RICS-SBE/01/CM/S001/R03

Revised on: 26-06-2020

2020 – 2021

COURSE GUIDE
Course Title: Behavioral Aspects for Built Environment-II
Course Code: BS-604
Semester: 2nd
Programme: MBA CPM/MBA CEQS/ MBAREUI
Course Coordinator: Gautam Pant & Rekee Prasher

RICS School of Built Environment

Know Your Instructor(s):
Gautam Pant
Gautam Pant is an Associate Professor at School of Construction, RICS SBE for past one year. B. Tech
(Civil Engineering) from College of Technology, G.B. Pant University of Agriculture and Technology,
Gautam has completed Global MBA in HR from S P Jain Centre of Management, Dubai and
Singapore, now known as S P Jain School of Global Management. He is a Fulbright Scholar who
pursued his fellowship program at Tepper School of Business, Carnegie Mellon University,
Pittsburgh, USA. He is currently pursuing his PhD from IIT Delhi in Leadership. “Developing Flexible
Leaders Flexibly”, is the book chapter authored by him, being published by Springer (Reference :
Pant G. and Sinha S. (2015) Developing Flexible Leaders Flexibly, in Sushil, K. T. Bhal and S. P. Singh
(Eds.), Managing Flexibility: People, Process, Technology and Business, Flexible Systems
Management, Springer: New Delhi).
Gautam has worked for over 16 years for India’s largest power generation company NTPC Ltd.
During his job tenure he has worked in various areas pertaining to civil and HR. He has now four
years of teaching experience to his credit. His research interests include topics related to leadership,
organizational development and knowledge management. For further details please visit the
LinkedIn Page www.linkedin.com/in/gautamfulbright

Ms. Rekee Prashar

Rekee is Currently working in RICS School of Built Environment, Amity University, Noida as a
Research and Teaching Associate and has gained the experiences of 31 months in the area of
Research in policies and regulations with respect to Real Estate, Construction and Infrastructure,
and also gain experience in consultancy sector [“Affordable Housing (mass housing) at London”
for HDFC Capital Project at RICS SBE, Amity University, Noida. (23rd Dec, 2018)].
Ms. Prashar is a Law Post-Graduate with criminal law as my specialization from one of the
prestigious universities of India, Savitribai Phule Pune University. And I have done my graduation
from another very prestigious institution of India, Indian Law Society law College (ILS), Pune. And
currently pursing my Ph.D. (Part Time) from Amity Law School, Amity University, Noida in the area
of real estate frauds “A Study of Regulatory Mechanism in India in Preventing Frauds in Real
Estate Sector”. Though Rekee has a specialization in Criminal Law she has good and deep
knowledge about other fields of Law and is also have interest in law areas like Property Law, Real
Estate Law, Company Law, Human Rights, Criminal law, Family law, Arbitration matters and
Constitutional matters.

1. Course Objective(s)

The role of human skills is critical for the successful career of a management student. While it is the
functional skills which get a student a job, it is his/her human skills which help him/her to survive
and succeed in the job. The objective of this course is to introduce students to the advanced
processes of human behaviour in groups and its impact on the workplace in built environment.

2. Student Learning Outcomes

Upon completion of the course, students will be able to:
1. Know and understand about groups and teams (M009, T066)
2. Learn about motivation theories. (T006)
3. Learn about the dimension of Emotional Intelligence (T006)
4. Understanding how to use and apply problem solving techniques in work processes. (T006)
 3. Competencies Addressed

S.no. Competency Type Code

1 Leading projects, people and teams Technical T066
2 Diversity, inclusion and teamworking Mandatory Moo9

4. Prerequisites:
Familiarity with concepts taught in courses pertaining to behavioural sciences in the previous
semesters.

5. Detailed Subject Structure

Course Title Behavioral Aspects for Built Environment-II
MBA CPM, MBA CEQS, MBA
Program Semester 2nd
REUI& PGDFM
Course Code
L T P/S SW/FW Total credit units PSDA Activities
Credit Units
1 0 0 0 1
Teaching L T P/S SW/FW Total Teaching Hours 1nos.
Hours 1 0 0 0 1

SLO Associated
Module Weightag
Covered Competencies
e (%)
Module I- Team work and team building
Team work and team building - What is a team? Types of 20% 1 M009
teams, Stages of team development, Characteristic of
functional teams
Module II Motivation
Motivation: Early theories of motivation- Maslow hierarchy of 2
15% T006
needs , Theory X and theory Y, Two factor theory, McClelland’s
theory of needs.

Module III Group Motivation

Motivations of groups- Self-efficacy theory, Reinforcement 15% 2 T006

theory, Equity theory, Expectancy theory

Module IV Emotional Intelligence

Emotional Intelligence (EI): Meaning of EI, The ability model of
EI Dimensions, EI at workplace, The trait model of EI, The
mixed model of EI, EI and leadership performance, EI & 30% 3 T006
Interpersonal relationships, EI & personal growth

Module V Problem solving and Creative Thinking 20% 4 T006

 SLO Associated
Module Weightag
Covered Competencies
e (%)

Problem solving and Creative Thinking-Systemic approach of

creativity, Understand the terms creativity and creative
thinking, Use of creativity in problem solving approach

6. Teaching and Learning Strategy

A managed combination of the following methods will be used:
 Lectures
 eLearning
 Tutorials
 Case studies
 Independent learning
 Professional Skill development (wherever suitable)
Online/Offline lectures:
Lectures would present the key conceptual material in the form of convergent teaching strategy.
Lectures would be supported by readings. In order to prepare for lectures, the student must read
the readings set for the class and should prepare short notes on them. The lecturers will bring the
important issues to your attention and add other information that may not be gleaned from the
weekly readings. During the course, additional examples may be presented that are relevant to the
completion of this course.
Lecture slides and/or notes will be uploaded/emailed on LMS. These are not substitutes for the
lecture. Many students find it beneficial to take print-outs of the lecture slides and/or notes to the
lecture and to annotate them with comments, examples, etc. These will generally be available
before the lecture.

e-Content:
This aims at improving self-learning among the students, with an element of critical thinking and
problem solving. Use of online-learning content and virtual classroom facilities would be used. The
course delivery team would identify certain content from the syllabus to be delivered as e-Content.
Sessions would be organised for discussion and assessment of learning outcome. The following four
modes would be used wholly or partially while delivering eLearning.
 Online-Learning Content, Virtual Classroom
 Online-Tutoring, Online-Coaching, Online-Mentoring
 Collaborative Learning (Discussion Forum)
 Online Assessment

Collaborative learning:
Use of LMS/MS Teams for collaborative learning, where inbuilt forums would be used to keep an
open discussion log for comments and keeping track of the progress of the PSDA component of each
group.

Case Studies:
Case studies would provide insights about the practical aspects related to this course and would be
referred time to time in lectures as well tutorials for enhanced learning experience. Discussions on
the case studies would be encouraged in the sessions.
7. List of Professional Skill Development Activities (PSDA):
a. The PSDA work will include understanding how concepts of Organizational behavior and
Human resource management are used in an organization. Students are supposed to
choose companies preferably in the built environment sector and study them:

i. Choose any two groups with a construction / real estate company, identify the
challenges faced by them. Use the understanding of concepts to suggest solutions
for the company. In this process the students are supposed to analyze the
challenges in light with the concepts associated with groups/ teams , motivation ,
emotional intelligence / creativity.

8. Assessment Description

 PSDA Assessment (11%)

PSDA assessment will comprise of 40% marks from the mid-term test and 50% marks of the
home assignment. This comprises of 25 marks out of 40, allocated for internal assessment,
which forms 25% of the overall marks (100) allocated for the subject. 7 a -i) specified above
shall be tested, as group assessments respectively.
 Home Assignment (10%)
Home assignment will be a group assignment. The following are the details –
o Students will have to watch an allocated movie and make a presentation relating the
learnt concepts with the groups/ teams and individuals in the movie.
All the submissions must do be done in the form of a video presentation (team, details of
which will be given in the assessment handout) to be completed upto the end of 11 th week.
Assessments in the form of viva based on the videos submitted shall be taken during class
from 12th - 13th week onwards.
 Mid Term Test (15%)
Written test has 15% weightage on overall marks. This test will be conducted after the
completion of Module 2. The detailed instruction about the same will be provided at least
one week prior to the test. The tests will be conducted in the 8 th/9th week of the semester.

9. Assessment Schedule
Assessment
S. No. Assessment Type Submission week
Type
1. Continuous Assessment of PSDA Component End of week 11 Divergent
2. Home Assignment Presentation End of week 11 Divergent
Guided
3. Viva- voce Week 13 & 14
Divergent
4. Mid Term Test Week 8 or 9 Convergent

10. Weekly Session Plan

Week Lecture Topic/ Quiz/ Case Study

Week 1 Introductory lecture – Discussing Course Guide, Assessment and recap of the
previous semester  

Week 2 Introduction to group behaviour: difference between models of group,

interpersonal and individual behavior

Week 3 Groups and teams, role and need for teams, characteristics of functional team;
 Types and teams and stages of development of teams

Week 4 Motivation: Theories of motivation: Maslow’s hierarchy of needs, McClelland’s

need theory, Hertzberg Two factor theory, Theory X and Theory Y

Week 5 Goal setting theory, reinforcement theory of motivation, Equity theory, expectancy
theory of motivation,

Week 6 Emotional Intelligence: the meaning of emotional intelligence, The ability model of
EI

Week 7 Revision of concepts

Week 8 Mid-Term Test

Week 9 Emotional Intelligence: The trait model of EI, The mixed model of EI, EI &
Interpersonal relationships, Self- assessments on EI

Week 10 Problem-solving and creative thinking, Systemic approach to creativity and

innovation, Submission of the assignment video

Week 11 Revision

Week 12 Viva

Week 13 Viva

Week 14 Viva
RICS-SBE/01/CM/S001/R03
Revised on: 26-06-2020

25% Syllabus Content Development Approach

Sr. Resource
Course identified from the Module
Nr. person
course
E-content E-Tutorial Discussion forum Assessment
1 Behavioural Gautam Group Vs Teams & 1 Case let narration- Log in the learning Quiz to check
Aspects of Built Pant, Belbin team roles Choosing roles which of the case let – the
Environment -II Rekee are valued in the How should understanding
Link for the video
Prashar organization companies work to of the e-
ensure people fit in content
the right roles? material

Case let Narration-

How Individual needs Log in the learning
2 Motivation theories 2 &3 Link for the video -do-
impact the group of the case let
needs

Emotional Intelligence -do-

3 – the art of difficult 4 Why do we get angry? Link for videos
conversations
Discussion forums
Narration on knowing -do-
4 5 your own methods of Link for videos
Creative Thinking
waking up your
creativity.
RICS-SBE/01/CM/S001/R03
Revised on: 26-06-2020

11. SLO Mapping

Bloom’s Level > Rememberin Understandin Applying Analyzin Evaluatin Creatin
g g g g g
Student SLO 1,2 & 3 SLO 1, 2 & 3 SLO SLO4 SLO4 SLO4
Learning 4
Outcome
s

Assessment
type/PSDA
PSDA
Assessment
 Part i
Home
Assignment
Mid-term Test

End-term
Examination

12. Assessment Scheme:

Theory Lecture / Tutorial (%) Lab / Practical / Studio (%)
100 0
Lab / Practical details, if applicable: NIL

Theory Assessment:
Home Mid-term End Term
Components Attendance
Assignment Test Examination
Linkage of PSDA with Internal
25% ( of total marks)
Assessment Component, if any
Total Weightage (%) 20% 15% 5% 60%
Lab / Practical / Studio Assessment: NA
Notional Hours:
Lecture Contact 15
Tutorial Contact 0
Self-Work 30
Field Work 0
Assessment 10
Total Hours 55
13. Indicative performance threshold for course work
Qualitative Value Performance description
 Clearly demonstrates a highly creative, critical and thought- provoking
understanding of the topic.
 Novel and complex problems are solved with reference to theory and
practice.
 Provides clear evidence of originality and independence of thought
and with an exceptional ability to develop highly systematic and logical
80% and Above
or insightful argument, solution or evaluation.
(Outstanding)
 Demonstrates exceptional ability in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, techniques
etc., to analyze and synthesize the given problem.
 Shows an exceptionally high level of clarity, focus and strength in
communication.
 The writing perfectly accomplishes the objectives of the assignment.
 Clearly demonstrates a persuasive, critical and thorough
understanding of the topic.
 Some evidence of novel and complex problems solved with reference
to theory and practice.
 Provides evidence of independence of thought and clearly
75 – 79% demonstrates the ability to develop a highly systematic and logical or
(Excellent) Insightful argument, solution or evaluation of the problem.
 Demonstrates excellence in the appropriate use of the relevant
literature, theory, methodologies, practices, tools, techniques etc., to
analyze and synthesize the given problem.
 Shows a high level of clarity, focus and strength in communication.
 The writing perfectly accomplishes the objectives of the assignment.
 Clearly demonstrates a well-developed, critical and comprehensive
understanding of the topic.
 Provides some evidence of independence of thought and clearly
demonstrates the ability to develop a systematic and logical or insightful
argument, solution or evaluation of the given problem.
68 – 74%
 Demonstrates a high degree of competence in the appropriate use of
(Good)
the relevant literature, theory, methodologies, practices, tools,
techniques, etc., to analyze and synthesize the given problem.
 Shows clarity, focus and strength in communication
 Accomplishes the goals of the assignment with an overall effective
approach.
 Demonstrates a systematic and substantial understanding of the
topic.
 Demonstrates the ability to develop a systematic argument or
solution to the given problem.
60 – 67%
 Demonstrates a significant degree of competence in the appropriate
(Above Average)
use of the relevant literature, theory, methodologies, practices, tools,
techniques etc., to analyze and synthesize the given problem.
 Provides evidence of clarity and focus in communication.
 Minimally accomplishes the goals of the assignment.
52 – 59%  Provides evidence of a systematic understanding of the key aspects of
(Average) the topic.
 Demonstrates the ability to present a sufficiently structured argument
or solution to the given problem.
 Demonstrates an acceptable degree of competence in the
appropriate use of the relevant literature, theory, methodologies,
 practices, tools, techniques etc., to analyze and synthesize the given
problem
 Provides evidence of effective communication.
 Minimally accomplishes the majority of the goals of the assignment.
 Provides evidence of some understanding of key aspects of the topic
and some ability to present an appropriate argument or solution to the
given problem.
45 -51%  Demonstrates some competence in the appropriate use of the
(Satisfactory) relevant literature, theory, methodologies, practices, tools, techniques,
etc. to analyze and synthesize the given problem.
 Provides some evidence of effective communication.
 Minimally accomplishes the majority of the goals of the assignment
 Demonstrates limited competence in the appropriate use of the
relevant literature, theory, methodologies, practices, tools, techniques,
40 – 44%
etc. to analyze and synthesize the given problem.
(Border Line)
 Provides limited evidence of effective communication.
 Fails to accomplish the majority of the goals of the assignment
Less than 40%
Work that is unacceptable. Erroneous/wrong, missing, extremely
(Fail)

14. Course Material

Lecture slides will be made available to the student’s post the lecture has been delivered and will be
uploaded on LMS. Also, specific reading material for Lecture components would be uploaded on
LMS.
Text Book
1. Organizational behavior; Stephen P Robbins; 15th Edition, Pearson Education
2. DeCenzo, D.A. and Robbins, S.P., 2006. Fundamentals of human resource management. Wiley
India Pvt Ltd
3. Aswathappa K. ,2013, Human Resource Management Text and Cases
Reference Books:
 Relevant cases shall be handed over in class

15. What is expected from students?

 Attend the class regularly on time.
 Be respectful, respect their faculty and respect each other.
 Switch off mobile phones or keep it in a silent mode during the class time.
 Come to class each day ready to learn, prepared, focused and motivated.
 Take notes in class, be active learners and participants and enjoy the learning process.
 Do homework /assignments and submit it on time as per the specified date.
 Refer to the text books for more information.
 Read the course guide carefully.
 Check the LMS and notice board regularly for information/announcement.

16. What the students can expect from Faculty?

 Provide a mutually respectful environment
 Present the materials clearly and systematically
 Prepare and present an intellectual lecture notes and slides
 Adopt a positive and professional approach towards teaching process
 Creative use of teaching and learning methods / aids
 Be more supportive and understand the students’ difficulties
 Motivate the students to participate actively in the class
  Encourage the students to refer to the text/reference books for more information
 Inspire the students to thinks independently, creatively and critically
 Supporting topics with real life examples and useful classroom exercises.

17. Plagiarism
“Plagiarism is defined as presenting another person’s work as one’s own work. Presentation includes
copying or reproducing it without the acknowledgement of the source.”
Plagiarism involves copying of phrases, clauses, sentences, paragraphs or longer extracts from
published or unpublished work (including from the Internet) that exceeds the boundaries of the
legitimate cooperation without acknowledgement of the source. Plagiarism could be intentional
(dishonest plagiarism) or non-intentional (negligent plagiarism). This definition also applies for
figures and figure legends and for tables and table legends which you copy into your text.
It is mandatory that each course work shall be checked for plagiarism through Turnitin or similar
software before submission. The content which is based on existing published work must come from
properly quoted material and from the references cited section. After checking the accuracy of the
citations and references of such content the plagiarism report should not return similarity index of
more than 15% in any circumstance. However, if the matching text is one continuous block, the
index of 15% could shall be considered plagiarism. Any report with higher than this percentage
matching must be explained by the student. The details of copy rights, professional ethics are given
in Plagiarism Prevention Policy of the University.

Referencing Guidelines
Referencing helps to acknowledge other peoples’ ideas and helps the reader/instructor to locate the
cited references easily, also to evaluate the interpretation of our ideas. It reduces risk of plagiarism
(i.e. taking other peoples’ thoughts, ideas or writings and using them as though they are your own).
Direct quotations, paraphrases, facts and figures, ideas and theories both from published and
unpublished sources must be referenced. The sources for written (text) and graphic material may
include books, journal or magazine articles, newspapers, company, government or institutional
reports, websites or personal communication. Please note improper or no referencing will be
penalized in terms of marks awarded.

Referencing style at RICS School of Built Environment – In-text referencing

The Harvard style is an example of an in-text referencing style. In this system within the text, the
author’s name is given first followed by the publication date and usually the page number/s for the
source (Citation). The list of references or bibliography at the end of the document contains the full
details listed in alphabetical order for all the in-text citations.
Citation
Although Handy (1994) has argued that education is the key to economic success for individuals,
organizations and nations, a majority of adults in the UK have yet to be convinced or persuaded of
this argument. Of these, a significant majority was from social class groups A, B and C. Only a
quarter of adults from semi-skilled or unskilled work backgrounds had involved themselves in
formal education (Tuckett 1999).
List References in Full at the End of an Assignment
Start with the last name(s), followed by initials of the author(s), contributor, editor, producer or
speaker. If you don’t have the name of an author, start with the name of the originator. This can be
an organization name, e.g. BBC, or name of a website, e.g. Bized.
This is followed by the year of publication; put this in brackets. In this event date is missing, put (no
date), or (n/d). With Internet sources, look for a year the item was placed on the site, or in the
absence of this, when the site was last updated (the year in question), or if unsuccessful with either
of these two, the year you looked at the information.
This is followed by the title of the source. The main source is usually emphasized in some way, e.g.
underlined or italics. The main source would be, for example, the title of a book, name of the
magazine, journal or newspaper, broadcast production source, video or CD-ROM etc. Whichever
mode of emphasis you choose- underlining or italics - keep it consistent throughout. The pattern in
this booklet is to emphasize main sources by the use of italics.
In most printed items you would give details of the publisher. You first give the name of the town or
city where the source was published, followed by the name of the publisher.
In the case of a journal article, you finish with the reference details of volume, edition/issue number
(if shown) of the journal and the page numbers of where the article can be found.
Example: Hagen, J. (2002). Basic Skills for Adults. Birmingham: The Guidance Council.
Tuckett, A. (1999) ‘Who’s Learning What?’ The Guardian 18/5/1999, p. 13.

Citation: (Introna et al 2003)

Reference: Introna, L., Hayes, N., Blair, L., and Wood, E. (2003). Cultural Attitudes Towards
Plagiarism. http://www.jiscpas.ac.uk/apppage.cgi?USERPAGE=7508 [Accessed 13/12/2005].

18. Attendance policy

5 marks are allocated for 100% attendance and 75% is required for appearing for examinations (as
per Amity University guidelines). Record of the student’s attendance will be taken at the beginning
of each class. All absences/ late entries to class will be considered unexcused absences, and no
changes will be allowed. Please refer to the student Handbook for further information.

19. Academic Policies

Refer Amity University Guidelines for the academic policies and procedures