MASTER OF BUSINESS ADMINISTRATION 2020

MBA 507: Organizational Behaviour

COURSE OUTLINE

Duration: From: 06 July, 2020 To: 28 September, 2020

Day and Time: Group A (Monday 1745 – 2045 h)
Group B, C & D (Sunday 0800 – 1100 h)
Course Coordinator (CC) : Prof. Ajantha Dharmasiri
(director@pim.sjp.ac.lk)
Consultation Time (for CC) : Monday (1630 – 1730 h )
Resource Persons: Prof. Ajantha Dharmasiri
Ms. Sakuntala Durairathnam (sakunthala@pim.sjp.ac.lk)

1. Course Description

Organisational behaviour (OB) is the study of individuals and their Behaviour within the context
of the organisation in a workplace setting. In other words, it deals with human behaviour in
organisations. OB can be regarded as an interdisciplinary field drawing from numerous
disciplines including psychology, sociology, economics, organisation theory, statistics and many
others. This course will offer a range of topics of managerial relevance covering individuals,
interactive teams and institutions.

2. MBA Programme Goals

This course is in direct relevance to the learning objectives of the MBA programme. As it is
stated, PIM MBA graduates will be able to:

A. Recognise the key knowledge, skills and attitudes at local and global level.
B. Reflect with critical thinking and in solving business related problems.
C. Reach relevant public and private organisations through networking and team participation.
D. Realise the importance of economic and ecological concerns and the humane aspects of
business activities
E. Reinforce integrity and ethics in being conscious about values when decisions are made

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3. Course Objective and Learning Outcomes

The main aim of this course is to sharpen the participants’ understanding of, and approach to the
fundamentals of organisational behaviour and improve their skills of awareness and application.
Upon completion of this course, and its assignments you will be able to:

a. Recognise the key fundamentals of organisational behaviour (LO1)

b. Reflect on the main behavioural insights related to an individual as well as interactive teams
(LO2)
c. Reach individuals, interactive teams and institutions with confidence (LO3)
d. Realise the importance of economic and ecological concerns and the humane aspects of
business activities (LO4).
e. Reinforce integrity and ethics in being conscious about values when decisions are made.
(LO5)

Course Learning MBA Program Learning Goals

Outcomes

LO1 Recognize the key knowledge, skills and attitudes at local and
global level.
LO2 Reflect with critical thinking and in solving business related
problems.
LO3 Reach relevant public and private organizations through
networking and team participation.
LO4 Realize the importance of economic and ecological concerns and
the humane aspects of business activities.
LO5 Reinforce integrity and ethics in being conscious about values
when decisions are made.

4. Course Delivery and Methodology

An interactive learning approach will be adopted. The following will feature markedly in the
conduct of the course: Lecture presentations, case analysis, group presentations and discussions,
videos, assignments on issues related to Sri Lankan organisations and literature reviews.

In addition to the regular three-hour lectures, the participants are expected to engage in group
discussions on case analysis, article review and specific managerial issues related to customs.
Several workshops will be conducted during the program to review the progress of such
activities and to collectively discuss the group findings.

5. Course Content

Prescribed Textbook:

Robbins, S. P., Judge, T. A., & Vohra, N. (2019). Organisational Behaviour (18th ed.). New
Delhi: Pearson.

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 Study Schedule

Session Topic Learning Key Activity Mandatory

Outcome Reading(s)
01 Overview of Identify the Lecture: Fundamentals of OB Chapter 1 of the
Organisational presence of key Group Discussion: Presence of key Prescribed
Behaviour OB essentials in OB essentials in one’s organisation Textbook
(OB) one’s Video: Business of Paradigms
organisation
02 Personality Discover one’s Lecture: Personality in focus Chapter 5 of the
personality using Individual Assessment: Identifying Prescribed
several key one’s MBTI profile and Big Five Textbook
instruments levels
Group Activity: Identifying patterns
among diverse personality profiles
03 Team Identify one’s Lecture: Team essentials Chapter 10 of
Dynamics role among the Individual Assessment: Belbin the Prescribed
Belbin team roles Team Roles Textbook
Group Activity: Issues relating to
team effectiveness
04 Emotional Assess the Lecture: Basics o EI Chapter 4 of the
Intelligence applicability of Individual Assessment: Assessing Prescribed
(EI) EI into one’s life one’s EQ Textbook
Group Activity: Issues relating to
EI at workplace
Video: Emotional Intelligence
05 Motivation Assess the Lecture: Fundamentals of Chapters 7 & 8
applicability of motivation of the
key motivational Group Activity: Identifying Prescribed
approaches strengths of diverse approaches Textbook
06 Values, Assess the level Lecture: Essentials of value and Chapter 3 of the
Attitudes and of job satisfaction attitudes, Factors affecting job Prescribed
Job quantitatively and satisfaction, Textbook
Satisfaction qualitatively in Group Discussion: Changing values
one’s across generations
organisation Video: Even Eagles Need a Push
07 Perceptions Assess the Lecture: Basics of perceptions and Chapter 6 of the
and Decision influence of decision making Prescribed
Making perceptions on Group Activity: Key issues with Textbook
decision making regard to decision making
in one’s job Video: Cuban Missile Crisis
08 Power and Identify the Lecture: Types of power and Chapter 13 of
Influence presence of essentials of organisational politics the Prescribed
power bases in Group Activity: Presence of Textbook
one’s workplace behavioural effects in one’s
workplace
09 Contemporary Application of Group Discussion: Identify key Collection of very
Issues related key concepts into concepts discussed in the assigned recent articles from
to real management paper and relate them into Journal of
Organisational issues contemporary issues. Organisational
Behaviour Behaviour (JOB)
10 Managing Assess the Lecture: Details of Eu-stress and Chapter 17 of
Stress presence of Dis-stress the Prescribed
stressors in one’s Group Activity: Presence of Textbook
life stressors in one’s workplace
Video: What you really need to
know about stress

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Areas for Self-Study:
1. Diversity in organisations – Refer Chapter 2 of the prescribed text
2. Conflict and Negotiation – Refer Chapter 14 of the prescribed text

6. Scheme of Evaluation

Assessm- Details of the Assignment Specific Due Date Weig-

ent Item Requirements htage
(%)
Individual Behavioral Improvements Initiative Should be of August 30
Assignment 1. Consider at least five key topics covered 2000-2200 16, 2020
in the module and evaluate yourself (excluding cover
using associated questionnaires. page,
2. Identify five priority areas for your declaration
improvement. page,
3. Discuss why such areas are important for appendices and
your career. references), in
4. Construct a self-development plan using Times New
IRTOO tabular form with Issue, Roman 12 point,
Recommendation, Timeline, Output and 1.5 line spacing.
Outcome) Formatting
should be
according to
PIM
Presentation
guidelines.
Group Behavioural Assessment in the Workplace Should be of Septemb- 20
Assignment 1. Critically evaluate the presence of one of 3000-3300 er 13,
the following areas in relation to a pages 2020
selected organisation. (excluding cover
a. Equity in the workplace page,
b. Perceptions influencing Decision declaration
Making page, annexes
c. Managing a multi-generational and references),
Workforce in Times New
2. Discuss the theoretical underpinning for Roman 12 point,
your selected area and identify key 1.5 line spacing.
patterns. Formatting
3. Meaningfully link the vision, mission, should be
key strategies, critical success factors and according to
execution challenges, to your discussion. PIM
4. Recommend key improvements to the Presentation
selected organisation with specific guidelines.
outputs and outcomes using IRTOO
format.

Final Assessing the understanding of the key Clarity of ideas To be 50

Examinat- concepts and their possible applications. expressed with announc-
ion (Closed Book Exam) visuals and key ed.
points.

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7. Assessment of Key Learning Outcomes

Key Learning Outcome Ind. Group Final

Assign. Assign. Exam
a. Recognise the key fundamentals of organisational Y
Behaviour (LO1)

b. Reflect main behavioural insights related to an Y Y

individual as well as interactive teams (LO2)

c. Reach individuals, interactive teams and institutions Y

with confidence (LO3)

d. Realise the basic concepts learnt to the current issues Y Y

faced in one’s personal and professional fronts (LO4)

e. Reinforce the way how one should move beyond self- Y Y Y

discovery to deliver better results whilst
demonstrating desired Behaviour (LO5)

8. Rubric for Written Assignments (Individual / Group)

Aspect Marks/ Grading

0-59 (Fail) 60-70 (Pass) 71-80 81-90 91& above
C/C+ B/B+ A-/A A+
Below Barely meeting Satisfactorily Above Well above
expectations. expectations. meeting expectations. expectations.
expectations.
Aims and No proper aims Given, but not Acceptable. Acceptable. Clearly spelt out.
objectives and objectives. clear Stated in detail. Stated specifically and
precisely.

Contents and Not at all Usage of theory, Usage of Usage of Usage of appropriate
analysis organized. description, appropriate appropriate theory, description,
Assignment does relevant models, theory, theory, relevant models,
not contain the application of description, description, application of theory to
essential theory to the relevant models, relevant models, the given scenario,
requirements. given scenario, application of application of development of
examples, etc., theory to the theory to the arguments, examples,
Not adequately given scenario, given scenario, rationalization, sharing
elaborated. development of development of experience and
arguments, arguments, challenging the
examples, examples, concepts/ theory.
rationalization etc rationalization, Sound critical analysis.
are given. sharing
experiences.
Critical analysis
is available but
weak.

Quality and Nothing or Weak but Acceptable. Acceptable High quality

relevance of weak. Not acceptable. Not Appropriately presentation recommendations
recommendat acceptable. linked to the linked to the of issue- that are issue-
ions issues identified. issues identified. specific specific with
Outputs and recommenda relevant outputs
outcomes are not tions, with and outcomes.
clear. outputs &
outcomes.

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Adequacy Not at all Short- Satisfactory but Correct Correct format has
and accuracy acceptable. comings and can be Further format has been used. Variety /
of errors are improved. been used. mixture of sources
referencing evident. Correct format However, a are visible.
has been used. variety /
Few citations do mixture of
not reflect as sources such
references and as journal,
vice versa. books,
conference
papers,
websites etc.
are not
visible.

Overall Not acceptable. Acceptable. Acceptable Sound English. Sound English.

presentation Errors/ mistakes English level. Consistent Consistent formatting.
with proper are observed. Few formatting formatting. Few No spelling and
grammar, spelling and spelling and grammar mistakes.
spelling and grammar grammar
syntax. mistakes. mistakes.

9. Rubric for Final Examination (Essay-type Questions)

Aspect Marks/ Grading

0-59 (Fail) 60-70 (Pass) 71-80 81-90 91 & above
C/C+ B/B+ A-/A A+
Below Barely meeting Satisfactorily Above Well above
expectations. expectations. meeting expectations. expectations.
expectations.

Introduction No No quotes, A relevant A relevant A relevant and

definitions. only one and and appropriate
definition. appropriate appropriate quote with
quote with a quote with several suitable
definition. at least one definitions.
definition.

Theoretical No theory or Elaboration Elaboration & Elaboration & Elaboration &

under- irrelevant on theory/ explanation / explanation / explanation /
pinning and theory/ models is description of description of description of
indication of models weak. relevant theory relevant theory relevant theory and
models Examples are and the models. and the models. the models.
hardly stated. Graphical Graphical Graphical
illustrations are illustrations are illustrations are
given. given. given. Indication
Indication of Indication of of exceptions (if
exceptions ( if exceptions (if any).
any). any).

Application Incorrect Explanation on Explanation on Explanation on Explanation on

application application of application of application of application of
theory to the theory to the theory to the theory to the given
given scenario is given scenario. given scenario. scenario. Logical
barely Examples quoted. Examples quoted. order. Solid flow.
acceptable. Examples quoted.
Examples quoted.

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 Sharing No evidence Inadequate Satisfactory Good High quality and
experiences at all. evidence evidence evidence relevance evidence
provided. provided. provided provided reflecting
reflecting his/her experience,
his/her knowledge, etc.
experience,
knowledge
etc.

Arguments Nothing Inadequate Satisfactory Good way High quality

presented available. and unclear. attempt is of arguing arguments are
made to with logic logically
provide some and presented
arguments. evidence.

10. Grading Scale

Total marks obtained will be graded using the following scale.

Marking Scale Grade

91 – 100 A+
86 – 90 A
81 – 85 A-
76 – 80 B+
71 – 75 B
66 – 70 C+
60 – 65 C
00 – 59 F

11. Supplementary Readings

Books
1. Daft, R.L. (2014). New Era of Management (11th ed.). New Delhi: Cengage Learning.
2. Grant, A. (2013). Give and Take: A Revolutionary Approach to Success. New York: Viking
Books.
3. Luthans, F. (2015). Organizational Behaviour: An Evidence-Based Approach (13th ed.). New
York: McGraw Hill.
4. Morgan, G. (1989). Creative Organisation Theory. London: SAGE Publications.
5. Ranasinghe, S. (2005). In Search of Organisational Realities. Colombo: PIM.
6. Strauss, W., & Hove, N. (1991). Generations: The History of America’s Future. New York:
McGraw Hill.
7. Opatha, H.H. D.N.P. (2015). Organizational Behaviour. Colombo: Author Publication.

Journal Articles

1. Dastani, M., Torroni, P., & Yorke-Smith, N. (2018). Monitoring norms: A multi-
disciplinary perspective. The Knowledge Engineering Review, 33.
2. Dharmasiri, A.S. (2000). Development of Conceptual Competencies of Sri Lankan
Managers for Strategic Decision Making. Sri Lankan Journal of Management, 5 (3 & 4),
195 – 227.
3. Dharmasiri, A.S. (2009). Strategic Orientation of HR Managers in Mobile Communicating
Companies in South Asia. Sri Lankan Journal of Management, 14(2), 25 -31.
4. Jayarathne, W.G.N., & Dharmasiri, A.S. (2017). Effects of Social Capital, Human Capital
and the Family-Work Conflict on Perceived Female Career Development. Sri Lankan
Journal of Management, 22(2),1-41.

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5. Ranaweera, U.M.C., & Dharmasiri, A.S. (2016). Generation Y and Their Job
Performance. Sri Lankan Journal of Management, 21 (1), 39 -82.

Web-based Resources
A wide range of journal articles are available online in the research databases such as
http://web.ebscohost.com, and http://www.emeraldinsight.com.
(You may contact PIM Library (anusha@pim.sjp.ac.lk) for further assistance in accessing these
databases.)

12. Course Evaluation and Development

The PIM is constantly trying to improve the delivery of its courses. Any feedback students may
have are welcome. Three primary avenues available for students’ feedback are:
• Formal online course evaluation
• Formal qualitative feedback through a focus-group discussion (with a selected sample)
• Informal feedback provided by students directly to the resource personnel

Previous feedback has encouraged review of assessment approaches, the set text and approaches
used to interact with students. It is believed that these improvements have positive impacts on the
students.

13. Quality Assurance

The PIM is actively monitoring student learning and quality of the student experience in all its
programs. A random selection of completed assessment tasks may be used for quality assurance
such as to determine the extent to which programme learning objectives are being achieved. The
information is required for accreditation purposes and the aggregated findings will be used to
inform changes aimed at improving the quality of MBA programmes of the PIM. All material
used for such processes will be treated as confidential and will not be related to course grades.

14. Academic Misconduct

The PIM has firm rules governing academic misconduct and there are substantial penalties that
can be applied to students who are found in breach of these rules. Academic misconduct
includes, but is not limited to:
• Plagiarism
• Unauthorized collaboration
• Cheating in examinations
• Theft of other students’ work

Additionally, any material submitted for assessment purposes must be work that has not been
submitted previously, by any person, for any other course at the PIM or elsewhere.

15. Plagiarism

All students are requested to upload the written assignments to “Pragna” portal on or before the
due date. IT Division of the PIM will centrally monitor the “similarity index” using the turn-it- in
software for plagiarism.

The assignments carrying more than 30% in “similarity index” will not be accepted by the PIM.
Such assignments must be re- submitted after making necessary adjustments to make the
similarity index below 30%, before the scheduled submission date.

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16. Mitigating Circumstances

Students should adhere to the PIM standards, which are applicable for assignment submission,
presentations and the final examinations. Late submission of assignments is not accepted except
for mitigating circumstances as stated in the student handbook.

17. Other Information

PIM student handbook should be referred to for other relevant information regarding the conduct
of this course.

Prof. Ajantha Dharmasiri

24 June, 2020