Course Handout

Course Name: Organizational Behavior

Semester: I

Faculty Name: SIREESHA MAMIDENNA

Room No: 007
; Wing No: E
Consultation Hours: WED 1 PM TO 5 PM
Mobile No: 09390188288
Email: drsireeshamamidenna@gmail.com
Course Objectives
To help students:

Understand the various dynamics of an organization.

Understand what constitutes organizational behavior

Understand how the three pillars of an organization namely; individuals, groups and organizational
structure, which form the foundation of an organization, interact with each other to impact
organizational effectiveness.

Analyze an organization and the contribution of each pillar that forms an organization.

Learning Outcomes:
At the end of the course a student is expected to:

Understand how human behavior differs from individual to individual and the difference that needs
to be addressed differently by organizations.

Inculcate the ability to lead people towards increased organizational performance.

Have clear conceptual understanding of the subject; understand the relevance of the theoretical
concepts and for the evaluation of organizations; understand human behavior as a part of the core
aspect of an organization.

Recommended Text Book:

Organizational Behavior; Managing People and Organizations.,11/e Griffin& Moorhead. Cengage
publication

Reference books:

Organizational Behavior, 11 e/d by Fred Luthans; Mc Graw Hill Publication.

Organizational Behavior, 15/e by Stephen P. Robbins, Timothy A. Judge and Neharika Vohra;
Pearson Education

Course Outline
Sl
No.
1

Sessio
n No.
1-2

Topic / Area Covered

Learning Outcomes

Case

Management Thought
and OB: Definition of
Management, Historical
origins of OB- Theoretical
developments: Scientific,
Classical, Behavioral,
Systems and Contingency
approaches; Fields of
studies contributing to
OB.; Managers roles and
functions.; OB in the 21st
century- Challenges:
Technological changes,
talent management
restructuring, outsourcing,
handling temporary staff,
globalization, diversity,
organizational agility.

The student should be

able to:

1.The Knowledge
(Mis) Manager

3-4

Individual Learning and

Behavior:
Definition of Learning;
Theoretical process of
learning,; application of the
learning theories for

Understand
what
organizational
behavior is.
Understand the
role and skills
of
managers
and
how
managers
do
their jobs.
Understand the
way managers
perform
and
the extent of
which peoples
skill
contributes to
organizational
behavior.
Identify the
challenges of
organizational
behavior, and
determine
when
and
where
the
theories
and
skills are to be
applied.

The student should be

able to:

Understand the
importance of

2.Videos on theories
of learning.

Case
details
(ICMR
Case)

behavior modification.

5-6

Attitudes, Values and Job

Satisfaction:
The Nature and
Dimensions of Attitudes:
Components of Attitude
Sources and types
Cognitive dissonance
theory Values
Measuring job satisfaction
The effect of job
satisfaction on employee
performance.

7-9

Perception:
Factors Influencing
Perception - Perceptual
Selectivity rational
decision making model,
bounded rationality,
Linkage Between

learning
in
shaping
an
individuals
behavior.
Apply
the
different
theories
of
learning
to
instill
and
maintain
desired
behavior
in
employees that
contribute to an
organizations
well being and
performance.
The student should be
able to:

Understand
how
individuals
differ from
each other
based on
different
attitudes and
values.
Understand the
relationship
between
values, beliefs,
attitude and
behavior
Understand the
importance of
job satisfaction
in employees
for enhanced
performance.
The student should be
able to:
Understand
how and why
different people
perceive the
same situation
differently.

3.The Julie Roehm

Saga at Wal-Mart,
Inc

(ICMR
Case)

4.Dilemma:
Promote from
within or look
elsewhere

(ICMR
Case)

Perception and Individual

Decision Making ethics
in decision making.

10-12

Personality:
The Meaning of
Personality - Personality
Determinants - Personality
Traits - The big five model,
emotional labor,
.Emotional Intelligence.

13-15

Motivation:
Meaning of Motivation
Primary, General Motives
and Secondary Motives Motivation and
Productivity Content and
process theories of

Understand
various
perceptual
errors
individuals
make which in
turn impact our
decision
making ability.
Apply the
rational model
of decision
making while
contrasting it
with bounded
rationality and
intuition.
The student should be
able to:
Understand and
identify
different
personality
types
individuals can
be categorized
into.
Understand
how a match
between ones
personality and
a job can lead
to better
performance.
Analyze how
different
personality
types predict
behavior at
work.
The student should be
able to:

Understand the
importance of
motivation on
employee
performance.

Administer
personality tests.
(MBTI, Big five and
Hollands
Typology)

5.Needs drive
performance

(ICMR
case)

6. Employee
motivation: A

(ICMR

Motivation.

16-18

Group and Teams:

Group Behaviour: Stages
of Group development;
Informal
groups/Organizations:
group size, norms, roles,
cohesiveness, groupthink
and group decision
making Teams,
teambuilding, team spirit;
types of teams managing
effective teams; building
trust and developing
ethical behavior; Group
decision-making.

19

Communication:
Role of Communication Objectives, Barriers &
Effective Communication Communication Processes:
Types of communication Interactive Communication
in Organizations Cross
cultural communication;
Electronic communication,
non verbal communication;

Identify
various factors
that motivate
different
individuals in
an
organization.
Analyze how
various
organizational
practices can
be influenced
by various
theories of
motivation.
The student should be
able to:

short case study.

Management game/
activity
and

Analyze the
growing
popularity of
teams in
organizations.
Understand the
factors that
contribute to
effective team
functioning.
Understand
how
individuals
interact and
behave in
groups.
The student should be
able to:

Understand the
importance of
communication
as a means of
exchanging
information
Analyze the
ideal
communication
channel most
effective to be

Stanford Prison
Experiment
(students are
expected to watch
the video a priori
from the
following link;
https://www.youtube
.com/watch?
v=L_LKzEqlPto

Classroom activity

case)

effective communication;
business communication
for managerial success

20-22

Leadership:
Understanding Leadership
- Leadership Theories Trait Theories - Behavioral
Theories - Contingency
Theories - Leadership
Styles - Leadership Skills Determinants of
Leadership Challenges to
leaderships in virtual
teams.
Level5 LeadershipDifference between a
Leader and a Manager.

10

23-24

Power, Authority &

Politics:
Definitions of Power Distinction Between Power
and Authority - Bases of
Power - Power Structure
and Blocks impression
management political
behavior in organizations;

used in a
particular
situation.
Understand the
barriers to
effective
communication
Demonstrate
how to
overcome
potential
problems in
cross-cultural
communication
.
The student should be
able to:

7.Carly Fiorina- The

change leader

(ICMR
Case)

Movie The Devil

wears Prada.

Movie to be
watched a
priori

Understand the
characteristics
that distinguish
a manager from
a leader.
Understand and
identify the
various styles
of leadership
Analyze which
leadership style
will be most
effective in a
particular
situation.
Undertake
leadership roles
for effectively
influencing
people to work
productively.
The student should be
able to:

Understand the
various types
of power
sources in an
organization
and how this
can be used

(The students are

expected to watch
the movie a priori
followed by
discussion in

Managing political
behavior, impression
management; ethics,
power and political
behavior in organizations

11

25-26

Conflict &
Collaboration:
Sources of Conflict - Intraindividual Conflict Interpersonal Conflict
Inter-group Behavior and
Conflict - Organizational
Conflict - Negotiations Approaches to Conflict
Management
Collaboration.

12

27-28

Organizational
Structure:
Understanding
Organizational Structure Centralization,
Decentralization, Flat and
Tall Structures,
Departmentalization,
Behavioral Implications of
different organizational
designs

effectively to
influence
employee
behavior.
Understand
why some
people or
certain roles
are more
powerful over
the others.
Understand the
detrimental
consequences
of political
behavior in
organizations.
The student should be
able to:

class.)

A series of Roleplays

Classroom
activity

Understand and
apply different
conflict
resolution
techniques
which will
equip them to
handle various
conflict
situations as
managers.
Identify and
apply effective
negotiation
techniques that
can be used in
bargaining.
The student should be
able to:

Understand the
designs of
different types
of
organizational
structures and
assess its
impact on

8. Ciscos
controversial
Organizational
Model: Another
Reorganization!

(ICMR
Case)

13

29-30

Organizational Culture:
What is Organizational
Culture? Strong vs. weak
cultures; How employees
learn culture?
Creating and sustaining
culture
Building a positive
organization culture: role
of leadership

14

31-33

Organizational Change:
Forces for Change Managing Planned
Changes - Resistance to
Change - Approaches to
Managing Organizational
Change technology and
change Organizational
Development concept and
action research. Stress
Management: Causes of
Stress Organizational and
Extra Organizational
Stressors Group Stressors
Individual Stressors -

organizational
behavior.
Understand
which
organizational
structure best
enables an
organization to
achieve its
strategic goals.
The student should be
able to:
Understand
what
organizational
culture is.
Understand the
process of how
the culture of
an organization
is formed and
is maintained.
Understand the
importance of
how
organizational
culture enables
effective
functioning of
an organization
The student should be
able to:

Identify the
forces that
stimulate
change I an
organization
Analyze how
the transition of
an organization
undergoing
change can be
done smoothly
based on
theories of
change.

9.Organizational
Culture at Dream
Works Animation

(ICMR
Case)

10.Acting on a
vision of change

(textbook
case
AppendixI)
TextbookManaging
organizatio
nal change,
Griffin&M
oorhead
11/e

Coping Strategy for Stress.

Expectations from Students

a. Students must report to the respective sessions well before the announced time. Latecomers will
not be permitted to join the class after the scheduled time. If late, the attendance for that session
will be marked as absent.
b. Read the Case Study / material well prior to the class discussion. He/she is also expected to read
the chapter indicated in the course plan as the faculty directs.
c. In the class discussion student is expected to participate actively and contribute to individual and
group learning. Evaluation is based on active participation.
d. Evaluation is a continuous process at IBS. Every student needs to be aware of the timelines given
in the section below. Absence from these evaluations will mean non awarding of marks in that
particular component
e. Wherever applicable, group assignments require each student to contribute to the group effort.
This enhances group effectiveness and leads to greater appreciation of working in groups.
f. Formal dressing is suggested for all students. Do not roam in the academic area/ attend classes in
chappals / shorts / informal t shirts
g. Students are expected to show high regard and appreciation for in class discipline and desist from
using mobile phones. This disturbs the class ambience and unnecessarily diverts attention of other
students as well as the faculty member.
h. Each faculty has been given a scheduled consultation hour. Utilize this time to meet the faculty
and clarify doubts if any, seek explanations and get mentored if needed.
i. Attendance is compulsory in all sessions. However refer to guidelines in your academic
handbook for exceptions.
Evaluation Timelines
Keeping in line with continuous evaluation at IBS the following schedules have been drawn.
Students are expected to go through the dates / sessions mentioned and prepare accordingly.
Component
Class
Participation
Class
Participation
Class
Participation
Non Class
Participation
Non class
participation
Non Class
Participation
End exam

Component
Number
1

Expected slot / due

date
Session 11

Marks declaration
by
Session 12

Weightage

Session 22

Session 23

10

Session 30

Session 31

10

Session 8

Session 9

10

Session 16

Session 17

10

Session 29

Session 29

10

At the end of the semester

Total

10

40
100

Performance till Midterm will be announced by end of session No. 16 in each course which
means each student will know his / her performance in one CP and two NCPs. The final result
will be declared after the end examinations. Before the student takes the end examination he /
she will be aware of the progress in each course up to an extent of 60 marks. Students not taking
the evaluation according to the timelines mentioned above will not be given another opportunity
excepting in rare circumstances of extreme illness or hospitalization.