Lahore University of Management Sciences

ORSC 201 - Organizational Behavior

Fall Semester 2021
Instructor Dr. Faiza Ali
Room No. Room 445, 4th Floor, SDSB building
Office Hours TBA
Email [email protected]
Telephone 5413
Secretary/TA Mr. Malik Imran Abbas
TA Office Hours TBA
Course URL (if any) http://suraj.lums.edu.pk/~ro/
Course Teaching Methodology
 Teaching Methodology: synchronous mainly

 Lecture details: 90% live lectures

COURSE BASICS
Credit Hours 3
Lecture(s) Nbr of Lec(s) Per Week 2 Duration 75 minutes
Recitation/Lab (per week) Nbr of Lec(s) Per Week - Duration -
Tutorial (per week) Nbr of Lec(s) Per Week - Duration -

COURSE DISTRIBUTION
Core Yes
Elective -
Open for Student Category SDSB(Juniors & Sophomores), Open for All in phase II
Close for Student Category -

COURSE DESCRIPTION

Organizational behavior is a field of study that investigates the impact that individuals, groups, and structure have on behavior
within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness. This course
focuses on such topics as leadership skills, personality, motivation, team building organizational change and culture.

COURSE PREREQUISITE(S)
NA

COURSE LEARNING OBJECTIVES

 The course is designed to:

1. Expose students with the theoretical underpinnings of the field of organizational behavior.
2. Familiarize students with the factors at personal, group and organizational level that affect human behavior
in organizational settings.
3. Prepare students for taking decisions to solve people related problems.
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LEARNING OUTCOMES
After taking this course student will be able to:
1. Understand some of the most important organizational theories.
2. Understand the drivers of human behavior in organizational context.
3. Apply the acquired knowledge for decision making and problem solving in organizational context.
4. Evaluate various managerial and organizational initiatives.

UNDERGRADUATE PROGRAM LEARNING GOALS & OBJECTIVES

General Learning Goals & Objectives

Goal 1 –Effective Written and Oral Communication
Objective: Students will demonstrate effective writing and oral communication skills
Goal 2 –Ethical Understanding and Reasoning
Objective: Students will demonstrate that they are able to identify and address ethical issues in an organizational
context.
Goal 3 – Analytical Thinking and Problem Solving Skills
Objective: Students will demonstrate that they are able to identify key problems and generate viable solutions.
Goal 4 – Application of Information Technology
Objective: Students will demonstrate that they are able to use current technologies in business and management
context.
Goal 5 – Teamwork in Diverse and Multicultural Environments
Objective: Students will demonstrate that they are able to work effectively in diverse environments.
Goal 6 – Understanding Organizational Ecosystems
Objective: Students will demonstrate that they have an understanding of Economic, Political, Regulatory, Legal,
Technological, and Social environment of organizations.

Major Specific Learning Goals & Objectives

Goal 7 (a) – Discipline Specific Knowledge and Understanding
Objective: Students will demonstrate knowledge of key business disciplines and how they interact including
application to real world situations (Including subject knowledge).
Goal 7 (b) – Understanding the “science” behind the decision-making process (for MGS Majors)
Objective: Students will demonstrate ability to analyze a business problem, design and apply appropriate
decision-support tools, interpret results and make meaningful recommendations to support the decision-maker

How the course learning objectives specifically relate to program learning goals and objectives.

PROGRAM LEARNING GOALS AND COURSE LEARNING OBJECTIVES COURSE ASSESSMENT ITEM
OBJECTIVES
Goal 1 –Effective Written and Oral Although not a core learning objective of this Written: Project, Quizzes, & Exam.
Communication course, written and oral communication will Oral: CP, & Presentations.
be frequently used and tested.
Goal 2 –Ethical Understanding and Fair and Ethical treatment and grading
Reasoning of students.
Goal 3 – Analytical Thinking and Major Goal: CLO # 3 (Prepare students for CP and Projects
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Problem Solving Skills taking decisions to solve human related
problems)
Goal 4 – Application of Information Preparing and delivering projects and
Technology presentations.
Goal 5 – Teamwork in Diverse and Although not a core learning objective of this Group Projects & Group Presentations
Multicultural Environments course, students will work in diverse teams
to complete group project & presentation.
Goal 6 – Understanding Organizational Major Goal: CLO # 2 (Familiarize students
Ecosystems with the factors at personal, group and
organizational level that affect human
behavior in organizational settings)
Goal 7 (a) – Discipline Specific Major Goal: CLO # 1 (Expose students with
Knowledge and Understanding the theoretical underpinnings of the field of
organizational behavior).
CLO # 2 (Familiarize students with the
factors at personal, group and organizational
level that affect human behavior in
organizational settings)
Goal 7 (b) – Understanding the “science” Major Goal: CLO # 3 (Prepare students for
behind the decision-making process taking decisions to solve human related
problems.

GRADING BREAKUP AND POLICY

Project & Presentation: 20 % & 10%

Quiz(s): 20 %

Attendance and Class Participation: 20 % (10% for CP and 10% for attendance).
Max 4 absences (including petitions) allowed. From 5 th absence, there will be 1 % negative grading in place.

Organizational (Student) Citizenship Behavior: 10% (Students are required to maintain actions and behaviors that may not be
critical to learning but benefit the team and encourage even greater functioning and efficiency of class.)

Final Examination: 20%

EXAMINATION DETAIL

Midterm
Exam Yes/No: NO

Final Exam
Yes/No: Yes
Combine Separate: Combined
Duration: 60-120 minutes
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Exam Specifications: TBA

     
COURSE OVERVIEW
RECOMMENDED OBJECTIVES/
LECTURE TOPICS
READINGS APPLICATION
1 Intro to the course - Intro to course outline.
2 What is Organizational Behavior? Chapter 1 Getting students familiar with OB.
Explaining why these attitudes are important.
3 Attitudes and Job Satisfaction Chapter 3 Briefing students about the research on these
topics.
Explaining why emotions are important in
4 Emotions and Moods Chapter 4 organizational context.
Introduction of emotions’ taxonomy.
Introduction to the concept of EQ, its
What Makes a
5 Emotional Intelligence dimensions and its importance in managing
Leader (Goleman)
people
Explaining the role of ‘personality’ as a
6 Personality and Values Chapter 5
predictor of human behavior.
Explaining the role of ‘personality’ as a
7 Personality and Values Case or Exercise Case / Exercise
predictor of human behavior.
Explaining how individuals interpret and
Perception and Individual Decision making
8 Chapter 6 process information and use it for decision
(C/E)
making.
Explaining why motivation is important in
organizational contact.
9 Motivation Concepts Chapter 7
Introducing the classical motivation theories to
the students.
Explaining how motivation theories can be
10 Motivation Application Chapter 8
applied in the organizations.
Explaining why individuals exhibit specific
11 Foundations of Group Behavior Chapter 9
behavior when in teams/ groups.
Explaining the stages in team formation and
12 Understanding Work Teams Chapter 10
their performance patterns.
Explaining the stages in team formation and
13 Understanding Work Teams Case / Exercise
their performance patterns.
14 Reading week - Students will be revising all topics to date
Explaining the importance of leadership in
15 Leadership Chapter 12 organizational context.
Introduction of Leadership theories.
Explaining how organizations acquire and retain
17 Organizational Culture Chapter 16
specific cultures.
Introduction to the concepts of ‘power and
18 Power and Politics Chapter 13 politics’ in organizational context.
Introduction to various sources of ‘power’.
Issues in the management of a diverse
workforce.
19 Diversity in Organizations Chapter 2
Understanding the dynamics of a diverse
workforce.
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20 Diversity in Organizations- Exercise exercise Panel discussion
Introduction to the factors that affect the
21 Conflict & Negotiation Chapter 14
negotiation process and its outcomes.
Explaining why organizations need change.
Organizational Change & stress
22 Chapter 17 Introduction to various organizational change
management
initiatives.
23 Presentation / Projects / Others TBA

24 Presentation / Projects / Others - Estimating students’ progress.

25 Presentation / Projects / Others - Estimating students’ progress.

26 Presentation / Projects / Others - Estimating students’ progress.

TEXTBOOK(S)/SUPPLEMENTARY READINGS

Stephen P. Robbins, Timothy Judge & Neharika Vohra, Organizational Behavior, 15th edition (Pearson Education 2013)

The course will also comprise of readings and articles from other sources, such as business magazines, national dailies / journals,
classics in OB and management, popular media, best sellers etc. These will be announced in class and material will be made
available either electronically (via LMS) or through LUMS photocopier.

USEFUL INFORMATION ABOUT THE METHOD OF INSTRUCTION, GRADING INSTRUMENTS AND SOME USEFUL HINTS.
Project & Presentation (20% & 10%):
There would be one group-based project for which the group would conduct research in an organization on an assigned topic. The
final outcome would be in the form of a report due one week before final exam. However, there would be two progress review
meetings before the submission of final report.
There would be at least one group-based presentation (in class) on a topic assigned to the group.

Method of instructions:
Class will consist of lectures, discussions, videos, cases and activities to enrich learning.
As class discussions play a significant role in learning and understanding of the subject, it is your responsibility to adjust your
personal schedules and ensure your active presence in all the class sessions. It is essential that you:

1. Prepare for the classes. Please read the assigned reading(s) before each class.
2. Attend all classes.
3. Actively contribute to class discussions and activities.
4. Thoroughly and thoughtfully complete assignments.

In addition to reading each chapter before it is covered in class, to enhance your learning you should do the following:
1. After reading the “chapter opening” (a one to two page incident at the beginning of each chapter), think about what occurred
and why. When you are finished reading the chapter, you should be able to explain what happened, using the concepts in the
chapter.
2. Complete, and when possible, score, the experiential exercise at the end of each chapter. Think through how this information can
be helpful to you on a personal and professional level.

Group assignments / project

To be discussed and decided in the class

Class participation
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Class Contribution is and can be:
Making observations that integrate concepts and discussions,
Citing relevant personal examples,
Being an active participant in group discussions,
Working with others to come to a common understanding of the topics.
By extension, contribution is not continuously dominating the class and group discussions. It also means listening to what others
say - they have a right to contribute (and you may learn something!). Contribution is not coming to class unprepared and ill-
equipped to intelligently discuss the topic of the day. Contribution is not repeating the points others just made to get the CP credit.

Working in Teams
Students frequently complain about having to work on group assignments. The primary reasons for these complaints are (a) often
some members will "drag their feet" and force others to pick up the slack, and (b) interpersonal conflicts arise in the group context.
Although there is certainly some merit to these complaints, we insist on incorporating the group projects as a significant element in
the course because of two major considerations.

First, this course is about human behavior in organizational settings. Learning about the concepts in this course (as is true of the
concepts in most any course) is facilitated by permitting direct experience with them. Thus, by forming mini-organizations in each
class meeting, you are given a greater chance to directly experience some of the things you are trying to learn about. Second, the
vast majority of you will find yourself -- if you haven't already done so -- working in groups at some time or another (in fact, many of
you will spend the majority of your working lives as members of a group). There is no chance whatsoever that you will avoid
slacking group members and interpersonal conflict after college. Why not face the music and start now to learn how to cope with
these frustrating elements of group work?

Plagiarism
University’s ethics code applies.

Helpful hints
As a leader in an organization, you are going to have to be clear and precise in both your oral and written communications. People
with whom you communicate will continually be suffering from information overload. Therefore, you will have to organize your
thoughts clearly and make your points logical, brief and with supporting rationale. This leads to the following suggestions:

1. Organize your presentation well. What is the main point? How will you support it?
2. Link your ideas to class concepts. Integrate with other readings, speakers, etc.
3. Show your own independent thinking. Focus on new understandings.
4. Present your ideas cleanly, clearly, and logically. Style is important.