IQAC-Course Outline Template - Faculty Version (March 2020)

Fortune Institute of International Business

New Delhi
Post Graduate Diploma in Management
Course Outline
Course Title: Managing People and Teams
Academic Year: 2020-21
Term:I Core/Elective:C Credits: 3/1.5
Batch:
Course Instructor(s): Dr. Nidhi Maheshwari
e-mail: nidhi.maheshwari@fiib.edu.in
Course Designed by: Dr. Nidhi Maheshwari Course Instructor: Dr. Nidhi Maheshwari,
e-mail: nidhi.maheshwari@fiib.edu.in Dr. Sangeeta
e-mail: nidhi.maheshwari@fiib.edu.in

Pre-requisites:

1. Course Introduction
Through this course, students will learn the essentials of organization design, organization structures, workflow
and designing jobs. Students will further understand how to recruit people, develop human capital, compensate
employees, ensure performance and maintain harmonious relations within organizations.
Contemporary businesses work through a combination of old and new structures. As early as 2002, modern jobs
began demanding higher amounts of generic skills in proportion to specific functional skills (Pumphrey &
Slater, 2002). With rapid internet based working, organizations are thriving on generic and social skills, thus
creating the need for increased virtual and network models. Conventional organization designs are the base upon
which newer designs are innovated. The newer designs are influenced by technology, changing behaviour
patterns, evolving customer needs and globalization.
On account of its relevance in creating systems for use by all functions, this course connects with Strategic
management, Operations Management, Marketing Management and other Human Resource functional courses.
Attending this course is valuable to the students since it is highly relevant in small and large organizations as
well as entrepreneurial ventures. This course provides the foundation for a management graduate to prove his
essential employability as a Manager. The pedagogy for the course focuses on POSDCoRB (Planning,
Organizing, Staffing, Directing, Coordinating, Reporting and Budgeting) - the quintessential managerial skills.
The course design identifies topics for the skills and connects the managerial functions with skills. While
reporting skills are practiced in the team assessment of the course, the other skills are captured in the class
discussions, case studies and activities.

2. Employability-level*:
1. Foundation Core 2. Foundation Skill 3. Professional Core 4. Professional Skill 5. Premier Skill

Knowledge of various organizations designs, structures and roles is essential for every management graduate to
be able to quickly assimilate into any business as well as understand her role and job expectations. The course
enables in enhancing overall employability and managerial skills of an individual.

3. Course Objectives
(This course is designed to help the students:
.

1 Develop an understanding of self and others to be able to visualize the basis of individual
behaviors.

2 With the background knowledge of individual behaviors, understand the group dynamics
in the context of teams. Such understanding is then related to organizational perspective,
as is appropriate for students of business management
3 Analyse the complexities of Organizational behavior with the perspective to enhance
organizational productivity

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Appreciate the role people management skills in business and management

4. Course Learning Outcomes

(
Students, who successfully complete this course, should be able to:
LO1 Comprehend the concepts of individual and group behaviour in organisational
. context
LO2 Analyse the important issues pertaining to individual and group behaviour aspects in
. an organization.
LO3 Apply concepts of human behaviour in organizational situations
.
LO4 Demonstrate the applicability of the concept of organizational behaviour
.

5. Course Content and Schedule

Required
Readings
Sessio Session Topic / Sub-topic Case/Assignment
(Provide relevant
n No. Description (Provide Details of Experiential Learning)
page details of the
reading materials)
Robbins, Stephen
Introduction to
P., Coulter. Mary,
Organizational Behavior:
and Fernandez,
1 Concept, Focus and Goals
Agna (2019),
of OB
Management Page
542-546
Robbins, Stephen
P., Coulter. Mary,
Excel Based exercise- Stimulus-Response
and Fernandez,
theory
Foundations of Individual Agna (2019),
Behavior: Management Page
566-567
Additional Reading :Short Case
- Conditioning and
Advice for Hiring Successful Employees:
Behavior Suggested
The Case of Guy Kawasaki
2 - Learning: reference:
Carlene Reynolds, Talya Bauer, and Berrin
Concept, Luthans, Fred
Erdogan to accompany Bauer, T., & Erdogan,
Principles of (2013),
B. (2009). Organizational behavior (1st ed.).
Learning Organizational
https://2012books.lardbucket.org/books/an-
Behavior, An
introduction-to-organizational-behavior-
Evidence Based
v1.1/s07-understanding-people-at-work-
Approach, 12e,
i.html
McGraw Hill
Page-379-384
Personality and Values : Robbins, Stephen
3
P., Coulter. Mary,

2
 - Personality Traits
& Types
Additional Reading :Short Case
- The Big Five
Caselet: Different Strokes (Adapted from
Model
Udai Pareek)
- Major Personality and Fernandez,
The Big Five Inventory
Traits Agna (2019),
- Developing a Management Page
model for OB 552-562
Influencing OB
Personality and Values :
-Personality-Job Fit
4
- Industry specific
-Personality Tests
Experiential Exercise
(Role Play)

Additional Reading :Short Case

Emotional Intelligence:
-Emotions and Personality
5
- EQ conceptual framework
-Influence of EQ on
Managerial Performance
Facing Foreclosure: The Case of Camden
Property Trust . Carlene Reynolds, Talya Article: The
Bauer, and Berrin Erdogan to accompany Hidden traps in
Bauer, T., & Erdogan, B. decision Making
(2009). Organizational behavior (1st (HBR, Jan 2006)
ed.)https://2012books.lardbucket.org/books/a
n-introduction-to-organizational-behavior-
v1.1/s11-managing-stress-and-emotions.html

Additional Reading :Short Case

Perception and Individual Robbins, Stephen
Decision making culture : The case of
Decision Making: P., Coulter. Mary,
Google, Berrin Erdogan and Talya Bauer to
-Concept and Fernandez,
accompany Bauer, T., & Erdogan, B.
6 Factors Influencing Agna (2019),
(2009). Organizational behavior (1st ed.).
Perception Management Page
Link
-Person Perception, 562-565
https://2012books.lardbucket.org/books/an-
- Attribution Theory
introduction-to-organizational-behavior-
v1.1/s15-making-decisions.html
Perception and Individual
Decision Making: Robbins, Stephen
Halo Effect P., Coulter. Mary,
Common Errors in Person and Fernandez,
Submission of Individual Assignment
7 Perception Agna (2019),
Self-Assessment: Rokeach value survey
Decision Making in Management Page
Organizations 545-551
-Rational and Practical
Decision Making Models
Attitudes:
TAT Exercise and Debrief
8 Types of Values
Role Play
Types of Attitudes,

Robbins, Stephen
Attitudes: Additional Reading :Short Case P., Coulter. Mary,
Cognitive Dissonance People come first : the case of SAS: Case and Fernandez,
Theory written by Berrin Erdogan and Talya Bauer to Agna (2019),
9
Attitude Behaviour accompany Bauer, T., & Erdogan, B. Management Page
Relationship (2009). Organizational behavior (1st ed.) 583-590
Job Satisfaction https://2012books.lardbucket.org/books/an-
introduction-to-organizational-behavior-
v1.1/s08-individual-attitudes-and-behav.html
10 Motivation: Robbins, Stephen
Concept P., Coulter. Mary,

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 Classical and
Contemporary Theories of and Fernandez,
Motivation. Agna (2019),
Motivation: Management Page
Individual Differences 591-607
11
Impact of Culture in
Motivation
Motivation - From
Concepts to Applications:
Management by Objective Case :
(MBO) Lakeside, Wheeler MA, Harvard Business
12
Employee Reward and Publishing,
Recognition
Employee Involvement
Programmes (EIP)
Robbins, Stephen
Motivation - From P., Coulter. Mary,
Concepts to Applications: and Fernandez,
13 Job Redesign Agna (2019),
Job Enlargement Management Page
Job Enrichment 470-503

Groups and Teams:

Concept of Groups and
Case/Situation Analysis Submission
Teams
Assignment
14 Differences Between
Groups and Teams
Role Play
Group Formation Models
Group Processes
Case :
Chapter Enrichment Program Teams at the
Robbins, Stephen
American Red Cross (A), Polzer JT/Woolley
P., Judge,
Groups and Teams: AW, Harvard Business Publishing,
Timothy A, and
Group Processes
Vohra, Neharika
15 Team Dynamics
(2014),
Team Effectiveness
Organizational
Belbin Team Roles
Behaviour
Page 404-428

Robbins, Stephen
P., Coulter. Mary,
and Fernandez,
16 Power and Politics Experiential Exercise Agna (2019),
Management Page
621-634

Leadership:
Self-Assessment tool
Concept
Leadership Styles
17 Presentation: Field based project
Trait and Behavioural
theories
Different types of Leaders
Leadership: Case : Robbins, Stephen
Situational Theories of Life Stories of Recent MBAs, Breitfelder P., Judge,
Leadership MD/Dowling DW/Nohria N, Harvard Timothy A, and
Transactional Leadership Business Publishing, Vohra, Neharika
18
Transformational (2014),
Leadership Charismatic Organizational
Leadership Behaviour
Leadership strategies Page 38-55

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 Conflict & Negotiation:
Concept, Process, Robbins, Stephen
Functional & Dysfunctional P., Coulter. Mary,
Case:
Conflict, Conflict and Fernandez,
19 Star Distributors, Inc. (A) Evans DJ/Thomas
Resolution Strategies and Agna (2019),
DA , Harvard Business Publishing,
Management of Conflict, Management Page
Negotiation process, 491-492
Bargaining strategies
Organizational Culture and
Climate:
Robbins, Stephen
Meaning, Types of culture,
P., Coulter. Mary,
implications of culture,
and Fernandez,
20 Creating and sustaining
Agna (2019),
culture; how employees
Management Page
learn culture;.
156-185
Organizational climate and
Organizational

6. Description of Course Assessment Components

Cod To be To be
Assessmen Name of the Assessment Marks
e Assigned Conducted
t No. Component Assigned
No. (Session No.) (Session No.)
1 A01: Individual Project> 15 4 7
A05: Case/Situation
2 20 8 14
Analysis
A04: Field Based Team
25 10 17
Project
4 A10 End-Term Examination 40
Total Marks 100

AS1: < Individual Project >: Individual assignment will cover a student’s understanding of
his/her personality dimensions and reflect upon various aspects of their personalities.
The project will involve: (steps/activities in the project)
1) Students will be required to do a self-analysis
2) They are required to analyse their self-concept and SWOT of Self.
3) The same shall be submitted in a document to the facilitator.
Individual Assignment.
Individual assignment will cover a student’s understanding of his/her personality
dimensions and reflect upon various aspects of their personalities.
They are required to analyse their self-concept and SWOT of Self.

S.
Assignment Content Marks
No
1 Identification of SWOT 5
Identification of –
 How I perceive myself presently?
 Based on what I could assess in SWOT, what is my
2 long-term image of myself? 5
 What would I change in myself in the next 2 years and
why?
 How would I like to plan my change?
3 Expression and articulation 5

5
 Total 15

AS2: A05: Case/Situation Analysis : (To analyse and apply human behaviour concepts in
organizational situations)
The Groups shall be allotted a theme (personality, attitude, locus of control, etc.). They shall develop
a report consisting of –
a. A concept note of about 500 words. -------------------------------- 5 Marks
b. An application/observation of the theme based on their daily life 5 Marks
c. Identification of the characters involved in the observation and Explain the learning
and application of concepts on each character ---------------------------------- 5 Marks
(eg: if the team is discussing diversity, then they could explain the diversity in their own team,
explain the team diversity based on the values, attitudes and perceptions of each of the team members
and explain how diversity is essential and challenging in workplace.)
a) Submissions are due on Session 14.
b) Late Submissions: Submissions after the deadline shall entail deduction of marks
depending on the day of submission. In genuine cases delayed submission could be
accepted to 3 days after the deadline with a maximum 30 % deduction in maximum
marks.

AS3: < Field Based Team Project:

Group project will cover your participation in a group setting and your ability to synergise
your efforts with other group members.
Students will be required to work on a field project. The group of students shall develop a set
of questions based on individual behaviours. The questions will be aimed at managers in
organizations (manager shall be managing a team of 5 or more members). The students are
expected to identify the
1. Issues faced by managers in sustaining team work and efficiency
2. How managers motivate team mates to achieve goals?
3. What are the common conflicts that occur in teams?
4. Essential skills that a manager should possess to manage teams.

The project will be assigned in session 10 and the presentations will be held Session 17 ,
alongside classwork.
Marks will be awarded on the basis of their output as contained in the presentations, research
design from the same, and quality of written report. Students may discuss the project
progress with the course instructor on a regular basis.

Assessment Type
Project Content Marks
(group)
Quality of learning Group 5
Presenting in the class (include video) Group 10
Based on peer feedback to be run by PO Individual 10
Total 25

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7. Course References
(
Text Book/Course Pack:
Text book
Robbins, Stephen P., Coulter, and Fernandez, Management, 17e, Pearson India, New Delhi

Reference Books:
Pareek, Udai (2013), Understanding Organizational Behaviour, 3e, Oxford University Press, New Delhi
1. Luthans, Fred (2013), Organizational Behavior, An Evidence Based Approach, 12e, McGraw Hill
Education (India) Private Limited
2. Organizational Behavior ,By , Ricky W. Griffin, Gregory Moorhead,Cengage
Cases/Readings:

 Transitions Asia: Managing Across Cultures ,Roy Y. J. Chua, Dawn Lau,Pub Date: Apr 1,
2013,Product413099-PDF-ENG
 Caselet: Different Strokes (Adapted from Udai Pareek) The Big Five Inventory
 Caselet: What do they want? (Adapted from Organizational Behavior- An Evidence Based approach,
Fred Luthans, 12e
 Case Study :Barbara Norris: Leading Change in the General Surgery Unit,Boris Groysberg, Nitin
Nohria, Deborah Bell,Source: HBS
 Caselet: Building a coalitio (Adapted from Organization Behavior, Robbins, Judge, Vohra, 14e)
 The Perils and Pitfalls of Leading Change: A Young Manager's Turnaround Journey Karen Cates;
Guilherme Riederer; Nathan Tacha; Ulrich Nsele Awanda Rodrigue

Online Resources:
 https://www.peoplematters.in/article/culture/how-to-inspire-people-15369
 https://hbsp.harvard.edu/product/2184-PDF-ENG
 https://swayam.gov.in/nd2_cec20_mg03/preview

FIIB Course Conduct Policy

A. Academic Honesty
Students are expected to uphold the FIIB standard of conduct for students relating to avoidance of academic dishonesty.
Academic Dishonesty is defined as an intentional act of deception in which a student seeks to claim credit for the work or
effort of another person or uses unauthorised materials or fabricated information in any academic work.

Students assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of
academic integrity is that a student’s submitted work, examinations, reports, and projects must be that student’s own work
for individual assignments, and the group’s own work for group assignments/ projects. Students are guilty of academic
dishonesty if they:
 Use or obtain unauthorised materials or assistance in any academic work; i.e. cheating.
 Falsify or invent any information regarded as cheating by the instructor; i.e. fabrication.
 Give unauthorised assistance to other students, i.e. assisting in dishonesty.
 Represent the work of others as their own; i.e. plagiarism.
 Modify, without instructor approval, an examination paper, record or report for the purpose of obtaining additional
credit; i.e. tampering.

The penalty for academic dishonesty is severe. Any student guilty of academic dishonesty may be subject to receive a failing
grade for the examination, assignment, quiz, or class participation exercise as deemed appropriate by the instructor. In
addition, the penalty could also imply that the student receives a failing grade for the course and be reported to the PGP
Chairperson and the Unfair Means Committee (Refer FIIB Policies on “Use of Unfair means in Examination).

B. Students with Disability

FIIB is committed to promoting full participation for disabled students in all aspects of the academic and social life of the
Institute. We have initiated an ongoing process of reviewing and developing our policy and practices for promoting full

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inclusion for students and staff with disabilities and we consult regularly with them as part of this process. The main
elements of our policy are listed below:

 Environment. We are committed to the systematic review and improvement of physical access across all of our sites.
Where physical or sensory barriers limit access to services, we will endeavour to provide the service at a suitable
alternative venue.
 Access to facilities and support. Students with disabilities will have access to the same range of support services as are
available to their non-disabled peers. All facilities and equipment will be made as accessible as possible.
 Information for applicants, students and staff. All publicity, Program details, and general information will be offered
in accessible formats with sufficient time to allow for modification into alternative formats where necessary, for
familiarisation by students or personal support workers, and early application for support.
Faculty Version of Course Outline
This section of course outline is not to be distributed to students.

8. Teaching Method Utilization Map

T1 - Lectures T11 - Tutoring/Problem Solving

T2 - Case Discussions T12 - Industry Visit/Field Visit
T3 - Guest Lectures T13 - Networking Events: Conference/Conclave/Workshop
T4 - Learning Labs (Class Demo/Movie/Webinar) T14 - Data Analytics Components
T5 - Role Plays/Business Games/Simulation(s) T15 - Data Intelligence Components
T6 - Student Presentation based on Team Assignment
T7 - Student-led Discussion
T8 - One-on-One Presentation/Feedback
T9 - Integrated Learning (Collaboration with other Faculty)
T10 - Class Assignment and Discussion

Teaching
S1 S1 S1 S1 S1 S1 S1 S1 S1 S1 S2
Methods/Session S1 S2 S3 S4 S5 S6 S7 S8 S9
0 1 2 3 4 5 6 7 8 9 0
s

Primary T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1 T1

Secondary T2 T5 T7 T5 T7 T2 T2 T2 T6 T5 T2 T2 T2

 Do you plan to take any special/extra session during the course other than the allocated sessions?
Yes/ No
 If Yes, please mention in the appropriate box
S. No Special / Extra Session(s) No. of Sessions
1 Student Presentation 2
2 Tutoring/Problem Solving
3 Industry Visit/Field Visit
4 Networking Events: Conference/Conclave/Workshop

9. Course Learning Outcomes to Assessment Components Mapping Matrix

A04:
Field Assessm
A01: A05:
Base ent 4
Individual Case/Si
LOs / Assessment d [End-
Relevant Session Nos. Project tuation
Components Tea Term
Analysi
m Examin
s
Proje ation]
ct
LO1: To understand 1,2,3, 4,5,6,7,8  
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the concepts of
behavioural dynamics
in an organization
LO2: Analyse the 
important issues
pertaining to individual
9,13, 14,18  
and group behaviour
aspects in an
organization.
LO3: Apply concepts  
of human behavior in
1,2,3,715,16,17,20 
organizational
situations
LO4: Demonstrate  
the applicability of the
concept of 
organizational 10,11,12,13,15,16,17,18,19,20
behavior

10. Curriculum Map for Course

PLO-1: Communicate effectively in the business context, using a range of media that are widely used in
business environments.
PLO-1A: Produce professional quality business documents.
PLO-1B: Deliver a professional quality presentation accompanied by appropriate technology.
PLO-2: Demonstrate the ability to work cohesively and effectively in teams.
PLO-3: Able to perform a global business situation analysis.
PLO-4: Use reasoned and ethical judgement when analyzing business problems.
PLO-5: Develop the ability to critically assess business problem/s and/or issue/s, and develop sound solutions/
reasoning.
PLO-6: Demonstrate understanding of the fundamental and interdisciplinary business concepts and functions, in
order to achieve strategic business outcomes
PLO-7: Our graduates will be able to demonstrate their employability during the placement activity.

Programme Learning Outcomes (PLOs)

LOs/Sessions/PLOs Relevant Session Nos. PLO- PLO- PLO- PLO- PLO- PLO- PLO- PLO-
1A 1B 2 3 4 5 6 7
LO1:
Comprehend the
concepts of
1,2,3, 4,5,6,7,8   
individual and
group behavior

LO2: Analyze
the important
issues pertaining
to individual and 9,13, 14,18   
group behavior
aspects in an
organization.
LO3: Apply 1,2,3,715,16,17,20      

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concepts of
human behavior
in organizational
situations
LO4:
Demonstrate the
applicability of
    
the concept of 10,11,12,13,15,16,17,18,19,20
organizational
behavior
Mention any TWO PLOs which are significantly contributed by this course PLO-1A, PLO-7
(FIIB-IQAC-FV- Course Outline Template-March 2020.doc)

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