COURSE FILE

MGT 512: ORGANISATIONAL BEHAVIOUR

Semester : I
Course Code : MGT 512
Credit : 4
Faculty : Dr. Lekshmi P
 MGT 512: ORGANISATIONAL BEHAVIOUR
Semester : I
Course Code : MGT 512
Credit : 4
Course : ORGANISATIONAL BEHAVIOUR
Aim :
To Understand organizations - show how a multiplicity of perspectives can be used to make
managerial action effective Suggest concepts, frameworks, and models for understanding
organizational phenomena at the level of the individual, the group, and the organization.
facilitate participants in reflective thinking which, while it guides you towards specific actions
with respect to organizational problems, also stimulates a critical dissection of organizational
reality stimulate reflective action, and participants will be encouraged to explore ways as to
how this can be achieved in organizational contexts develop an understanding of the impact of
people management on organizational performance Stimulate critical reflection on
organizational psychology.

Course Objective: To throw light on the individual behavior, group behavior and the
organizational wide behavior and how managers consider behavior as an important tool in
making decisions.

Teaching Strategy: Lecture Sessions will be supplemented by project based (tutorial)

assignments. Feedback will be given orally during tutorials. Written feedback is given for both
individual and group assignments.

Study: Lect:(L) Sem/(T) Library/ Directed(DS) Other: Formal

Total
Hours: 25 Tut: 10 Pract: 10 Study: 50 05 Exams: 2
100

Key Graduate Attributes

Acade Communi Team IT Global Critic Social Entrepren Life -
mic cation Work Liter Perspec al and Respons eurship long
and and acy tive Analy ibility Skills Lear
profess Leader and tical and ning
ional ship Cross thinki Ethics
Knowl Cultura ng
edge l
Adapta
bility

√ √ √ No √ √ √ √ √
Course Outcomes:
a) Knowledge-
To understand a range of the theoretical understandings available in OB
To be able to critically engage with both theoretical and practical constructions of
issues and questions in OB
To be able to reflect on individual and group behaviour in a theoretically informed way

b) Skills-
Interactive: be aware of the potential impacts of various forms of interaction
Social Participation: assess how to go about intervening in an organizational situation
Reflective: make psychology judgements about the management of others
Decision Making: make decisions about the appropriate use of HRM techniques
Evaluative: recruitment and selection and performance management of employees

Outline Syllabus:
UNIT I

Introduction to OB : Definition of OB- levels of analysis-contributing disciplines to the

understanding of OB, OB - Contemporary application & challenges of OB, The Hawthorne
Experiments & its Importance, Models of OB - Developing a comprehensive and Holistic
Model of OB, Frameworks in OB – Behavioristic, Social Learning and Cognitive frameworks,
Behavioural indices-efficiency and effectiveness.

UNIT II

Basics in OB - Perception: definition-factors affecting perception- perception process: simple

& complex- selective perception-social perception-impression formation and management.
Values: Definition- types of values- Bruce Maglino’s workplace values- Emotions – Types –
Universal Emotions, Emotional Intelligence, Personality: Definition-theories- personality tests
and measurement - personality typology- application in organization, Anxiety and its
Management strategies.

UNIT III

Basics in OB – Learning. Definition-Learning Curves and theories-Behaviour modification

and its organizational application- , Motivation - Definition , Motivational Framework-
Theories of motivation: Content theories – process theories – Applications, Stress – Definition,
Types and Models of Stress, Stress Mitigation Methods
UNIT IV
Interpersonal dynamics- Developing interpersonal awareness-Johari Window-Transactional
analysis – Types of Transactions, Games and Script Analysis, Empathy and Assertiveness,
Groups – Definition and classification of groups , Groups Vs Teams, Group Decision making.
Roles, norms, and status- Group decision making-Teams- Developing high performance teams.
Leadership - Definition - Leaders vs. Managers, Types of Leaders, Leadership theories and
models, Power and Politics. Definition-Bases of power-power tactics and strategies–political
implications of power-, Power Vs Authority, Conflict & Its Management - Different views of
conflict - conflict process - Levels of conflict , Conflict resolution strategies.

UNIT V

Culture & Change Management - Organizational Culture – Definition, Types of Culture ,

Organizational Change and Development – Change - Definition , Models of Change,
Resistance to change – How to overcome resistance.

References
1. Robbins, S.P. (2019) . Essentials of Organisational Behaviour. New Delhi, Pearson
education
2. Luthans, F. (1998). Organisational Behaviour. Boston, Mc Graw Hill
3.Manojkrishnan CG, Chandrasekar K.S, Ramanakumar KPV “Stress & Stress
Management in the I.T Industry , Vijay Nicole Imprints Pvt Ltd, (2016)
4. Parikh, M. and Gupta,R. (2017). Organisational Behaviour. New Delhi, Mc Graw Hill.
5. Umasekaran (2004). Organisational Behaviour, New Delhi, Tata Mc Graw Hill

Additional Reading
www.swayam.gov.in ( NPTEL Courses)
MargieParikh and Rajen Gupta,“OrganisationalBehaviour”, McGraw Hill.
Muchinsky, PM. & Culbertson, SS. Psychology Applied To Work, Summerfield.
PROGRAM OUTCOMES

PO
Description
No.

PO 1 Apply knowledge of management theories and practices to solve business

problems.
PO 2 Foster Analytical and critical thinking abilities for data based decision making
PO 3 Ability to develop Value based leadership ability
PO 4 Ability to understand analyse and communicate Global economic legal and
ethical aspects of business.
PO 5 Ability to lead themselves and others in the achievement of organizational goals
contributing effectively to a team environment

PO 6 Adapt to sustain in emerging era and constantly upgrade skills towards

independent and lifelong learning
PO 7 Able to identify, assess and shape entrepreneurial opportunities and to evaluate
their potential for business success
 COURSE OBJECTIVES

This course will throw light on the individual behavior, group behavior and theorganizational
wide behavior and how managers consider behavior as an important tool in making decisions.
This course is designed to address the key issues in behaviour of employees in an organisation.

The specific objectives include:

Understanding of individual behavior in organizations, including diversity, attitudes, job

satisfaction, emotions, moods, personality, values, perception, decision making, and
motivational theories.

Understanding group behavior in organizations, including communication, leadership, power

and politics, conflict, and negotiations.

Understanding the organizational system, including organizational structures, culture, human

resources, and change.
 COURSE OUTCOMES

After the completion of the course the student will be able to

CO No Description of CO Cognition

CC5. CO1 Understand a range of the theoretical Understanding

understandings available in OB.
Compare both theoretical and practical
CC5.CO2 constructions of issues and questions in
Analyzing
OB.
CC5.CO3 Illustrate individual and group behavior in Understanding
a theoretically informed way.
Appraise psychology judgments about
CC5.CO4 Evaluating
the management of others.

Assess the appropriate use of HRM Evaluating

CC5.CO5
techniques.
 MODES OF CONTENT DELIVERY
Tools used for Direct Attainment Weightage
Calculation

A. Internal Assessment tools 60%

1. Internal Marks

2. Assignment

3. Seminar

4. Class Participation & Attendance

B. External Assessment tools

1. End Semester Examination 40%

conducted by University

SrNo Direct Assessment Tools (CO) Percentage

1. Tests (Minimum of 3 tests for each course) 60%

2. Assignments (Minimum of 2) 20%

3. Seminar & Mini Projects 10%

 MBA 20-22

I SEMESTER

Organisational Behavior

Course Plan

Session Unit Topic Methodology Cognition

No
1 I Introduction: Definition of OB - Levels of Lecture Understanding
analysis- Contributing disciplines to the
understanding of OB - Historical evolution
of OB
2 Contemporary applications: Developing a Lecture & Understanding
comprehensive and holistic of Discussion
OB.Developing a perspective : Theoretical
perspectives of human behaviour psycho-
analytic framework, Behaviouristic
framework, Social learning framework,
Cognitive framework
3 Contemporary challenges of OB Lecture & Understanding
Discussion
4 Methods of Collecting behavioural data : Lecture & Understanding
observational methods, surveys. Discussion
5 Methods of Collecting behavioural data : Lecture , Understanding
experiments, case studies, interviews, etc. Discussion,
Development and use of criteria and Activity
predictors; performance outcomes -
efficiency and effectiveness.
Activity Conducted – students are divided
into groups and a role play on a business
scenario was conducted.
6 The Hawthorne Experiments & its Lecture & Understanding
Importance Discussion
7 Models of OB Lecture & Understanding
Discussion
8 II Module II- Personality - measuring Lecture & Analyzing
personality Discussion
9 - measuring personality- Applications in Lecture ,Discuss Analyzing
organizations ion, Activity
10 measuring personality- Applications in Lecture & Evaluating
organizations-, Anxiety and its Discussion
Management strategies
11 values – types -linking personality and Lecture & Evaluating
values to work place Discussion
12 Attitude & Job satisfaction Lecture & Understanding
Discussion
13 Perception- Factors affecting and Lecture & Understanding
perception - Social perception Discussion
14 Emotions – Types – Universal Emotions, Lecture & Understanding
Emotional Intelligence Discussion
15 III Module III- learning theories- Classical Lecture & Understanding
conditioning-Operant conditioning, Discussion
Cognitive theory
16 - learning theories- social learning theory- Lecture & Understanding
Behaviour modification and its Discussion
organizational application
17 Early theories-Hierarchy of needs theory- Lecture & Understanding
two factor theory- Discussion
18 Early theories- McClelland’s theory of Lecture & Understanding
needs- McGregor- ERG Theory Discussion
19 contemporary theories of motivation-Self Presentation Understanding
determination theory
20 contemporary theories of motivation-Goal Understanding
setting theroy
21 contemporary theories of motivation- Lecture & Understanding
reinforcement theory Discussion
22 contemporary theories of motivation- - Lecture & Understanding
equity theory- Discussion
23 contemporary theories of motivation- - Lecture & Understanding
equity theory- expectancy theory Discussion
24 Case –Attaching carrot to the stick Discussion Analysing
25 Stress – Definition, Types and Models of Lecture & Understanding
Stress Discussion
26 Stress –Stress Mitigation Methods Lecture & Understanding
Discussion
27 IV Module IV- Developing interpersonal Lecture & Understanding
awareness - Johari Window Discussion
28 - developing interpersonal awareness - Lecture & Evaluating
Johari Window Discussion
29 Transactional Analysis Lecture & Understanding
Discussion ,
Activity
30 Transactional Analysis Lecture & Evaluating
Discussion ,
Activity
31 Definition of Group - group development Lecture & Understanding
Discussion
32 Group structure Lecture & Understanding
Discussion
33 teams -developing high performance teams Lecture & Understanding
 Discussion
34 teams -developing high performance teams Lecture & Understanding
- turning individuals into team players Discussion
35 leadership –theories- Trait theories Lecture & Understanding
Discussion
36 leadership – theories –behavioural theories Lecture & Understanding
Discussion
37 - leadership –theories- Contingent theory- Lecture & Understanding
Discussion
38 - leadership – theories Charismatic & Lecture & Understanding
transformational Discussion
39 Case- Leadership Mettle Forged in Battle Discussion Analysing
40 Power – bases of power - power tactics Lecture & Understanding
Discussion
41 politics – consequences of political Lecture & Understanding
behavior Discussion
42 conflict - different views of conflict – Lecture & Understanding
conflict Discussion
43 levels of conflict - resolution strategies Lecture & Understanding
Discussion
44 negotiation - developing negotiating skills Lecture & Understanding
Discussion
45 Case –Indian Labor Unions Lecture & Analysing
Discussion
46 V Module V- Organisation culture - Lecture & Understanding
Definition, Types of Culture Discussion
47 Organisation culture - effects of Lecture & Understanding
organization- culture on employee Discussion
performance- creating and sustaining
organization culture
Case :Did Toyota’s culture cause its
problem
48 Organizational Change and Development – Lecture & Understanding
Change - Definition , Models of Change, Discussion

49 forces for change -Resistance to change Lecture & Understanding

Discussion
50 How to overcome resistance. Lecture & Understanding
Discussion
51 planned change - approaches to manage Discussion Understanding
organization change-creating a culture for
change
52 Class Test II Discussion Understanding
53 Revision Discussion Understanding
54 Revision Discussion Understanding
55 Revision Discussion Understanding
56 Revision Discussion Understanding
57 Revision Discussion Understanding
58 Revision Discussion Understanding
59 Revision Discussion Understanding
60 Revision Discussion Understanding
 MBA FIRST SEMESTER
Internal Exam – OCTOBER 2020

MGT512 ORGANISATIONAL BEHAVIOR

Time: 2 hours

Max. Marks –50

PART A
Answer all the questions. Each question carries FIVE marks.
(5*4=20)
1. Define Organisational Behavior.
2. What is personality? Explain the personality determinants.
3. Write a short note on attitude
4. What is perception? Explain
PART B
Answer any two questions. Each question carries TEN marks.
(10*2=20)
5. What are the major behavioural sciences disciplines that contributed to OB? Explain.
6. Define values. Explain with examples terminal values and instrumental values.
7. What are the challenges of OB?

PART C
8. What is the importance of learning Organizational Behavior (10*1=10)

Question and CO

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
CO1 CO1 CO1 CO1&CO3 CO1 CO1&CO2 CO1&CO3 CO1
 MBA FIRST SEMESTER
Internal Exam – OCTOBER 2020

MGT512 ORGANISATIONAL BEHAVIOR

Time: 2 hours

Max. Marks –50

PART A
Answer all the questions. Each question carries FIVE marks.
(5*4=20)
1Define Organisational Behavior.
Ans: OB is a field of study that investigates the impact that individuals, groups and
structure have on behaviour within organizations for the purpose of applying such
knowledge towards improving an organization’s effectiveness. It is a distinct area of
expertise with a common body of knowledge. It studies 3 determinants of behaviour in
organizations: individual, groups and structure . OB is also an applied field. It applies
the knowledge gained about individuals, groups and the effect of structure on
behaviour towards the end of making organizations work more effectively. OB is
concerned with the study of what people do in an organization and how that behaviour
affects the performance of the organization. OB includes the core topics of motivation,
leader behaviour and power, interpersonal communication, group structure and
process, learning, attitude development and perception, interpersonal change and
conflict.
2What is personality? Explain the personality determinants.
Ans: The initial conception of personality was that of a superficial social image that an
individual adopts in playing life roles — a public personality. This view is consonant
with that of the contemporary layman who equates personality with physical
attractiveness such a conception is not widely held in psychology. These different
conceptions clearly indicate that the meaning of personality in psychology extends far
 beyond the original ‘superficial social image’ concept. It refers to something much
more essential and enduring about a person.
the determinants of personality can be grouped into five broad categories:
i. Heredity
The role of heredity in the development of personality is an old argument in
personality theory. Heredity refers to those factors that were determined at conception.
Physical stature, facial attractiveness, energy level, muscle composition and reflexes
and biological rhythms are characteristics that are generally considered to be imported
either completely or substantially by one’s parents.
ii. Environment
If all personality characteristics were by heredity, they would be fixed at birth and no
amount of experience could alter them. Personality development owes as much to
environment as it does to heredity. Environment is a broad term and includes such
factors as culture. Culture establishes norms, attitudes and values that are passed along
from one generation to the next and create consistencies overtime. Anthropologists, to
whom culture as a subject belongs, have clearly demonstrated the important role
culture plays in the development of the human personality.
iii. Contribution from the family
The family has considerable influence on personality development, particularly in the
early stages. The parents play an important part in the identification process which is
important to an individual’s early development. The process can be examined from
three different perspectives:
a. First, identification can be viewed as the similarity of behaviour (including feelings
and attitudes between child and model) b. Second, identification can be looked upon as
the child’s motives or desires to be like the model. c. Third, identification can be
viewed as the process through which the child actually takes on the attributes of the
model.
The overall home environment created by the parents
3Write a short note on attitude

Ans: The salient features which contribute to the meaning of attitudes are: i. Attitudes
refer to feelings and beliefs of individuals or groups of individuals. ii. The feelings and
 beliefs are directed towards other people, objects or ideas. iii. Attitudes tend to result
in behaviour or action. iv. Attitude can fall anywhere along a continuum from very
favourable to very unfavourable. v. Attitudes endure. vi. All people, irrespective of
their status or intelligence, hold attitudes. Some of the definitions of attitude are as
below:
a. “The word attitude describes a persistent tendency to feel and behave in a particular
way towards some object”. b. “Attitudes are evaluative statements either
favourable or unfavourable concerning objects, people or events. They reflect how
one feels about something”. c. “Attitudes are learned predispositions towards
aspects of our environment. They may be positively or negatively directed towards
certain people, service or institutions”.

4What is perception? Explain

Ans: Perception is a process by which individuals organize and interpret as per their
sensory immersions in order to give meaning to their environment. It is important to
study perceptions in the study of Organization Behaviour, because people’s behaviour
is based on their perception of’ what reality is and is not on reality itself. Perception is
influenced by many factors. These factors may be in the perceiver, or the object being
perceived or the situations in the context of which perception is made. Personal
characters that affect perception are attitude, personality, motives, interest, past
experience and expectations
The Perceiver: When an individual looks at a target and attempts to interpret what he
or she sees, that interpretation is heavily influenced by personal characteristics of the
individual perceiver.
The Target: Characteristics of the target that is being observed can affect what is
perceived. Loud people are more likely to be noticed in a group than quiet ones.
Motions, sounds, size and other attributes of a target shape the way we see it
The Situation: The context in which we see objects or events is important. Elements in
the surrounding environment influence our perception.

PART B
Answer any two questions. Each question carries TEN marks.
(10*2=20)
5What are the major behavioural sciences disciplines that contributed to OB? Explain.
Ans:
6Define values. Explain with examples terminal values and instrumental values.
Ans: Organisational Behaviour is an applied behavioural science and involves integration of
studies undertaken in behavioural disciplines such as psychology, sociology, anthropology,
social psychology and political science.
Psychology- It is the science or study of behaviour and includes human as well as animal
behaviour. Intrapersonal aspects of organisational behaviour such as motivation, personality,
perception attitude learning, training and development, work stress, emotions, conflict
management owe their study to psychology. psychological tests are conducted in
organisations for selection of employees, measuring personality attributes and ability.
Contribution of psychology has enriched the field of organisational behaviour greatly.
Sociology- It is the study of group behaviour. Sociology has enriched organisational behaviour
in the field of leadership, group dynamics, communication, formal and informal organisations,
group process and decision making.
Anthropology- It is the study of human race and its culture. Organisations have their own
culture. Culture influences human behaviour. An employee’s perception about things and his
functioning is influenced by the culture of his organisation. Anthropology is more relevant to
organisational behaviour today due to globalisation, mergers and acquisitions of various
industries. Today the people have to work in organisations having work force diversity.
Social Psychology- This subject is a blend of the concepts from psychology and sociology. It
focuses on the influence of people on one another and tries to achieve better human
behaviour in the organisation. One of the key areas which it has helped to manage is ‘Change’
– how to implement it successfully and reduce the resistance to it.
Political Science-Organisations are political entities and it is political science which helps in
understanding behaviours of individuals within a political environment. Government rules
and regulations play a decisive role in growth of the organisations.
7What are the challenges of OB?
Ans: Managing Workforce Diversity: This refers to employing different categories of
employees who are heterogeneous in terms of gender, race, ethnicity, relation, community,
physically disadvantaged, homosexuals, elderly people etc. The primary reason to employ
heterogeneous category of employees
 Responding to Globalization: Today‟s business is mostly market driven; wherever the
demands exist irrespective of distance, locations, climatic conditions, the business operations
are expanded to gain their market share and to remain in the top rank etc. Business
operations are no longer restricted to a particular locality or region. Company‟s products or
services are spreading across the nations using mass communication, internet, faster
transportation etc
Empowering People Empowerment is defined as putting employees in charge of what they
do by eliciting some sort of ownership in them. The main issue is delegating more power and
responsibility to the lower level cadre of employees and assigning more freedom to make
choices about their schedules, operations, procedures and the method of solving their work-
related problems. Encouraging the employees to participate in work related decision will
sizably enhance their commitment at work
Coping with ‘Temporariness” In recent times, the Product life cycles are slimming, the
methods of operations are improving, and fashions are changing very fast. In those days, the
managers needed to introduce major change programs once or twice a decade. Today,
change is an ongoing activity for most managers. The concept of continuous improvement
implies constant change.
Stimulating Innovation and Change Today‟s successful organizations must foster innovation
and be proficient in the art of change; otherwise they will be vanished from their field of
business. Victory will go to those organizations that maintain flexibility, continually improve
their quality, and beat the competition to the market place with a constant stream of
innovative products and services

PART C
8What is the importance of learning Organizational Behavior (10*1=10)
Ans: The need and importance of organisational behaviour are as under:
1. Skill Improvement: Study of Organisational Behaviour helps to improve skills. This
includes the ability of employees and use of knowledge to become more efficient. It also
improves managers, as well as other employees, work skill.
2. Understanding Consumer Buying Behaviour: It also an important part to improve the
marketing process by understanding consumer (buying) behaviour.
3. Employee Motivation: OB helps to understand the basis of Motivation and different ways
to motivate employees properly.
4. Nature of Employees: Understanding of personnel and employee nature is important to
manage them properly. With the help of OB, we can understand whether employees or
people are Introvert, Extrovert, Motivated, Dominating etc.
5. Anticipating Organisational events: The scientific study of behaviour helps to understand
and predict organisational events. For example Annual Business Planning, Demand
Management, Product line management, Production Planning, Resources Scheduling,
Logistics etc
6. Efficiency & Effectiveness: Study of organisational behaviour helps to increase efficiency
and effectiveness of the organisation
7. Better Environment of Organisation: OB helps to create a healthy, ethical and smooth
environment in an organisation.
8. Optimum or Better Utilization of Resources: Study of OB helps to understand employees
and their work style and skill better way. By understanding this, management can train and
motivate employees for optimum utilization of resources.
9. Importance of OB in the Goodwill of organization: Organisational Behaviour helps to
improve Goodwill of organization. This is all about the significance and importance of
organisational behaviour and its impact on overall business activities. Ultimately OB helps to
increase efficiency and productivity. This may lead to an increase in the profit of the
organisation.
 MBA FIRST SEMESTER

MGT512 ORGANISATIONAL BEHAVIOR

Time: 2 hours
Max. Marks –25

Class test II

Case Study

Hari Sinha is a Marketing executive with Hardbyte Computer Peripherals Ltd. Hardbyte is a
company with 10 years of existence and has a sound product range in computer peripherals. It
sells its products at a slightly higher price in the market because of its goodwill for quality.
Hari Sinha is one of the best marketing executives of the company and enjoys several company
benefits for his excellent performance. Hari’s boss Sudhir Pradhan is thoroughly satisfied with
his work and likes Hari. Hari on the other hand, likes to sell to institutional buyers rather than
small-time domestic customers. Hari also likes to work on challenging customers but not at the
cost of wasting too much time on really hard to please ones. He constantly keeps himself
focused on the targets to be achieved for the month and tries to reach the maximum. For him, it
matters to be ahead in the race of selling and therefore he works very hard and smart. Sudhir
has always tried to ensure that Hari is given enough scope to explore the potential customers on
his own. He of course, feels a little worried about Hari’s attitude towards those marketing
executives who sell to small customers. Hari is at times belittling in his attitude towards them
and even ridicules their efforts. However, Sudhir has tried to ignore this because of Hari’s
performance.

Due to the recent slack in the IT industry, Hardbyte’s business with corporate customers has
dipped. Because of this Sudhir has reallocated the targets to all the marketing executives.
However, he knows Hari’s fetish for corporate clients too well. But he also knows that Hari
will have to be forced to go to small customers for promoting the product. He is aware of the
fact that Hari is a man of strong likes and dislikes and hence he is in a fix. He is also
apprehensive that if Hari is not given an appropriate assignment then he may even consider
leaving his job. Sudhir was fully aware that Hari had no dearth of opportunities. Sudhir knows
that the dilemma that he is facing is serious and will have to be resolved suitably.
QUESTIONS :

1. From the above description of Hari’s character, what seems to be the key motivator for Hari?
According to David McClelland’s Needs Theory, what kind of orientation does Hari possess?
(15)

2. What should Sudhir do to motivate Hari and retain him in the organization?(10)

Question and CO

Q1 Q2
CO1&CO4 CO1,2,4&5
 MBA FIRST SEMESTER

MGT512 ORGANISATIONAL BEHAVIOR

Time: 2 hours
Max. Marks –25

Class test II

Case Study

Hari Sinha is a Marketing executive with Hardbyte Computer Peripherals Ltd. Hardbyte is a
company with 10 years of existence and has a sound product range in computer peripherals. It
sells its products at a slightly higher price in the market because of its goodwill for quality.
Hari Sinha is one of the best marketing executives of the company and enjoys several company
benefits for his excellent performance. Hari’s boss Sudhir Pradhan is thoroughly satisfied with
his work and likes Hari. Hari on the other hand, likes to sell to institutional buyers rather than
small-time domestic customers. Hari also likes to work on challenging customers but not at the
cost of wasting too much time on really hard to please ones. He constantly keeps himself
focused on the targets to be achieved for the month and tries to reach the maximum. For him, it
matters to be ahead in the race of selling and therefore he works very hard and smart. Sudhir
has always tried to ensure that Hari is given enough scope to explore the potential customers on
his own. He of course, feels a little worried about Hari’s attitude towards those marketing
executives who sell to small customers. Hari is at times belittling in his attitude towards them
and even ridicules their efforts. However, Sudhir has tried to ignore this because of Hari’s
performance.

Due to the recent slack in the IT industry, Hardbyte’s business with corporate customers has
dipped. Because of this Sudhir has reallocated the targets to all the marketing executives.
However, he knows Hari’s fetish for corporate clients too well. But he also knows that Hari
will have to be forced to go to small customers for promoting the product. He is aware of the
fact that Hari is a man of strong likes and dislikes and hence he is in a fix. He is also
apprehensive that if Hari is not given an appropriate assignment then he may even consider
leaving his job. Sudhir was fully aware that Hari had no dearth of opportunities. Sudhir knows
that the dilemma that he is facing is serious and will have to be resolved suitably.

QUESTIONS :
1. From the above description of Hari’s character, what seems to be the key motivator for
Hari? According to David McClelland’s Needs Theory, what kind of orientation does
Hari possess? (15)
Ans: Summary of case.
Expalin Mc Clelland’s Need Theory
Identify the need of Hari ( as per your opinion) substantiate.
2. What should Sudhir do to motivate Hari and retain him in the organization?(10)
Ans: If you are Hari’s boss how will you motivate him.
Reg.No………………… Name: …………………

DC SCHOOL OF MANAGEMENT & TECHNOLOGY, TRIVANDRUM

MBA DEGREE EXAMINATION APRIL 2021
MGT 512 ORGANISATIONAL BEHAVIOUR
MODEL EXAMINATION
Duration: 3Hrs.
Max.Marks.75
Section A
Answer all questions. Each question carries 5 marks
1. Define Organisational Behaviour and discuss its importance.
2. What is learning ? Explain classical conditioning theory of learning.
3. Define personality. Discuss the relationship with values and beliefs.
4. What are the stages of group development?
5. What is transactional analysis? Explain.
Section B
Answer any three questions. Each question carries 10 marks

6. What is Herzberg’s theory of motivation?

7. What is stress management? What are the causes of stress and how can it be managed?
8. What is Power? Is it different from authority? Discuss the sources of power.
9. A leader is born and not made. What is your comment on the statement explain with
theory.
10. What are challenges of organiational behaviour?
Section C
Compulsory, carries 20 marks.
11. a. Compare and contrast business leadership and business management.
b. Management involves the delegation of authority whereas leadership is the effective
exercise of power- Discuss
Questions and CO

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11
CO1 CO1 CO1,2 CO1 CO1, CO1,2 CO1,2 CO1,2 CO4 CO1,2 CO4
&3 &3 &3 &3 2&3 &3 &3 &3 &5 &3 &5
Reg.No………………… Name: …………………

DC SCHOOL OF MANAGEMENT & TECHNOLOGY, TRIVANDRUM

MBA DEGREE EXAMINATION APRIL 2021
MGT 512 ORGANISATIONAL BEHAVIOUR
MODEL EXAMINATION
Duration: 3Hrs.
Max.Marks.75
Section A
Answer all questions. Each question carries 5 marks
1Define Organisational Behaviour and discuss its importance.
Ans: OB is a field of study that investigates the impact that individuals, groups and
structure have on behaviour within organizations for the purpose of applying such
knowledge towards improving an organization’s effectiveness. It is a distinct area of
expertise with a common body of knowledge. It studies 3 determinants of behaviour in
organizations: individual, groups and structure . OB is also an applied field. It applies
the knowledge gained about individuals, groups and the effect of structure on
behaviour towards the end of making organizations work more effectively. OB is
concerned with the study of what people do in an organization and how that behaviour
affects the performance of the organization. OB includes the core topics of motivation,
leader behaviour and power, interpersonal communication, group structure and
process, learning, attitude development and perception, interpersonal change and
conflict.
The need and importance of organisational behaviour are as under:
1. Skill Improvement: Study of Organisational Behaviour helps to improve skills.
This includes the ability of employees and use of knowledge to become more efficient.
It also improves managers, as well as other employees, work skill.
2. Understanding Consumer Buying Behaviour: It also an important part to improve
the marketing process by understanding consumer (buying) behaviour.
 3. Employee Motivation: OB helps to understand the basis of Motivation and
different ways to motivate employees properly.
4. Nature of Employees: Understanding of personnel and employee nature is
important to manage them properly. With the help of OB, we can understand whether
employees or people are Introvert, Extrovert, Motivated, Dominating etc.
5. Anticipating Organisational events: The scientific study of behaviour helps to
understand and predict organisational events. For example Annual Business Planning,
Demand Management, Product line management, Production Planning, Resources
Scheduling, Logistics etc
6. Efficiency & Effectiveness: Study of organisational behaviour helps to increase
efficiency and effectiveness of the organisation
7. Better Environment of Organisation: OB helps to create a healthy, ethical and
smooth environment in an organisation.
8. Optimum or Better Utilization of Resources: Study of OB helps to understand
employees and their work style and skill better way. By understanding this,
management can train and motivate employees for optimum utilization of resources.
9. Importance of OB in the Goodwill of organization: Organisational Behaviour
helps to improve Goodwill of organization. This is all about the significance and
importance of organisational behaviour and its impact on overall business activities.
Ultimately OB helps to increase efficiency and productivity. This may lead to an
increase in the profit of the organisation.

2What is learning ? Explain classical conditioning theory of learning.

Ans: Learning is a key process & is necessary for all educational process. It pervades
everything we do and think learning plays an important role in the languages we speak,
our customs & beliefs. It involves ways of doing things in an individual attempt to
overcome obstacles or to adjust to new situations. It is a progressive change in behavior
as individual reacts to a situation in an effort to adopt his behavior effectively to the
demands made upon him. Thus learning is change in behavior.
Classical conditioning was accidentally discovered around the beginning of the 20th
century by Russian physiologist Ivan Pavlov. Pavlov was studying digestive process in
dogs when he discovered that the dogs salivated before they received their food. In fact,
after repeated pairing of the lab attendant and the food, the dogs started to salivate at the
sight of the lab assistants. Pavlov coined these phenomena as “psychic secretions." He
 noted that dogs were not only responding to a biological need (hunger), but also a need
developed by learning. Pavlov spent the rest of life researching why this associate
learning occurred, which is now called classical conditioning
In classical conditioning, an organism learns to associate one stimulus with another.
The organism learns that the first stimulus is a cue for the second stimulus. KEY
CONCEPTS OF CLASSICAL CONDITIONING Unconditioned Stimulus (UCS) A
stimulus that elicits a response without conditioning Unconditioned Response (UCR)
Automatic response elicited by the unconditioned stimulus Conditioned Stimulus (CS)
A neutral stimulus that when paired with an unconditioned stimulus (UCS) elicits a
similar response Conditioned Response (CR) A response that is learned by pairing the
originally neutral conditioned stimulus (CS) with the unconditioned stimulus (UCS).
The food is an unconditioned stimulus (UCS) and the salivation is the unconditioned
response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell
with food. Then the bell becomes a conditioned stimulus (CS) which produces the
conditioned response (CR) of salivation after repeated pairings between the bell and
food. Dog – ringing of bell – No saliva Dog – food – saliva (Unconditioned stimulus/
(unconditioned response/ natural stimulus) (UCS) natural response) (UCR) Dog –
ringing of bell – food served – saliva (Conditioned stimulus) (US) (Conditioned
response) 30 (CS) Initially even if food is not served but bell is rung, the dog salivates.
Thus the dog is now conditioned. But if no food is served but bell is rung continuously
for few days in line, then over the period of time salivating stops.
3Define personality. Discuss the relationship with values and beliefs.
Ans : Personality may be understood as the characteristic patterns of behaviour and
modes of thinking that determine a person’s adjustment to the environment. Personality can
be described as how a person affects others, how he understands and views himself and his
pattern of inner and outer measurable traits.
Thus, personality represents the sum total of several attributes which manifest
themselves in an individual; the ability of the individual to organize and integrate all the
qualities so as to give meaning to life and the uniqueness of the situation which influences
behaviour of an individual. Personality is therefore, a very diverse psychological concept
Value is generally used in two different ways: as a characteristic of an object or as an
attribute possessed by an individual and thought desirable. The focus here is on the latter. A
value is defined as a “concept of the desirable, an internalizes criterion of standard of
evaluation a person possesses. Such concepts and standards are relatively few and
determined or guide an individual’s evaluation of the many objects encountered in
everyday life”. Values are tinged with moral flavor, involving an individual’s judgement of
what is right, good or desirable. Thus, values provide standards of competence and
morality.
i. Are fewer in number than attitudes. ii. Transcend specific objects, situations or
persons. iii. Are relatively permanent and resistant to change. iv. Are most
central to the core of a person.
 The use of the term "belief system" can be highly confusing. Psychologists, political
scientists and anthropologists tend to use the term in rather different senses. There is
some network of interrelated concepts and propositions at varying levels of generality,
and there are some processes by which a human or a computer accesses and
manipulates that knowledge under current activating circumstances and/or in the
service of particular current purposes. Belief systems are structures of norms that are
interrelated and that vary mainly in the degree in which they are systemic.
4What are the stages of group development?
Ans: Stage 1: Forming In the Forming stage, personal relations are characterized by
dependence. Group members rely on safe, patterned behavior and look to the group
leader for guidance and direction. Group members have a desire for acceptance by the
group and a need to know that the group is safe. They set about gathering impressions
and data about the similarities and differences among them and forming preferences for
future subgrouping. Rules of behavior seem to be to keep things simple and to avoid
controversy. Serious topics and feelings are avoided.
Stage 2: Storming The next stage, which Tuckman calls Storming, is characterized by
competition and conflict in the personalrelations dimension an organization in the task-
functions dimension. As the group members attempt to organize for the task, conflict
inevitably results in their personal relations. Individuals have to bend and mold their
feelings, ideas, attitudes, and beliefs to suit the group organization. Because of "fear of
exposure" or "fear of failure," there will be an increased desire for structural
clarification and commitment. Although conflicts may or may not surface as group
issues, they do exist. Questions will arise about who is going to be responsible for what,
what the rules are, what the reward system is, and what criteria for evaluation are.
These reflect conflicts over leadership, structure, power, and authority. There may be
wide swings in members’ behavior based on emerging issues of competition and
hostilities. Because of the discomfort generated during this stage, some members may
remain completely silent while others attempt to dominate.
Stage 3: Norming In Tuckman’s Norming stage, interpersonal relations are
characterized by cohesion. Group members are engaged in active acknowledgment of
all members’ contributions, community building and maintenance, and solving of group
issues. Members are willing to change their preconceived ideas or opinions on the basis
of facts presented by other members, and they actively ask questions of one another.
Leadership is shared, and cliques dissolve. When members begin to know-and identify
with-one another, the level of trust in their personal relations contributes to the
development of group cohesion. It is during this stage of development (assuming the
group gets this far) that people begin to experience a sense of group belonging and a
feeling of relief as a result of resolving interpersonal conflicts.
Stage 4: Performing The Performing stage is not reached by all groups. If group
members are able to evolve to stage four, their capacity, range, and depth of personal
relations expand to true interdependence. In this stage, people can work independently,
in subgroups, or as a total unit with equal facility. Their roles and authorities
dynamically adjust to the changing needs of the group and individuals. Stage four is
 marked by interdependence in personal relations and problem solving in the realm of
task functions. By now, the group should be most productive. Individual members have
become self-assuring, and the need for group approval is past. Members are both highly
task oriented and highly people oriented. There is unity: group identity is complete,
group morale is high, and group loyalty is intense. The task function becomes genuine
problem solving, leading toward optimal solutions and optimum group development.
There is support for experimentation in solving problems and an emphasis on
achievement. The overall goal is productivity through problem solving and work. Stage
5: Adjourning Tuckman’s final stage, Adjourning, involves the termination of task
behaviors and disengagement from relationships. A planned conclusion usually
includes recognition for participation and achievement and an opportunity for members
to say personal goodbyes. Concluding a group can create some apprehension - in effect,
a minor crisis. The termination of the group is a regressive movement from giving up
control to giving up inclusion in the group. The most effective interventions in this
stage are those that facilitate task termination and the disengagement process.

5What is transactional analysis? Explain.

Ans: People have three ego states: parent, adult, child Parent: when a person thinks,
feels & behaves in ways copied from his/her parents Child: thinking, feeling, behaving
as one did as a child Adult: thoughts, feelings, or behaviors that are a direct result of
current happenings

Parent- “Do as I do” Child- “What shall I do?” Adult- “I will be frank with you
An exchange of strokes between two people is the basic transaction of human
communication. Transaction is the fundamental unit of social intercourse. Transactions
can be: a./ complementary b./ crossed c./ ulterior - games
Section B
Answer any three questions. Each question carries 10 marks

6What is Herzberg’s theory of motivation?

Ans: Herzberg’s Motivation Theory model, or Two Factor Theory, argues that there are
two factors that an organization can adjust to influence motivation in the workplace.

These factors are:

Motivators: Which can encourage employees to work harder.

Hygiene factors: These won’t encourage employees to work harder but they will cause
them to become unmotivated if they are not present.
Motivating factors include:
Achievement: A job must give an employee a sense of achievement. This will provide a
proud feeling of having done something difficult but worthwhile.

Recognition: A job must provide an employee with praise and recognition of their
successes. This recognition should come from both their superiors and their peers.

The work itself: The job itself must be interesting, varied, and provide enough of a
challenge to keep employees motivated.
Responsibility: Employees should “own” their work. They should hold themselves
responsible for this completion and not feel as though they are being micromanaged.
Advancement: Promotion opportunities should exist for the employee.
Growth: The job should give employees the opportunity to learn new skills. This can
happen either on the job or through more formal training.
Hygiene factors include:

Company policies: These should be fair and clear to every employee. They must also be
equivalent to those of competitors.
Supervision: Supervision must be fair and appropriate. The employee should be given as
much autonomy as is reasonable.
Relationships: There should be no tolerance for bullying or cliques. A healthy, amiable,
and appropriate relationship should exist between peers, superiors, and subordinates.
Work conditions: Equipment and the working environment should be safe, fit for purpose,
and hygienic.
Salary: The pay structure should be fair and reasonable. It should also be competitive with
other organizations in the same industry.
Status: The organization should maintain the status of all employees within the
organization. Performing meaningful work can provide a sense of status.
Security: It is important that employees feel that their job is secure and they are not under
the constant threat of being laid-off.

7What is stress management? What are the causes of stress and how can it be managed?
Ans: The person is constantly interacting with the environment, objective and
psychological, in which there are stressors. Stress may be manifested in physiological
matters, psychological or behavioural responses. The nature of the response depends
 upon individual differences. Some are more sensitive to the presence of stressors, some
use more ‘effective coping mechanisms. Stress is a non — specifically induced
psychological state of an individual that develops because the individual is faced with
situations that “tax or exceed available resources (internal or external), as appraised by
the person involved”.

Occupational factors: Some jobs are more stressful than others. Blue—Collar workers
are more likely to be exposed to working conditions that lead to physical health
problems because, many of their jobs are mostly physically dangerous or they are
exposed to more toxic substances
Role Pressure: Robert Kahn and a group of researchers at the University of Michigan’s
Institute for Social Research examined the extent of role conflict and role ambiguity in
organizations, their causes, how they relate to personal adjustment and how personality
might modify the effects of role strain. This research is based on the premise that
individuals are more effective at work roles when they are clear about what is expected
of them and when they do not have severe conflicting demands. iii. Role conflict: It
occurs when a person is in situation where there are pressures to comply with different
and inconsistent elements. If the person complies with one demand, it is difficult or
impossible to comply with other demands. The particular type of role conflict depends
on the sources of the demands. An intercentral role conflict is inconsistent expectations
from a single person.

8What is Power? Is it different from authority? Discuss the sources of power.

Ans: Power refers to a capacity that A has to influence the behavior of B, so that B acts
in accordance with A’s wishes.4 This definition implies a potential that need not be
actualized to be effective and a dependency relationship. Power may exist but not be
used. It is, therefore, a capacity or potential. One can have power but not impose it

POSITIONAL POWER comes from organizational authority or position – often

overlooked by people with the power, rarely forgotten by those without it.
2. REFERRED POWER comes from connections to others (e.g. a staff member without
formal positional power but who has known the ED for years).
3. EXPERT POWER comes from wisdom, knowledge, experience & skills (e.g.
someone who is widely respected because of their skills as an organizer).
4. IDEOLOGICAL POWER comes from an idea, vision or analysis. As Victor Hugo
said, “Nothing can withstand the power of an idea whose time has come.” It can be the
original idea of an individual, an ideal such as “democracy” or “liberation,” or a
developed ideology.
5. OBSTRUCTIVE POWER stems from the ability to coerce or block – whether
implicit, threatened or demonstrated. Those without other sources of power may depend
on it. Many activists are experts in its use.
6. PERSONAL POWER. The manifestation of a individual’s energy, vision, ability to
communicate, capacity to influence, emotional intelligence, psychological savvy, etc. 7.
CO-POWERING. A term from the Latino community that articulates the responsibility
 of individual leaders to mindfully work towards supporting the personal power of
others through modeling, validating and giving feedback.
8. COLLABORATIVE POWER. Our ability to join our energies in partnership with
others in pairs, teams, organizations, communities, coalitions, and movements.
9. INSTITUTIONAL POWER. Economic, legal, and political power directly wielded
by institutions – whether a corporation, police department, or your own organization. It
exists apart from the individuals who work there at any one time, i.e. brand,
membership, skills, etc.
10. CULTURAL POWER. The cultural norms and conditioning regarding race, class,
sexual orientation, gender identification and age that accrue power and privilege to the
dominant group. CULTURAL POWER, from the perspective of oppressed peoples, is
also a consciousness of community or culture that serves to empower.
11. STRUCTURAL POWER. Power covertly or implicitly exercised through the
dominant institutions of society (e.g. resistance to alternative medicine from the AMA
and insurance providers or racism expressed and maintained through structures like red-
lining by lending institutions).
12. TRANSCENDENT POWER comes from our connection to something larger than
ourselves: to the Creator or Spirit, the natural world, our ancestral lineage, or the arc of
history

9A leader is born and not made. What is your comment on the statement explain with
theory.
Ans: You shall support or against hte comment.
Substantiate with theories- Born- Trait theory & otherwise transformational theory

10What are challenges of organiational behaviour?

Ans: Managing Workforce Diversity: This refers to employing different categories of
employees who are heterogeneous in terms of gender, race, ethnicity, relation,
community, physically disadvantaged, homosexuals, elderly people etc. The primary
reason to employ heterogeneous category of employees
Responding to Globalization: Today‟s business is mostly market driven; wherever
the demands exist irrespective of distance, locations, climatic conditions, the business
operations are expanded to gain their market share and to remain in the top rank etc.
Business operations are no longer restricted to a particular locality or region.
Company‟s products or services are spreading across the nations using mass
communication, internet, faster transportation etc
Empowering People Empowerment is defined as putting employees in charge of what
they do by eliciting some sort of ownership in them. The main issue is delegating more
 power and responsibility to the lower level cadre of employees and assigning more
freedom to make choices about their schedules, operations, procedures and the method
of solving their work-related problems. Encouraging the employees to participate in
work related decision will sizably enhance their commitment at work
Coping with ‘Temporariness” In recent times, the Product life cycles are slimming,
the methods of operations are improving, and fashions are changing very fast. In those
days, the managers needed to introduce major change programs once or twice a
decade. Today, change is an ongoing activity for most managers. The concept of
continuous improvement implies constant change.
Stimulating Innovation and Change Today‟s successful organizations must foster
innovation and be proficient in the art of change; otherwise they will be vanished from
their field of business. Victory will go to those organizations that maintain flexibility,
continually improve their quality, and beat the competition to the market place with a
constant stream of innovative products and services

Section C
Compulsory, carries 20 marks.
11a. Compare and contrast business leadership and business management.
Ans: The effective performance of your business will require solid management: the
process of planning, organizing, leading, and controlling resources to achieve specific
goals. A plan enables you to take your business concept beyond the idea stage. It does
not, however, get the work done. For that to happen, you have to organize things
effectively. You’ll have to put people and other resources in place to make things
happen. And because your note-taking venture is supposed to be better off with you in
charge, you need to be a leader who can motivate your people to do well. Finally, to
know whether things are in fact going well, you’ll have to control your operations—that
is, measure the results and compare them with the results that you laid out in your plan

b. Management involves the delegation of authority whereas leadership is the effective

exercise of power- Discuss
methodology for delegation, here are four strategies
Start with your reasons. When people lack understanding about why something matters
and how they fit into it, they are less likely to care. But if you give them context about
what’s at stake, how they fit into the big picture, and what’s unique about the opportunity,
then you increase personal relevance and the odds of follow-through.
Inspire their commitment. People get excited about what’s possible, but they commit
only when they understand their role in making it happen. Once you’ve defined the work,
clarified the scope of their contribution, and ensured that it aligns with their capacity,
carefully communicate any and all additional expectations for complete understanding. 

Engage at the right level. It’s essential to stay involved, but the degree matters.
You should maintain engagement levels sufficient for you to deliver the agreed-upon mix
of support and accountability. However, there are risks when the mix is not right: Too
involved, and you could consciously or inadvertently micromanage those around you; too
hands-off, and you could miss the critical moments where a supportive comment or vital
piece of feedback would be essential.
Practice saying “yes,” “no,” and “yes, if.” This is the art and science of being selective.
Successful investors don’t divert their money into every opportunity that comes their way,
so we should be equally discerning with our time. Start by carefully assessing every
demand that comes your way, and align the asks with the highest-valued contributions that
you’re most skilled at making.
 OB Assignment Rubrics (10 marks)

Two assignments will be given

Assignment shall be evaluated on the following criteria

1. Content (5)

2. Structure –Title page- Introduction- Body – Conclusion – Bibliography (5)

OB Case Analysis Rubrics (5 Marks)

Case Analysis is a part of class participation

Case analysis is evaluated as

A break through idea /concept – 5 marks

Adding to the point/ initiating discussion – 3 marks

Just responding when questioned – 2 marks

Not participating but being a listener -1 Marks

OB Presentation Rubrics(10 Marks)

Individual Presentation – 10 Marks

Presentation shall be evaluated on the following criteria

1. Content – 3 Marks
2. Intonation – 2 Marks
3. PPT-2 Marks
4. Q& A- 3 Marks
List of Students MBA 2020-22

SL
NO Names of Students
1 Abishek Preetham
2 Adarsh JR
Adarsh Sethu
3 Chandra
4 Aiswaria J
5 Ajeesh VS
6 Ajmal A
7 Akash S
8 Akhil Leela
9 Akhil Vijayakumar
10 Akshaya Ajith
11 Amal Santhosh S
12 Anagha S
13 Anand K Rajeev
Aneesh Chandran
14 CA
15 Anjali ES
16 Anna S Nair
17 Annie Andrews J
18 Anseena Anzer
19 Aparna Bahuleyan K
20 Ardra Sudhanan
21 Ariya Rajees
22 Arya Devi R
23 Arya Krishna SR
24 Deepthi Sajan
25 Gayathri Harihar R
26 Gayathri R
27 Gokul S
28 Gouthami L
29 Hanna TP
30 Harsha P Pradeep
31 Judlin Berna NM
32 Kiran GK
33 Krishnanunni G
34 Lekshmi NS
35 Mahima K Mahesh
36 Mariyam R
Mohammed Ranish
37 T
38 Mridula Chandra
39 Muhammed Rafnas
40 Pournami S
41 Reshma U P
42 Reshma V Nair
43 Reuban Pradeep
44 Revathy R
45 Revathy Reghunath
46 Samyuktha Suresh
47 Sarath
48 Savin Sathish Kumar
49 Shilpa RS
50 Sooraj SR
51 Sreekanth S
52 Subramanyan U
53 Surya Gayathri CS
54 Susmita Muralidhar
55 Varna SS
56 Varsha P Pradeep
 Presentation Marks

PPT(2 Total
L NO Names of Students Content(3) Intonation(2) ) Q&A(3) (10) Mark(5)
1 Abishek Preetham 2 2 2 1 7 3.5
2 Adarsh JR 2.5 2 2 2 8.5 4.25
Adarsh Sethu
3 Chandra 2 1.5 2 1 6.5 3.25
4 Aiswaria J 2 2 2 2 8 4
5 Ajeesh VS 2 2 2 2 8 4
6 Ajmal A 2 2 2 1 7 3.5
7 Akash S 2 2 2 2 8 4
8 Akhil Leela 2 2 2 2 8 4
9 Akhil Vijayakumar 2 2 2 1 7 3.5
10 Akshaya Ajith 2.5 2 2 2 8.5 4.25
11 Amal Santhosh S 2 2 2 1.5 7.5 3.75
12 Anagha S 2.5 2 2 2.5 9 4.5
13 Anand K Rajeev 2 2 2 2 8 4
Aneesh Chandran
14 CA 2 2 2 1 7 3.5
15 Anjali ES 2 2 2 2 8 4
16 Anna S Nair 2 2 2 2 8 4
17 Annie Andrews J 2 2 2 1.5 7.5 3.75
18 Anseena Anzer 2.5 2 2 2 8.5 4.25
19 Aparna Bahuleyan K 2.5 2 2 2 8.5 4.25
20 Ardra Sudhanan 2 2 2 1.5 7.5 3.75
21 Ariya Rajees 2 2 2 2 8 4
22 Arya Devi R 2 2 2 1 7 3.5
23 Arya Krishna SR 2 2 2 1 7 3.5
24 Deepthi Sajan 2.5 2 2 2.5 9 4.5
25 Gayathri Harihar R 2.5 2 2 2.5 9 4.5
26 Gayathri R 2 2 2 2 8 4
27 Gokul S 2 2 2 2 8 4
28 Gouthami L 2 1.5 2 1.5 7 3.5
29 Hanna TP 2 2 2 2 8 4
30 Harsha P Pradeep 2 2 2 2 8 4
31 Judlin Berna NM 2.5 2 2 2.5 9 4.5
32 Kiran GK 2.5 2 2 2.5 9 4.5
33 Krishnanunni G 2 2 2 2 8 4
34 Lekshmi NS 2 2 2 1 7 3.5
35 Mahima K Mahesh 2.5 2 2 2.5 9 4.5
 36 Mariyam R 2 2 2 1.5 7.5 3.75
Mohammed Ranish
37 T 2 1.5 1.5 1.5 6.5 3.25
38 Mridula Chandra 2 2 2 2 8 4
39 Muhammed Rafnas 2 2 2 1.5 7.5 3.75
40 Pournami S 2.5 2 2 2.5 9 4.5
41 Reshma U P 2 2 2 1 7 3.5
42 Reshma V Nair 2 2 2 2 8 4
43 Reuban Pradeep 2 2 2 2 8 4
44 Revathy R 2 2 2 2 8 4
45 Revathy Reghunath 2 2 2 2 8 4
46 Samyuktha Suresh 2 2 2 2 8 4
47 Sarath 2.5 2 2 2.5 9 4.5
48 Savin Sathish Kumar 2.5 2 2 2 8.5 4.25
49 Shilpa RS 2 1.5 2 1.5 7 3.5
50 Sooraj SR 2.5 2 2 2.5 9 4.5
51 Sreekanth S 2 1.5 2 1.5 7 3.5
52 Subramanyan U 2 2 2 2 8 4
53 Surya Gayathri CS 2.5 2 2 2.5 9 4.5
54 Susmita Muralidhar 2 2 2 2 8 4
55 Varna SS 2.5 2 2 2.5 9 4.5
56 Varsha P Pradeep 2.5 2 2 2.5 9 4.5

Assignment Marks

AssignmentI Assgn II
SL NO Names of Students (10) 2.50 (10) 2.50 5.00
1 Abishek Preetham 7 1.75 8 2.00 3.75
2 Adarsh JR 7 1.75 9 2.25 4.00
Adarsh Sethu
3 Chandra 8 2.00 8 2.00 4.00
4 Aiswaria J 8.5 2.13 8.5 2.13 4.25
5 Ajeesh VS 8.5 2.13 8.5 2.13 4.25
6 Ajmal A 7 1.75 7.5 1.88 3.63
7 Akash S 9 2.25 8 2.00 4.25
8 Akhil Leela 7 1.75 8 2.00 3.75
9 Akhil Vijayakumar 8.5 2.13 8.5 2.13 4.25
10 Akshaya Ajith 8.5 2.13 9 2.25 4.38
11 Amal Santhosh S 7 1.75 7.5 1.88 3.63
12 Anagha S 8 2.00 9 2.25 4.25
13 Anand K Rajeev 8 2.00 8 2.00 4.00
Aneesh Chandran
14 CA 7.5 1.88 8 2.00 3.88
15 Anjali ES 9 2.25 9.5 2.38 4.63
16 Anna S Nair 9 2.25 9 2.25 4.50
17 Annie Andrews J 8 2.00 8 2.00 4.00
18 Anseena Anzer 8 2.00 8 2.00 4.00
19 Aparna Bahuleyan K 9 2.25 8.5 2.13 4.38
20 Ardra Sudhanan 8 2.00 8 2.00 4.00
21 Ariya Rajees 9 2.25 8 2.00 4.25
22 Arya Devi R 8 2.00 8 2.00 4.00
23 Arya Krishna SR 8 2.00 8 2.00 4.00
24 Deepthi Sajan 9.5 2.38 9.5 2.38 4.75
25 Gayathri Harihar R 9.5 2.38 9.5 2.38 4.75
26 Gayathri R 8.5 2.13 9 2.25 4.38
27 Gokul S 8 2.00 8.5 2.13 4.13
28 Gouthami L 8 2.00 8 2.00 4.00
29 Hanna TP 8 2.00 8.5 2.13 4.13
30 Harsha P Pradeep 8 2.00 8 2.00 4.00
31 Judlin Berna NM 9.5 2.38 9.5 2.38 4.75
32 Kiran GK 8.5 2.13 8 2.00 4.13
33 Krishnanunni G 8 2.00 8 2.00 4.00
34 Lekshmi NS 8 2.00 8 2.00 4.00
35 Mahima K Mahesh 9 2.25 9.5 2.38 4.63
36 Mariyam R 8 2.00 8.5 2.13 4.13
37 Mohammed Ranish T 8 2.00 8 2.00 4.00
38 Mridula Chandra 8 2.00 8 2.00 4.00
39 Muhammed Rafnas 8 2.00 8 2.00 4.00
40 Pournami S 9 2.25 9.5 2.38 4.63
41 Reshma U P 7 1.75 7 1.75 3.50
42 Reshma V Nair 8 2.00 8.5 2.13 4.13
43 Reuban Pradeep 8 2.00 8 2.00 4.00
44 Revathy R 8 2.00 8 2.00 4.00
45 Revathy Reghunath 8 2.00 8 2.00 4.00
46 Samyuktha Suresh 8 2.00 8 2.00 4.00
47 Sarath 8 2.00 8 2.00 4.00
48 Savin Sathish Kumar 8 2.00 8.5 2.13 4.13
49 Shilpa RS 8 2.00 7.5 1.88 3.88
50 Sooraj SR 9 2.25 9 2.25 4.50
51 Sreekanth S 8 2.00 8 2.00 4.00
52 Subramanyan U 8 2.00 8 2.00 4.00
53 Surya Gayathri CS 9 2.25 8.5 2.13 4.38
54 Susmita Muralidhar 8 2.00 8.5 2.13 4.13
55 Varna SS 9 2.25 9 2.25 4.50
56 Varsha P Pradeep 9 2.25 9 2.25 4.50
Test Paper Marks
 class
Class test test Model Total
SL NO Names of Students 1(50) 2 II(25) 2 Exam(75) 6 10
 1 Abishek Preetham 25 1 20 1.6 55 4.4 7
2 Adarsh JR 35 1.4 22 1.76 65 5.2 8.36
Adarsh Sethu
3 Chandra 29 1.16 20 1.6 55 4.4 7.16
4 Aiswaria J 35 1.4 20 1.6 58 4.64 7.64
5 Ajeesh VS 30 1.2 21 1.68 59 4.72 7.6
6 Ajmal A 28 1.12 20 1.6 54 4.32 7.04
7 Akash S 36 1.44 20 1.6 52 4.16 7.2
8 Akhil Leela 30 1.2 20 1.6 55 4.4 7.2
9 Akhil Vijayakumar 36 1.44 21 1.68 50 4 7.12
10 Akshaya Ajith 25 1 22 1.76 59 4.72 7.48
11 Amal Santhosh S 28 1.12 20 1.6 56 4.48 7.2
12 Anagha S 40 1.6 22 1.76 60 4.8 8.16
13 Anand K Rajeev 34 1.36 20 1.6 57 4.56 7.52
Aneesh Chandran
14 CA 34 1.36 20 1.6 55 4.4 7.36
15 Anjali ES 43 1.72 22 1.76 65 5.2 8.68
16 Anna S Nair 40 1.6 22 1.76 63 5.04 8.4
17 Annie Andrews J 38 1.52 20 1.6 53 4.24 7.36
18 Anseena Anzer 25 1 21 1.68 55 4.4 7.08
19 Aparna Bahuleyan K 40 1.6 22 1.76 60 4.8 8.16
20 Ardra Sudhanan 30 1.2 20 1.6 58 4.64 7.44
21 Ariya Rajees 32 1.28 20 1.6 59 4.72 7.6
22 Arya Devi R 31 1.24 20 1.6 56 4.48 7.32
23 Arya Krishna SR 34 1.36 21 1.68 55 4.4 7.44
24 Deepthi Sajan 42 1.68 20 1.6 65 5.2 8.48
25 Gayathri Harihar R 43 1.72 23 1.84 65 5.2 8.76
26 Gayathri R 40 1.6 21 1.68 63 5.04 8.32
27 Gokul S 38 1.52 20 1.6 50 4 7.12
28 Gouthami L 32 1.28 20 1.6 55 4.4 7.28
29 Hanna TP 30 1.2 20 1.6 58 4.64 7.44
30 Harsha P Pradeep 25 1 20 1.6 59 4.72 7.32
31 Judlin Berna NM 25 1 23 1.84 67 5.36 8.2
32 Kiran GK 30 1.2 20 1.6 61 4.88 7.68
33 Krishnanunni G 32 1.28 20 1.6 58 4.64 7.52
34 Lekshmi NS 25 1 20 1.6 55 4.4 7
35 Mahima K Mahesh 40 1.6 23 1.84 63 5.04 8.48
36 Mariyam R 35 1.4 20 1.6 55 4.4 7.4
Mohammed Ranish
37 T 30 1.2 20 1.6 58 4.64 7.44
38 Mridula Chandra 35 1.4 21 1.68 59 4.72 7.8
39 Muhammed Rafnas 32 1.28 20 1.6 54 4.32 7.2
40 Pournami S 25 1 22 1.76 64 5.12 7.88
41 Reshma U P 0 0 0 0 39 3.12 3.12
 42 Reshma V Nair 35 1.4 20 1.6 56 4.48 7.48
43 Reuban Pradeep 37 1.48 20 1.6 56 4.48 7.56
44 Revathy R 38 1.52 20 1.6 54 4.32 7.44
45 Revathy Reghunath 35 1.4 23 1.84 54 4.32 7.56
46 Samyuktha Suresh 35 1.4 20 1.6 51 4.08 7.08
47 Sarath 37 1.48 20 1.6 53 4.24 7.32
48 Savin Sathish Kumar 38 1.52 21 1.68 55 4.4 7.6
49 Shilpa RS 40 1.6 20 1.6 55 4.4 7.6
50 Sooraj SR 40 1.6 22 1.76 59 4.72 8.08
51 Sreekanth S 39 1.56 20 1.6 50 4 7.16
52 Subramanyan U 38 1.52 20 1.6 50 4 7.12
53 Surya Gayathri CS 40 1.6 21 1.68 54 4.32 7.6
54 Susmita Muralidhar 35 1.4 20 1.6 53 4.24 7.24
55 Varna SS 39 1.56 20 1.6 58 4.64 7.8
56 Varsha P Pradeep 38 1.52 20 1.6 57 4.56 7.68

Attendance Percentage and Marks Allotted

Mark C
SL NO Names of Students Att% 2.5 Pmarks(2.5) Total
1 Abishek Preetham 91.67% 2.5 2 4.5
2 Adarsh JR 96.67% 2.5 2.5 5
Adarsh Sethu
3 Chandra 81.67% 2 2 4
4 Aiswaria J 86.67% 2 2 4
5 Ajeesh VS 93.33% 2.5 2 4.5
6 Ajmal A 81.67% 2 2 4
7 Akash S 93.33% 2.5 2 4.5
8 Akhil Leela 83.33% 2 2.5 4.5
9 Akhil Vijayakumar 93.33% 2.5 2 4.5
10 Akshaya Ajith 83.33% 2 2 4
11 Amal Santhosh S 81.67% 2 2 4
12 Anagha S 88.33% 2 2 4
13 Anand K Rajeev 93.33% 2.5 2 4.5
Aneesh Chandran
14 CA 90.00% 2.5 2 4.5
15 Anjali ES 91.67% 2.5 2 4.5
16 Anna S Nair 91.67% 2.5 2 4.5
17 Annie Andrews J 83.33% 2 2 4
18 Anseena Anzer 93.33% 2.5 2 4.5
19 Aparna Bahuleyan K 90.00% 2.5 2.5 5
20 Ardra Sudhanan 93.62% 2.5 2 4.5
21 Ariya Rajees 96.67% 2.5 2 4.5
22 Arya Devi R 93.33% 2.5 2 4.5
23 Arya Krishna SR 96.67% 2.5 2 4.5
24 Deepthi Sajan 81.67% 2 2 4
25 Gayathri Harihar R 96.67% 2.5 2 4.5
26 Gayathri R 96.67% 2.5 2 4.5
27 Gokul S 95.00% 2.5 2.5 5
28 Gouthami L 81.67% 2 2 4
29 Hanna TP 86.67% 2 2 4
30 Harsha P Pradeep 98.33% 2.5 2 4.5
31 Judlin Berna NM 96.67% 2.5 2 4.5
32 Kiran GK 96.67% 2.5 2.5 5
33 Krishnanunni G 96.67% 2.5 2 4.5
34 Lekshmi NS 93.33% 2.5 2 4.5
35 Mahima K Mahesh 96.67% 2.5 2.5 5
36 Mariyam R 96.67% 2.5 2 4.5
Mohammed Ranish
37 T 96.67% 2.5 2 4.5
38 Mridula Chandra 96.67% 2.5 2 4.5
39 Muhammed Rafnas 96.67% 2.5 2 4.5
40 Pournami S 95.00% 2.5 2.5 5
41 Reshma U P 40.00% 1 1 2
42 Reshma V Nair 91.67% 2.5 2 4.5
43 Reuban Pradeep 98.33% 2.5 2 4.5
44 Revathy R 98.33% 2.5 2 4.5
45 Revathy Reghunath 90.00% 2.5 2 4.5
46 Samyuktha Suresh 93.33% 2.5 2 4.5
47 Sarath 95.00% 2.5 2 4.5
48 Savin Sathish Kumar 93.33% 2.5 2.5 5
49 Shilpa RS 93.33% 2.5 2 4.5
50 Sooraj SR 95.00% 2.5 2 4.5
51 Sreekanth S 95.00% 2.5 2 4.5
52 Subramanyan U 91.67% 2.5 2 4.5
53 Surya Gayathri CS 90.00% 2.5 2 4.5
54 Susmita Muralidhar 96.67% 2.5 2 4.5
55 Varna SS 95.00% 2.5 2 4.5
56 Varsha P Pradeep 96.67% 2.5 2 4.5

Internal Marks Submitted to University

 Attendance
& Class
SL Assignment Presentation( Participatio Test(10 Total Mark
NO Names of Students (5) 5) n (5) ) (25) s
1 Abishek Preetham 3.75 3.5 4.5 7 18.75 19
2 Adarsh JR 4 4.25 5 8.36 21.61 22
Adarsh Sethu
3 Chandra 4 3.25 4 7.16 18.41 18
4 Aiswaria J 4.25 4 4 7.64 19.89 20
5 Ajeesh VS 4.25 4 4.5 7.6 20.35 20
6 Ajmal A 3.625 3.5 4 7.04 18.17 18
7 Akash S 4.25 4 4.5 7.2 19.95 20
8 Akhil Leela 3.75 4 4.5 7.2 19.45 19
9 Akhil Vijayakumar 4.25 3.5 4.5 7.12 19.37 19
10 Akshaya Ajith 4.375 4.25 4 7.48 20.11 20
11 Amal Santhosh S 3.625 3.75 4 7.2 18.58 19
12 Anagha S 4.25 4.5 4 8.16 20.91 21
13 Anand K Rajeev 4 4 4.5 7.52 20.02 20
Aneesh Chandran
14 CA 3.875 3.5 4.5 7.36 19.24 19
15 Anjali ES 4.625 4 4.5 8.68 21.81 22
16 Anna S Nair 4.5 4 4.5 8.4 21.40 21
17 Annie Andrews J 4 3.75 4 7.36 19.11 19
18 Anseena Anzer 4 4.25 4.5 7.08 19.83 20
Aparna Bahuleyan
19 K 4.375 4.25 5 8.16 21.79 22
20 Ardra Sudhanan 4 3.75 4.5 7.44 19.69 20
21 Ariya Rajees 4.25 4 4.5 7.6 20.35 20
22 Arya Devi R 4 3.5 4.5 7.32 19.32 19
23 Arya Krishna SR 4 3.5 4.5 7.44 19.44 19
24 Deepthi Sajan 4.75 4.5 4 8.48 21.73 22
25 Gayathri Harihar R 4.75 4.5 4.5 8.76 22.51 23
26 Gayathri R 4.375 4 4.5 8.32 21.20 21
27 Gokul S 4.125 4 5 7.12 20.25 20
28 Gouthami L 4 3.5 4 7.28 18.78 19
29 Hanna TP 4.125 4 4 7.44 19.57 20
30 Harsha P Pradeep 4 4 4.5 7.32 19.82 20
31 Judlin Berna NM 4.75 4.5 4.5 8.2 21.95 22
32 Kiran GK 4.125 4.5 5 7.68 21.31 21
33 Krishnanunni G 4 4 4.5 7.52 20.02 20
34 Lekshmi NS 4 3.5 4.5 7 19.00 19
35 Mahima K Mahesh 4.625 4.5 5 8.48 22.61 23
36 Mariyam R 4.125 3.75 4.5 7.4 19.78 20
37 Mohammed Ranish 4 3.25 4.5 7.44 19.19 19
 T
38 Mridula Chandra 4 4 4.5 7.8 20.30 20
39 Muhammed Rafnas 4 3.75 4.5 7.2 19.45 19
40 Pournami S 4.625 4.5 5 7.88 22.01 22
41 Reshma U P 3.5 3.5 2 3.12 12.12 12
42 Reshma V Nair 4.125 4 4.5 7.48 20.11 20
43 Reuban Pradeep 4 4 4.5 7.56 20.06 20
44 Revathy R 4 4 4.5 7.44 19.94 20
45 Revathy Reghunath 4 4 4.5 7.56 20.06 20
46 Samyuktha Suresh 4 4 4.5 7.08 19.58 20
47 Sarath 4 4.5 4.5 7.32 20.32 20
Savin Sathish
48 Kumar 4.125 4.25 5 7.6 20.98 21
49 Shilpa RS 3.875 3.5 4.5 7.6 19.48 19
50 Sooraj SR 4.5 4.5 4.5 8.08 21.58 22
51 Sreekanth S 4 3.5 4.5 7.16 19.16 19
52 Subramanyan U 4 4 4.5 7.12 19.62 20
53 Surya Gayathri CS 4.375 4.5 4.5 7.6 20.98 21
54 Susmita Muralidhar 4.125 4 4.5 7.24 19.87 20
55 Varna SS 4.5 4.5 4.5 7.8 21.30 21
56 Varsha P Pradeep 4.5 4.5 4.5 7.68 21.18 21

CO-PO Mapping
 Ability to
understan
knowledge of Foster
d analyse
management Analytical Ability to
and Identify
theories and and critical develop Positive Adapt
communic entreprene
practices to thinking Value attitude and
CO solve business abilities for based
ate Global
and mind- upgrade
urial
Description of CO economic opportunit
No problems data based leadership
legal and
set. skills
ies
decision ability
ethical
making
aspects of
business

PO1 PO2 PO3 PO4 PO5 PO6 PO7

 CC5. Understand a range of the
CO1 theoretical understandings
3 2 2 1
available in OB.
CC5.CO Compare both theoretical
2 and practical constructions of
2 3 1 2 2 2 1
issues and questions in OB.
CC5.CO Illustrate individual and
3 group behavior in a
3 2 3 2 2 2
theoretically informed way.
Appraise psychology
CC5.CO
4
judgments about the 1 3 2 2 2
management of others.

CC5.CO Assess the appropriate use of

5 HRM techniques.
3 1 2 1 2 2 1