissatisfaction on
Engagement
 Person- employees.
Activity Discussion:
Organization Fit On Job Attitudes and
 The Impact of EVLN model
Job Dissatisfaction
Pre-Read: Chapter 3
(pgs. 85-91, 100-101)
Emotions and Moods Case Discussion: Case-based discussion on positive
 What are Martha Rinaldi: and negative emotions, their
emotions and Should she stay or antecedents and outcomes and
moods? should she go? activity-based discussion on the
 Positive and amygdala’s role in emotions.
5
Negative Affect Activity Discussion:
 Identifying Amygdala Hijack LO: To develop an understanding
one’s emotions about the nature of emotions,
 Affective Pre-Read: Chapter 4 their impact on our behaviour and
Events Theory (pgs. 117-118, 119- outcomes, as well as the impact
120, 131) of workplace events on emotions.
Emotional Article Discussion: Article and activity-based
6
Intelligence and HBR (2004) – discussion on emotional
Emotional Labour Emotional intelligence, emotional labour,

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Sn. Topics Chapters/Articles/Case Pedagogy Details + Learning
s/Other Material and Outcomes
Activities
 Emotional Intelligence: What emotional blindspots, and emotion
Labour Makes A Leader? By regulation.
 Understanding Daniel Goleman
and Application of LO: To apply the concepts of
Emotional Activity Discussion: emotional intelligence and
Intelligence On Emotional emotional labour to different roles
 Emotion Intelligence and and business situations, examine
Regulation Emotional Labour their challenges and consequences
as well as the importance of
Pre-Read: Chapter 4 emotion regulation.
(pgs. 129-130, 134-
136)
Learning Movie Discussion: Movie-based discussion on
 Operant Discussion based on concepts of learning, the learning
Conditioning the movie “Coach process and how it is applicable
 Social Carter” (2005) to organizations and managers.
7 Learning Theory
 Shaping Pre-Read: Chapter 5 LO: To explore how managers
 Schedules of (pgs. 176, 178-185) can use reinforcements,
Reinforcement punishments and social learning
 Behaviour concepts to get desired
Modification behaviours.
Theories of Case Discussion: Case discussion on how different
Motivation Mini Cases on motivation strategies can be used
 What is Motivation in to motivate and engage different
Motivation different contexts and kinds of workers.
 Theories of different types of
Motivation (Two- workers LO: To design motivation
8 factor theory, Goal strategies using various
Setting Theory, Pre-Read: Chapter 7 motivation frameworks.
Expectancy Theory, (pgs. 252, 253-255,
Equity 259-262, 267-274)
Theory/Organizatio
nal Justice)
 Gig Work
Capability Model
Employee Video Discussion: Video-based discussion on the role
Motivation: Job The Puzzle Of autonomy, mastery and purpose
Design and Purpose Motivation, Dan Pink play in motivation and
 Job https://www.youtube.c engagement, particularly with new
Characteristics om/watch?v=rrkrvAU generation knowledge workers in
Model bU9Y the context of a digital workplace
9  Expanded and the VUCA world.
Work Design Model Pre-Read: Chapter 8
 Autonomy, (pgs. 291-294) LO: To analyse employee
Mastery, Purpose motivation through the perspective
of job design, social context and
organization context and to
examine the role autonomy,
mastery and purpose play in
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Sn. Topics Chapters/Articles/Case Pedagogy Details + Learning
s/Other Material and Outcomes
Activities
motivation and engagement.
Interpersonal Inventory Self-assessment with reflection
Relations: Discovery Discussion: Johari and discussion on Interpersonal
and Reflection Window orientation and relationship
 Johari management.
10
Window Inventory
 FIRO-B Discussion: FIRO-B LO: To discover one’s own
relationship orientation towards
others for enhanced relationship
management.
Interpersonal Case Discussion and Case discussion on interpersonal
Conversation and Role Play: Ramesh conversations and feedback. Role
Feedback Patel at Aragon Play on feedback to be conducted
 Feedback Entertainment based on the case.
11 (giving feedback Limited
effectively in both LO: To have an unbiased
physical and virtual approach in seeking and giving
contexts) feedback for improved
interpersonal relations in both
physical and virtual contexts.
Group Behaviour Article Discussion: Article and activity-based
 Social Identity Tajfel and Turner discussion on teams from the
Theory Intergroup Conflict field of sports, music, business,
 Group Theories 1997 by etc. on the application of
Properties Robert Worley concepts related to group
behaviour and social identity.
12
Activity Discussion:
On Group Behaviour LO: To apply concepts of social
and Social Identity identity and group properties in
the management of teams (face-to-
Pre-Read: Chapter 9 face and virtual).
(pgs. 326-329, 330-
346)
Group/Team Activity Discussion: Activity-based discussion on
Development On Group Charters creating group charters for
 Stages of and developing virtual effective group management and
Group Development teams how groups (face-to-face and
o Bruce virtual) develop over time.
Tuckman’s Pre-Read: Chapter 9
Five Stage (pgs. 329-330) LO: To appreciate how teams
13 (face-to-face and virtual) develop
Model
o Connie over time and use that knowledge
Gersick’s for effective team management.
Punctuated
Equilibrium
Model
 Developing Virtual
Teams
14 Team Effectiveness Case Discussion and Case discussion and role play on
 Team Role Play: the factors responsible for team
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Sn. Topics Chapters/Articles/Case Pedagogy Details + Learning
s/Other Material and Outcomes
Activities
Effectiveness Model MoLex: Leading a effectiveness.
o Context Technology Start-Up
o Composition in a Fast-Changing LO: To examine the impact of
o Process Environment team context, composition of team
members and team process and
Pre-Read: Chapter use that knowledge to create and
10 (pgs. 371-385) manage teams effectively.
Decision Making: Activity Discussion: Discussion on the importance of
Process, Biases and Lost at Sea decision making as a skill set and
Group Phenomena activity-based analysis of
 The Link Activity Discussion: decision making approaches,
between Perception On Biases/Traps in challenges associated with them,
and Individual Decision Making cognitive biases and group
Decision Making phenomena that might arise, and
 The Rational Pre-Read: Chapter 6 impact assessment with the goal
Model, Bounded (pgs. 218-227) and of enhancing decision making
Rationality and Chapter 9 (pgs. 346- capability.
Intuition 349)
 Common LO: To examine the process and
Biases and Errors in approaches to decision-making,
15 analyse biases, group phenomena
Decision Making
 Reducing and influences, assess impact,
Biases and Errors and improve decision making
 Group Versus capability.
the Individual
 Influences on
Decision Making:
Individual
Differences and
Organizational
Constraints
 Groupthink
 Groupshift or
Group Polarisation
Group Decision Activity Discussion: Student Presentations on
Making Techniques On Biases/Traps in decision-making techniques, their
 Group Decision Making processes, impact, challenges and
Decision Making (contd.) the situations in which they can
Techniques be used.
 Challenges of Article Discussion:
making decisions in TOI Ask Tough LO: To analyse the techniques that
16 a virtual context Questions, Learn and can aid decision making and
TOI Wartime-like examine how teams can overcome
effort made by IISC challenges involved in the
Team decision making process in
different business and virtual
Student Assignment contexts.
Presentations: On
Group Decision
Making Techniques
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Sn. Topics Chapters/Articles/Case Pedagogy Details + Learning
s/Other Material and Outcomes
Activities

Pre-Read: Chapter 9
(pgs. 350-351)
Understanding Case Discussion: The Case discussion on conflict as well
Conflict Army Crew Team as other aspects of group
 What is properties and team effectiveness.
Conflict? Pre-Read: Chapter
 Types and 14 (pgs. 525-535) LO: To analyse different elements
17
Loci of Conflict of the concept of intra- and inter-
 The Conflict group conflict and its process.
Process
 Socio-cultural
dimensions of
conflict
Management of Inventory Self-assessment, discussion and
Conflict Discussion: Thomas- feedback on conflict handling
 Conflict- Kilmann Inventory styles with discussion of impact in
handling different contexts, including
Intentions/Styles Pre-Read: Chapter
students’ own group contexts.
 Types of 14 (pgs. 531-532)
18 conflict in a virtual Also, discussion on conflict in
context virtual contexts.
 Challenges of
managing conflict in LO: To assess one’s conflict-
a virtual context handling style and its impact and
analyse conflict management in
different contexts.

Application of Course Project-based LO: Integration of course

Concepts presentations by learnings and application of course
19  Application of Student Groups frameworks.
Course Concepts in
the design of an
Ideal Team.
Application of Course Project-based LO: Integration of course
Concepts (Contd.) presentations by learnings and application of course
20  Application of Student Groups frameworks.
Course Concepts in
the design of an
Ideal Team.

Faculty Expectations of Students

Faculty expect the following from Students:

- Students must come to class prepared with all assigned pre-class work: readings,
videos, inventories, self-reflection activities.
- Students must actively participate in class discussions throughout the trimester.

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 - Students must not indulge in any form of cheating or plagiarism. Plagiarized work
will be downgraded or receive a zero.

Reading List Prescribed Text book:

and Students are required to go through the prescribed chapters from the text
References book “Organizational Behavior” by Stephen P. Robbins, Timothy A.
Judge and Neharika Vohra (18th ed.) Pearson (2019).

References:
Brown, M. I., Prewett, M. S., & Grossenbacher, M. A. (2020). Distancing
Ourselves from Geographic Dispersion: An Examination of
Perceived Virtuality in Teams, Group Dynamics: Theory, Research
and Practice, 1-18, http://dx.doi.org/10.1037/gdn0000120
Gersick, C. J. (1988). Time and Transition in Work Teams: Toward a
New Model of Group Development, Academy of Management
Journal, 31, 1-41.
Luthans, F., Luthans, B. C., & Luthans, K. W. (2015). Organizational
Behaviour: An Evidence-Based Approach, 13th Edition. Information
Age Publishing, Inc.
Neck, C. P., Houghton, J. D., & Murray, E. L. (2016). Organizational
Behaviour: A Critical-thinking Approach. Sage Publications, Inc.
Nelson, D. L., Quick, J. C., & Khandelwal, P. (2014). Organizational
Behavior: A South-Asian Perspective, 2nd Edition. Cengage
Learning.
Nohria, N., Groysberg, B., & Lee, L. (2008). Employee Motivation: A
Powerful New Model, Harvard Business Review, 1-8.
Rich, B. L., Lepine, J. A., & Crawford, E. R. (2010). Job Engagement:
Antecedents and Effects on Job Performance, Academy of
Management Journal, 53, 617-635.
Wilson, J. M., Straus, S. G., & McEvily, B. (2006). All in due time: The
development of trust in computer-mediated and face-to-face teams.
Organizational Behavior and Human Decision Processes, 99, 16-33.

Prepared by Faculty Team Recommended by Recommended by

Area Chairperson Program Chairperson
Dr. Veena Vohra Dr. Hema Bajaj Dr. Smita Mazumdar
Dr. Geeta D’Souza
Prof. Bijayinee Patnaik
Dr. Amita Shivhare
Dr. Sateesh Shet
Approved by Faculty Approved by Approved by Dean SBM
Chair AOL Associate Deans

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 Due Dates of All Project Deliverables

Sr. Deliverable Due Date

#

1 Ideal Self Individual Assignment Report Session 12,

EOD

2 Decision Making Group Assignment: CR to collate and send Session 15,

group information EOD

3 Decision Making Group Assignment: Template and Day before

Powerpoint Slide Deck Session 16 and
within 2 hours
of receipt of
new instructions

4 Decision Making Group Assignment Presentation Session 16, In

Class

5 Ideal Team Group Project Report Session 17,

EOD

6 Ideal Team Group Project Presentation and Viva Sessions 19 and

20, In class

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