Program Master of Business Administration

Course Code & Name MBA 136: Organizational Behaviour

Trimester First Trimester; June - August 2020

Hours & Credits (1
30 hours, 3 Credits
Credit = 10 hours)
Course Anchor Dr. Santosh Basavaraj
Course Facilitators at – Dr Arti Arun Kumar, Dr Archana Singh, Dr Sonia
Central Campus Singh, Ms Mary Thomas.

Course Facilitators at – Prof. Villas Annigeri , Dr Rekha Aranha,

Kengeri Campus Dr Santosh Basavaraj, Dr Anand Das Gupta
Course Facilitators at –
Dr Rashmi Rai
BGR Campus
Course Facilitators at –
Dr Deepti Sinha
NCR Delhi Campus

Course Facilitators at
Dr Neena P C
Pune Lavasa –Campus

Bangalore Kengeri Campus: Cabin number 2,

Course Anchor & Ground Floor, Block 1
Faculty Contact
Email: santosh.basavaraj@christuniversity.in
information
Mobile: +91 99720 99785

1
Course Name: Organization Behaviour Course Code: MBA 136
Total number of hours: 30 Hrs Credits: 3
Course The course is offered as a mandatory core course for all students in Trimester
Description I. The course introduces students to a comprehensive set of concepts and
theories, facts about human behaviour and organizations that have been
acquired over the years. The subject focuses on ways and means to improve
productivity, minimize absenteeism, increase employee engagement and so
on thus, contributing to the overall effectiveness. The basic discipline of the
course is behavioral science, sociology, social psychology, anthropology and
political science.
Course ● To evaluate the human behavior with the theoretical concepts rather
Objectives than relying on common sense and intuition.
● To give insights on developing individual behavior holistically aimed at
personal or societal interest.
● To analyze job related attitude.
● To systematically learn the art of persuading human behavior,
understand approaches that looks at the consistencies, patterns and
cause effect relationships which will facilitate smooth conduct of
business operations.
● To analyze the dynamics of team and individual performance in
organizations.

Terminology** AACSB NBA

Program Learning Goals (PLGs) Program Outcomes (POs)
Program Learning Objective (PLO)
Course Learning Outcomes (CLO) Course Outcomes (COs)

2
 Course Learning Outcomes: On having completed this course student
should be able to:
At the end of the course the student will be able to:

CO CLO ASSESSMENT DESCRIPTION REVISED

(NB (AACSB BLOOM’S
A) ) TAXONOMY

CO1 CLO1 CIA I, CO1: Contrast the elements the L4

CIA II, CIA 3A individual and group behavior in the
workplace. (Analyze)
CO2 CLO2 CIA I, CIA II ,CIA CO2: Apply the concepts of L3
3A personality, perception and learning in
Organizations. (Apply)
CO3 CLO3 CIA I, CIA II, CIA CO3: Differentiate various job-related L4
3A attitudes. (Analyze)
CO4 CLO4 CIA I, CIA 3A, CO4: Design motivational techniques L6
CIA 3B for job design, employee involvement,
incentives, rewards & recognitions.
(Create)
CO5 CLO5 CIA 3A, CO5: Develop initiatives to improve L6
CIA 3B effectiveness groups and teams in
organizations. (Create)

SYLLABUS

Unit I (2 Hrs.)
Introduction to Organizational Behaviour
Historical Development, Behavioural sciences and Organizational behaviour, Meaning,
Importance, Basic concepts, methods and tools for understanding behaviour, Challenges and
Opportunities, OB model.

Ethical issues in organizational, Behaviour.Cross-cultural management, managing

multicultural teams, communicating across cultures, OB in the digital age (3 Hrs.)
(*Self-learning section of Unit I)

Unit II Individual Behaviour – Personality, Perception and Learning (10 Hrs.)

Personality: Foundations of individual behaviour, Personality, Meaning and Importance,
Development of personality, Determinants of personality, Theories of personality, Relevance of
personality to managers.
Perception: Nature, Importance and Definition of Perception, Factors involved in perception,
The Perceptual Process, Perceptual Selectivity and Organization, Applications in Organizations.

3
Learning: Definition and Importance, Theories of learning, Principles of learning, Shaping as
managerial tool.

Unit III Attitudes, Values & Job Satisfaction (5 Hrs.)

Attitudes: Sources and types of attitudes, Attitude formation and change, Cognitive Dissonance
Theory. Effects of employee attitude, Job related attitudes
Values: meaning, importance, source and types, and applications in organizations.
Job satisfaction: Measuring Job Satisfaction, Causes of Job Satisfaction, impact of satisfied and
dissatisfied employees on the workplace.

Unit IV Motivation (4 Hrs.)

Meaning, process and significance of motivation, Early Theories of motivation: Hierarchy of
Needs, Theory X Theory Y, Two Factor theory, McClelland Theory of Needs, Contemporary
Theories of Motivation: Goal Setting theory, Self-Efficacy theory, Equity theory/Organizational
justice, Expectancy theories, Motivation theories applied in organizations: Job design, employee
involvement, rewards and global implications

Unit V Groups & Teams (6 Hrs.)

Groups – Meaning, classification and nature of groups, Stages of group development, an
alternative model for Temporary Groups with punctuated equilibrium model, Group properties:
Roles, Norms, Status, Size and Cohesiveness, Group decision making.
Teams -Meaning of teams, Types of teams, Creating Effective teams, what makes individuals
into effective team players, Team development, Team decision making.

Essential Reading
1. Robbins, S P., Judge, T A and Vohra, N (2016). Organizational Behavior. 16th Edition,
Prentice Hall of India.
Recommended Reading
1. Luthans, F., Luthans, B.C & Luthans, K.W. (2015). Organizational behavior: An
evidence-based approach. 13th ed. Information Age Publishing, Incorporated.
2. Greenberg, J. & Baron, R. A. (2009). Behavior in Organizations. Prentice Hall of India.
3. Helriegel, D., Slocum, J.N., & Woodman, R. W. (2009). Organizational behavior.
McGraw Hill.
4. Hodegetts, R. M. (2009). Organizational Behavior. Macmillan.
5. Udai Pareek. (2012). Understanding Organizational Behavior. (Revised and updated by
Sushma Khanna). Oxford University Press.

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CLO
CLO1: Contrast the elements
the individual and group
behavior in the workplace.
(Analyze)
CLO2: Apply the concepts
of personality, perception
and learning in
Organizations. (Apply)
CLO3: Differentiate various
job-related attitudes.
(Analyze)
CLO4: Design motivational
techniques for job design,
employee involvement,
incentives, rewards &
recognitions. (Create)
Corresponding Corresponding
PLO PLG
PLO 3.4 PLG3 Communication
Express and report using
appropriate language
PLO 2.2
Apply Management theories
and Evaluate outcomes in
cross functional setting
PLO 2.3 Appraise business
environment and scan for
opportunities
PLG 2
Functional Knowledge and
PLO 2.4 Design innovative Application
and integrative solutions

CLO5: Develop initiatives to PLO3.2 PLG3 Communication

improve effectiveness Collaborate with teams for
groups and teams in effective contribution
organizations. (Create)

Course Vs PLG mapping (Curriculum Mapping)

Module PLG1 PLG2 PLG3 PLG4 PLG5

Social Functional Communication Critical Global
Responsibility Knowledge Thinking awareness
and Ethical and
Sensitivity Application
1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3
UNIT I √ √

UNIT II √
UNIT III √
UNIT IV √
UNIT V √

5
 Assessment Mapping to Learning Goals and Outcomes

PLG1 Social PLG2 PLG3 PLG4 PLG5

Responsibilit Functional Communication Critical Global
Assessment y and Ethical Knowledge Thinking awareness
Sensitivity and
Application
1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3
CIA I (Research √ √
based
assignment)
CIA II √ √
(Embedded
question)
CIA IIIA (MCQ) √ √ √

CIA IIIB √
(Interview video
submission)

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SECTION II
[Total 30 Hours]
Unit Unit details Week CLO & Exercises Hours Pedagogy (teaching R
number (starti PLO per learning methods d
ng week used)/ activities and
and or class trips/ dates
end for assessment  
dates)

Historical Development, CLO1 Group 1.5 Lecture and T

Behavioral sciences and PLO 2.2 presentati Discussion, video
Organizational behavior, on (Hawthorne a
Meaning, Importance, Week experiment) O
Basic concepts, methods 1 C
Unit 1 and tools for
understanding behavior,

Challenges and CLO1 Group 0.5 Lecture, Class T

Opportunities, OB model. PLO 2.2 presentati Activity, R
on Research based a
assignment O
Activity: Self- C
assessment of
personality e
b
e

Ethical issues in CLO1 Article Self-study section T

organizational, PLO 2.2 Discussio R
Behaviour. Cross- n 3 a
cultural management, O
Unit I managing multicultural C
teams, communicating Week A
across cultures, OB in 2 g
the digital age

Individual Behaviour – CLO2 Quiz 2.5 TED video: Power of T

Personality, Perception PLO 2.2 Introverts R
Unit II and Learning Activity a
Foundations of individual O
behaviour, Personality, C
Meaning and Importance,
Development of
personality, Determinants
of personality. Theories of
personality, Relevance of
personality to managers.

Nature, Importance and Group 1.5 Lecture and T

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 Definition of Perception, presentati discussion R
Factors involved in on a
perception, The Perceptual O
Process C

Perceptual Selectivity and CLO2 Experienti 1.5 Lecture and T

Organization, Applications Week PLO 2.2 al discussion, R
in Organizations. 3 learning experiential learning a
(stereo (stereo type O
type experiment), C
experimen Personality self-
t) assessment

Definition and Importance, CLO2 Experime Lecture and T

Theories of learning PLO 2.2 nt of 1.5 discussion, R
classical Experiment of a
conditioni classical O
ng (Alarm conditioning (Alarm C
bell bell activity)
Week activity)
4
Principles of learning, CLO2 Kahoot 1.5 Lecture and T
Shaping as managerial tool PLO 2.2 quiz discussion R
a
O
C

Sources and types of CLO3 Lecture & discussion T

Unit III attitudes, Attitude PLO 2.3 R
formation and change a
1.5 O
C

Cognitive Dissonance Week CLO3 Case 1.5 Class room T

Theory. Effects of 5 PLO 2.3 study discussion, R
employee attitude, Job “Reward Experiential learning a
related attitudes encourage On attitude O
s beast.... C
oops, C
best!” b

Values: meaning, CLO3 Value 1.5 Lecture and case T

importance, source and PLO 2.3 experimen discussion, value R
types, Applications in t experiment a
organizations Week (instrume (instrumental and O
6 ntal and terminal) C
terminal)

Job satisfaction: CLO3 Article T

Measuring Job PLO 2.3 discussion R
Satisfaction, Causes of Job Lecture & discussion a

8
 Satisfaction, Impact of 1.5 O
satisfied and dissatisfied C
employees on the H
workplace A
P

Unit IV Meaning, process and CLO4 Menti Discussion T

Motivati significance of motivation, PLO 2.4 meter & Video R
on Early Theories of 1.5 Presentation a
motivation: Hierarchy of O
Needs, Theory X Theory C
Y, Two Factor theory,
McClelland Theory of
Needs Week
7
Contemporary Theories of CLO4 Quiz Discussion T
Motivation: Goal Setting PLO 2.4 & Video R
theory, Self-Efficacy 1.5 Presentation a
theory, Equity O
theory/Organizational C
justice, Expectancy
theories

Motivation theories Week CLO4 HBR 1.5 Discussion T

applied in organizations: 8 PLO 2.4 Article & Video R
Job design, employee discussion Presentation a
involvement, rewards and , HBR Article O
global implications discussion C

Groups – Meaning, CLO5 Group Lecture & discussion T

classification and nature of PLO3.2 presentati R
Unit V groups, Stages of group Week on a
Groups development, an 8 O
& Teams alternative model for C
Temporary Groups with 1.5
punctuated equilibrium
model

Group properties: Roles, CLO5 Lost in 1.5 Lecture, Lost in the T

Norms, Status, Size and PLO3.2 the desert desert game: R
Cohesiveness, Group game: Experiential learning a
decision making. Experienti O
al C
Week learning
9
Teams -Meaning of teams, CLO5 Quiz T
Unit V Types of teams, Creating PLO3.2 R
Effective teams, what a
makes individuals into 1.5 O
effective team players, Lecture & discussion C
Team development, Team

9
decision making

10
Assessment outline:

CIA I 20 marks
Research based assignment
Assignment Description: The purpose of the assignment is to get insight on
scholarly research in the area of Organizational behavior.
The student should be able to summarize and present the information in a
clear, concise and coherent manner.
Components of CIA-II                                                                                       25 Marks
Mid Term Exam Syllabus: Unit I, II, III
      Pattern
● Section A – Answer any four out of six (4X10=40 marks)
● Section B- Case Study Compulsory Question (Embedded Question)
(1X10= 10 marks)
Components of CIA-III 20 Marks
A. MCQ (20 questions scaled to 10 marks)
Student can repeat MCQ with different set of questions, on repeat MCQ
test student will get only 85% of actual marks obtained.

B. Field study on any topic from 10 Marks

Assignment
Field study on any topic from OB – (30 marks to be scaled down to 10 marks)
Assignment Description: The students are expected to choose one topic from
OB and interview an individual on the field and capture the following.
Why did you choose this topic? Justify the choice of the person.
Video capturing the interview
Explain the interview with the theoretical background.

11
 Details of CIA

CIA I
Research based assignment 20 marks

Assignment Description: The purpose of the assignment is to get insight on scholarly

research in the area of Organizational behavior.
The student should be able to summarize and present the information in a clear, concise and
coherent manner.
PLG 2: Functional Knowledge and Application
PLG 3: Communication
Unit 1 PLO 2.2,
Unit 2 PLO 2.2,
Unit 3 PLO 2.3,
Unit 4 PLO 2.4,
Unit 1 PLO 3.4
You are required to review FIVE peer-reviewed articles for any of the following topics
(30) for literature review:
Perception, Personality, Learning, Attitudes, Job satisfaction, Values, Psychological contract,
Culture, Voice behavior, expatriate adjustment, motivation, employee engagement,
psychometrics, employee well-being, attribution, incentives, job embeddedness, workplace
deviance, workplace bullying, quality of work life, gender sensitization, job-characteristic
model, pro-environmental behavior.

The following journals will be a good source of high quality scholarly articles in the area of
organizational behavior: (1) Academy of Management Journal (2) Organization Science (3)
Academy of Management Review (4) Harvard Business Review (5) Human Relations (6)
Journal of Applied Psychology (7) American Psychologist (8) Annual review of psychology (9)
Annual review of sociology (10) Administrative science quarterly (11) Journal of
organizational behavior (12) Organizational behavior and Human performance

How to locate an appropriate article?

● You can browse journals and magazines (online or hardcopy) at the Knowledge Center. The
article should pertain to the area of organizational behavior such as –Attitude, perception,
learning, attribution, motivation, personality, values, group behavior, teams and so on. There
are other search engines or sources such as Google Scholar that you can use.

Submission details:
1. Only online submission through pdf on google classroom (1000 words).
2. Last date of submission – July 10, 2020
3. Late submission will attract a negative mark (one mark per day)
4.Not more than TWO students can choose the same topic for this assignment.
5. Assignment to be submitted individually.
6. Article write up should be of 1000 words in APA format, single spaced, times new roman,
12 font.
7.An excel template of literature review is mandatory.
8.At the top of the page put your Name and Register Number. Don’t bother with a cover page
Step 1: State the following information about the articles that you have chosen for review:
Author(s), (year of publication). Article title. Journal name, volume, number, pages.

12
Step 2: Write a summary of the chosen based on your reading of the research articles.
Step 3: Explain the variables for the study, methods used and findings presented
Step 4: Offer your opinion on the outcome of the study – How does this study further our
knowledge base or the goals of organizational behavior, conclude with major take away from
the review.
9. Plagiarism above 20% will not be accepted. Any submission of above this limit shall
attract the negative marking of two for every submission.

13
Literature Review Format: Excel Literature review format
Journal
S. No Full APA reference Citation Article Title Findings
Name
Background and P
thought to affect h
well as how it is ac
items considered
for male and fema
also explored the
about career succ
Subjects and Met
an investigator-de
questionnaire con
descriptive inform
characterizing care
enhance or inhibit
Rozier, C. K., Raymond, M. J., Gender and self-esteem. Ques
Rozier,
Goldstein, M. S., & Hamilton, physical sample of active p
Raymond,
Example B. L. (1998). Gender and therapy Physical American Physical
Goldstein &
only physical therapy career career Therapy response rate was
Hamilton
success factors. Physical success Results: Both men
(1998)
Therapy, 78(7), 690-704. factors such as practicing
and feeling satisfie
describing career
clinical competenc
related to achievin
time employment
conditions emerge
Conclusion and D
describe physical t
differences in its d
its achievement ar
Career success for
degree on the abil
in conjunction wit
1          
2          
3          

Assignment submission format

Assignment 1, Research Based Assignment
Name: Register Number Submission Date:

Article Title:

Articles Reviewed (Use APA format only)

14
1.
2.
3.
Example: Cascio, W. F. (2012). Methodological issues in international HR management research. The Interna
Resource Management, 23(12), 2532-2545
Write up based on review of above articles (1200 to 1500 words):

CIA Learning
● Comprehension of Domain Knowledge
Objective/s
● Content Knowledge Application
● Research Skill
● Report writing skill
Statements
● Get insight on scholarly research in the area of OB
describing learning
● Summarize and present the research information in a clear, concise and coherent man
objective/s
Evaluation Rubrics YES

Evaluation rubrics for Assignment I

Meets
Weightage Far Exceed Exceed Expectation Sho
Criteria Expectation
Expectation (5) (4) (2)
(3)

The
The write up The write up involves
The write up has mee
shows absolute comprehensive and in-
30% (6) reasonably min
Comprehension mastery about depth information
covered the dep
the chosen about the chosen topic.
chosen topic.(4) info
topic. (6) (5)
(2)
The content is
exemplary.
30% (6) focused, and The content is
consistent; The content is clear clear with Nee
exhibits control and concise. There is a adequate number clar
Content
in development logical flow in the of practical and
of ideas; unified concepts presented (5) examples. in p
with a fresh (4)
insight
(6)
Research The topic has The topic has been Topic has been Top
been chosen chosen based on good chosen based on cho
based on high review of research limited review of base
impact factor (reputed journals from research (reputed liter
journal or Scopus and UGC journals) or limi
industry listed) or industry industry literature basi
literature and literature and research and Research betw

15
 20% (4) research questions are based on question(s) show and
questions are it.(3) weak link with indu
based on it.(4) literature review. (2)
(3)
20% (4) Report serves as Report is clear and Report free of
Few
a role model for concise completely free grammar error
gram
future reference, of grammatical error, and usage begin
beg
exemplary spelling and to interfere with
to in
mastery punctuation error. meaning.
mea
exhibited in Word choice is good, Language
styl
Report writing grammar, effective and highly style and word
cho
spellings and appropriate (3) choice are
ade
punctuation (4) moderate, or
othe
appropriate. (3)
effe
ade
app

Source: From How to give effective feedback to your students (pp.63-64), by S.M.Brookhart,
2008, Alexandria,VA:ASCD

CIA II Rubrics – Mid-trimester examination (Evaluation based on embedded questions)

(AACSB and NBA)

PLG PLG 2: Functional Knowledge and Application

Unit 1 PLO 2.2,
Unit 2 PLO 2.2,
Unit 3 PLO 2.3
Objective
Last date for marks 04 August 2020
entry
Total Marks 10 Marks
Far Exceed Exceed Expectation Meets Expectation Short Exp
Criteria /
Expectation (5) (4) (3) (2)
Weightage*

*Weightage (Levels) can vary depending on Embedded Question

16
17
CIA III B
Field study on any topic from OB – 30 marks
Assignment Description: The students are expected to choose one topic from OB and interview an individ
following.
Why did you choose this topic? Justify the choice of the person.
Video capturing the interview
Explain the interview with the theoretical background.
Late submission will attract a negative mark (one mark per day)
PLG 2: Functional Knowledge and
PLG3: Communication
Unit 1 PLO 2.2,
Unit 2 PLO 2.2,
Unit 3 PLO 2.3,
Unit 4 PLO 2.4,
Unit 5 PLO 3.2
CIA Learning Objective/s Link between chosen example and th
Interview
Choice of the individual for interview
Team collaboration
Submission details:
Video duration should be of 5 minutes followed by presentation in class of 5 minutes per group.
Video on interview, slide set explaining all three points (mentioned in the description)
The Last date of submission – 24 August 2020

Evaluation rubrics for Assignment III B

Imp
Exceptionally Effective
Criteria Weightage Highly effective (4) nec
effective (5) (3)
(2)
25% Mastery exhibited in Very clear link
(8 marks) establishing link between the chosen Activity design is good Act
Link between
between the chosen example of and reasonably has some som
chosen
example of motivation and its minor flaws AND / OR AN
example and
motivation and its link to the stated has limited practical limi
theory
link to the stated motivation theory applicability (6) app
motivation theory (8) (7)
Interview 35% Highly Structured Structured and Structured to a Min
(10 marks) and comprehensive comprehensive reasonable extent and and
which generated interview which provided sufficient level of in
benchmarking generated of information. (8)
information required information
to infer about finer required to infer

18
 about finer details
details of their
of their motivation.
motivation. (10)
(9)
20% Good choice, a
Exemplary choice, a
(6 marks) person who Acc
Choice of the person who displays Food choice of the
displays of th
individual exceptional work interviewee (4)
extraordinary work (3)
behavior (6)
behavior (5)
20% Onl
Exceptional clarity in All members have Most members have
(6 marks) hav
role assignment. clear high level of good level of
Collaboration mos
Participants owns role clarity in the participation, one or two
Oth
responsibility (6) field assignment (5) members alienated (4)
was

19
CASE STUDIES:
(Hard copies will be given to students)
1. “Reward encourages beast.... oops, best!”
Authors: Neetu Purohit
Learning Outcome: The reading and discussion on case will enable participants to
develop insight on the effect of perceived discrimination on the motivation of
employees; to internalize the effect of perceived unjust, subjective, non-
communicative, non-transparent policies on the behaviour and productivity of
employees and overall organizational culture and climate.

2. “Team Dynamics at Initech”

Authors: Lynn A. Isabella, Steve Jackson and Jack Hager
Learning Outcome: Develop an ability to diagnose and design useful
interventions for issues that teams encounter.

3. “Values-based organization – Ritz Carlton Abu Dhabi Hotel”

Authors: Khaleel Ibrahim Alsabbagh, Syed Zamberi Ahmad
Learning Outcome: Discussing the essential factors that contribute to the
success of companies in the service industry, with a focus on organization
values and living these values in order to achieve competitive advantage.

ARTICLES

1. Motivating People Starts with Having the Right Attitude, by Monique

Valcour,MARCH 01, 2017

2. Reaching Your Potential by Robert Steven Kaplan FROM THE JULY–

AUGUST 2008 ISSUE

3. The Personality Traits of Good Negotiators by Tomas Chamorro-Premuzic

AUGUST 07, 2017

Lab Experiment / Simulation:

1.Experiment to demonstrate classical conditioning
Students will be made to listen to traditional alarm tone for fifty seconds continuously after a
brief period of silence. After fifty seconds, students will be asked to write the image, or
emotion that came to their mind while listening to the alarm tone. A class room discussion
will be followed to explain the link to classical conditioning.
1. Experiential learning on attitude
Questions will be posed to the class regarding certain items or events or people. For example;
the question is “what is your attitude about mobile phone?”
Student might respond, I like it and I buy newer models whenever it is available online. Or I
do not like it, hence I don’t carry it often because it interferes with the quality time I spend
with my friends.
ABC model of attitude is explained from these responses.
I do not like it: Affect
I don’t carry it: Behaviour
It interferes with the quality time I spend with friends: Cognition.

20
 2. Experiential learning on attribution from their own real experience
Students will be asked to assess a person’s behaviour and dissect three factors of internal and
external attribution.
“Elon Musk lashes out at Thai cave rescuer”

3. Game based learning for stereotypes and group behaviours

Stereotypes: Some of the groups/race/ethnicity upon which stereotypes are common will be
identified. The names of such groups will be written on the board. Students need to come
voluntarily and write the first word that comes to their mind. The facilitator should avoid
making any judgements on student’s choice of word. This will be followed by a class room
discussion linking it with stereotypes and judgments.
Group behaviour: Lost in the desert game. Academic groups are provided with a lost at sea
ranking chart. Each member will take 10 minutes and decide their own ranking and choices in
the column provided. The group members are encouraged to discuss their choices and come
to consensus on the group choice.

End Trimester Examination

Written Examination
Assignment Type
Questions based on BLOOM’s TAXANOMY

Examination Date TBD

Maximum Marks 50
Weightage 30%
Approach to question paper:
Test of conceptual understanding and context-based application.
Chapters/topics to be covered:
Post mid-term syllabus
Question paper pattern: Section A – 4 questions X 10 marks = 40 marks

Section B – 1 Embedded case study questions X 10 marks = 10 marks

Other Information

Learning Objective/s
Evaluation Rubrics
Total 50 marks
Special instructions to students (if any):
For case study analysis, follow the methodology discussed in class and
link responses to theoretical frameworks discussed during the course.
Case study question is an embedded question and you have to
compulsorily attend it.
Domain Knowledge
Knowledge Application
Analytical Skill
NO

Overall Assessment Description

21
 Test & Exam Max Marks Weightage Total

CIA-I 20 20 % 20
CIA-II 25 25 % 25
CIA-III (10 + 10) 20 20 % (10% 20
+10%)
CIA I, II, III 65 65 % 65
End – Term 30 30 % 30
Attendance 5 5% 5
Total 100 100

CO-PO MAPPING (NBA)

CO-PO
mapping PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

CO1 3 2
CO2 2
CO3 2
CO4 2
CO5 3

Mention 3 for High relevance, 2 for Moderate relevance, 1 for Low relevance

COURSE OUTCOME ATTAINMENT TARGET (NBA)

Attainment Level
CO Proficiency Level Level 1 Level 2 Level 3 Remarks
CO1 60 60 70 80
CO2 60 60 70 80
CO3 60 60 70 80
CO4 60 60 70 80
CO5 60 60 70 80

22
CIA ASSESSMENT DETAILS
Sl
CIA Component Unit(s) Covered CO RBT Level
No
CIA I – Research CO1, CO2,
1 Assignment, I CO3, CO4, L3, L4, L6
CO5
CIA II - Mid
Trimester
CO1, CO2,
2 Examination I, II, III L3, L4
CO3
(Embedded
question)

3 CIA IIIA - MCQ IV, V CO4, CO5 L4, L6

CIA IIIB – Field CO1, CO2,

4 study IV, V CO3, CO4, L3, L4, L6
CO5
CO1, CO2,
End Trimester
5 I, II, III, IV, V CO3, CO4, L3, L4, L6
Examination
CO5

Prepared by
(Faculty in-charge) Reviewed by Approved by
HoD

23